​This essay will determine the interplay between psychosocial factors, cultural background, and chronic pain. This assessment not only reinforces theoretical knowledge but also cultivates essential competencies for delivering empathetic, culturally attuned, and patient-centred healthcare. This essay serves several educational objectives:​

• Deepens Understanding of Biopsychosocial Models: Students explore how psychological and social elements, such as beliefs, emotions, and community dynamics, influence chronic pain experiences and management. ​
• Enhances Cultural Competence: By examining the impact of Daniel's Aboriginal heritage on his pain perception and treatment, students gain insights into culturally specific health beliefs and practices, fostering more sensitive and effective care approaches. ​
• Promotes Critical Analysis of Health Disparities: Investigating the unique challenges faced by Aboriginal Australians in pain management encourages students to identify and address systemic inequities in healthcare delivery. ​
• Develops Research and Evidence-Based Practice Skills: Reviewing empirical studies on psychosocial factors and chronic pain equips students with the ability to integrate research findings into clinical decision-making. ​
• Encourages Holistic Patient Care Perspectives: Understanding the multifaceted nature of chronic pain, influenced by individual thoughts, emotions, and social contexts, prepares students to adopt comprehensive assessment and intervention strategies. ​
  
  

The Topic

The experience of pain is associated with an individual’s thoughts, feelings, and social environment. The following case describes Daniel, a 40-year-old Aboriginal Australian who experiences chronic low back pain.

Introducing Daniel

Daniel is an Aboriginal Australian who lives in Brisbane. He experiences chronic low back pain. His pain has been present for more than 10 years and previous medical investigations identified no consistent abnormality that may explain his symptoms. Daniel reports that there is nothing that can be done, and due to regular flare ups of his low back pain, he no longer engages in any exercise or partakes in community social activities.

Your Task

Based on Daniel’s case, your task is to review the empirical evidence regarding the relationship between relevant psychosocial factors and chronic pain. In addition, discuss how Daniels’ Aboriginal background may impact his symptom experience and treatment.

Assessment format

Title page including essay title, full name, student number, and word count.
1500 words maximum (not including title page and reference list)
12pt Times New Roman font
Double-spaced
2.54cm margins
APA 7th Edition referencing and formatting style

Generative AI

CQUniversity acknowledges the increasing presence and influence of Generative Artificial Intelligence (Gen AI) in academic work, including essay development. While Gen AI tools may assist with structure, and language, students are reminded that all submitted work must be their own and reflect their understanding of the subject matter. The use of Gen AI must comply with the University’s Academic Integrity Policy. Any assistance from Gen AI tools (e.g., ChatGPT, GrammarlyGO, Microsoft Copilot) must be appropriately acknowledged, and students should ensure their use does not constitute contract cheating or plagiarism. Students are responsible for critically evaluating and verifying any AI-generated content, and for developing their own academic voice. Over-reliance on AI tools may undermine learning and breach academic integrity standards. When in doubt, students are encouraged to seek guidance from academic staff or the Academic Learning Centre (ALC).

Level of GenAI use allowed: 
Level 2: Al may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of Al for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently. You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

The essay is assessed using a detailed rubric across five key areas. Research skills (15%) focus on sourcing relevant, peer-reviewed literature. Application (20%) assesses how well empirical evidence is linked to the case study. Critique (35%) evaluates the depth of analysis, including discussion of strengths and limitations of research, with cultural sensitivity. Synthesis (15%) examines how well information is integrated across studies, theory, and the specific case. Writing style and structure (10%) considers clarity, grammar, and logical organisation. An additional 5% is allocated to accurate APA referencing. Each section is marked on a scale from below standard to superior standard.

There will be three 20 question open book quizzes that will assess the content across the term. Weeks 1-4 will be assessed in the week 4 quiz, 5-8 will be assessed in the week 8 quiz and weeks 9-12 will be assessed in the week 12 quiz. These will involve a mix of multiple choice, matching or short answer questions. The quizzes will open on Thursday of weeks 4, 8, and 12 at 9am and close Friday at 4pm. Reminders will be provided; however it is important all students note these deadlines.

Level of GenAI use allowed: 
Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge

Students will be assessed on their ability to select or provide the correct answers to the questions posed to them from content delivered in weeks 1-4 (Quiz 1), 5-8 (Quiz 2), 9-12 (Quiz 3). 

The 72-hour grace period does not apply to this assessment.

Students are to develop a one-page (A4 size), single-sided infographic that leverages current evidence to persuade patients with a specific health condition to seek psychological treatment.​

The task of creating an infographic that incorporates behaviour change models serves multiple purposes:​

• Enhances Communication Skills: Students learn to distill complex health information into clear, visually appealing formats, improving their ability to convey essential messages to diverse audiences. ​
• Promotes Critical Thinking: Developing an infographic requires students to analyse and synthesise data, fostering deeper understanding of health topics and encouraging critical evaluation of information. ​
• Applies Behaviour Change Theories: Integrating models like the Health Belief Model or Theory of Reasoned Action into infographics allows students to apply theoretical frameworks to practical scenarios, enhancing their grasp of how to influence health behaviours effectively. ​
• Develops Digital Literacy: Creating infographics familiarises students with digital tools and design principles, skills increasingly important in modern healthcare settings. ​
• Encourages Patient-Centered Education: By focusing on crafting materials that persuade patients to seek psychological care, students learn to design educational resources that are empathetic and tailored to patient needs, promoting better health outcomes.

Instructions:

• Students to choose a condition discussed during the term (e.g., anxiety, depression, self-harm).​
• Design the Infographic
  • Target Audience: Patients experiencing the selected condition.​
• Content Requirements:
  • Highlight the benefits of consulting a psychologist for the chosen condition.
  • Incorporate up-to-date, evidence-based information.
  • Utilise behaviour change models, such as the Health Belief Model and the Theory of Reasoned Action, to enhance persuasiveness.
  • Visual Elements: Employ clear visuals, concise text, and an organised layout to effectively communicate the message.​
  • Appendix – Behaviour Change Model Table: Provide a table outlining the behaviour change model(s) applied, their components, and corresponding examples from your infographic.​

Submission Requirements:

• Infographic: Submit as a single PDF file.​
• Appendix: Include the behaviour change model table in the PDF.​

Generative AI

CQUniversity acknowledges the increasing presence and influence of Generative Artificial Intelligence (Gen AI) in academic work, including assessment development. While Gen AI tools may assist with structure, and language, students are reminded that all submitted work must be their own and reflect their understanding of the subject matter. The use of Gen AI must comply with the University’s Academic Integrity Policy. Any assistance from Gen AI tools (e.g., ChatGPT, GrammarlyGO, Microsoft Copilot) must be appropriately acknowledged, and students should ensure their use does not constitute contract cheating or plagiarism. Students are responsible for critically evaluating and verifying any AI-generated content, and for developing their own academic voice. Over-reliance on AI tools may undermine learning and breach academic integrity standards. When in doubt, students are encouraged to seek guidance from academic staff or the Academic Learning Centre (ALC).

Level of GenAI use allowed: 
Level 2: Al may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of Al for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently. You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

This assessment aims to integrate theoretical knowledge with practical design skills to create a resource that encourages patients to seek psychological support for their health conditions.

Assessment Criteria:

The marking guide assesses infographics on accuracy and relevance (30%), use of behaviour change models (30%), visual design and clarity (20%), persuasiveness (10%), and the accompanying behaviour change model table (10%). Strong infographics integrate accurate, evidence-based content, clear behaviour change models, appealing visuals, and engaging language. The table must clearly link theory to content. Lower-scoring infographics show gaps, outdated or unclear information, weak visuals, and missing or incomplete links to behaviour change models.