Instructions:

It is expected that you will keep up to date with the content from Week 1-6 on Moodle in preparation for developing the practice skills at the residential school for this assessment.   

• You are required to record a 15-minute simulated role-play using the case study allocated to you, demonstrating the different stages of the case management process.  You will have time allocated at the residential school to record the video. 

You will be required to demonstrate the following skills in the audio-visual recording:

• Knowledge regarding the use of appropriate space.
• Demonstration of the initial stage of the case management process with the service user. Makes the service user feel comfortable, introduces themselves, their case management role, and the limits of confidentiality, and opens the assessment stage with sensitivity and curiosity.
• Demonstrated ability to develop a positive and productive connection with the service user, which is empathetic, supportive, attentive, authentic (congruent), and non-judgemental (unconditional positive regard).
• Demonstrates an excellent ability to ask meaningful questions that are relevant to the needs and interests of the service user with curiosity and sensitivity, using the bio-psychosocial-political assessment framework to inform their questions.
• Demonstrated ability to utilise active listening skills (attending and following, reflection of content, feeling and meaning, and summative reflection) as part of the assessment stage to convey that they have heard and understood the service user.
• Demonstrated ability to identify the challenges and areas of support and the service user’s strengths, with a focus on self-determination.
• Demonstrated ability to summarise assessment and needs of the service user, considering appropriate timing, and co-develop a care plan with goals and an intervention plan.
• Ability to close a case management session with the service user.
• You can find the instructions about how to upload the audio-visual on Moodle. 

Documentation/Resources

• A consent form must be signed by all participants (including the person who role-plays the service user) and uploaded to Moodle. An Assessment Cover Sheet must also be completed and attached to the AV recording assessment.
• Cover Sheets must include the submission link if uploaded to Moodle.
• Please note: An additional copy of the audio-visual recording must be retained by the student.
• You will refer to the case study and AV recorded at the residential school.  This assessment does not require academic resources, but you are expected to demonstrate an understanding of the processes and stages of case management from the readings, unit content, and the residential school, to be able to complete the requirements.

Please refer to the marking criteria below. 

Application of knowledge about appropriate use of space, including venue, physical arrangement of furniture, choice of furniture, dress code, and internal and environmental distractions. 5 marks 

Excellent application of knowledge regarding appropriate space, with an awareness of appropriate venue, furniture arrangement is suitable, appropriate distance between yourself and the other person, and there is minimal external noise. 5 -4.25 marks  

Very good application of knowledge regarding appropriate space.  4.24 – 3.75 marks 

Good application of knowledge regarding appropriate space. 3.74 - 3.25 marks 

Satisfactory application of knowledge regarding appropriate space. 3.24 - 2.5 marks 

Inadequate application of knowledge regarding appropriate space, such as being noisy, cramped and uncomfortable with a lack of appropriate personal space, lack of privacy, and not facing the service user appropriately.  <2.5 marks 

Demonstrated competency in the initial stage of the case work management process.  5 marks 

Excellent demonstration of the initial stage of the case management process with the service user. Makes the service user feel comfortable, introduces themselves, their case management role, and the limits of confidentiality, and opens the assessment stage with sensitivity and curiosity. (5 – 4.25 marks)

Very good demonstration of the initial stage of the case management process with the service user. (4.24 – 3.75 marks)

Good demonstration of the initial stage of the case management process with the service user. (3.74 - 3.25 marks)

Satisfactory demonstration of the initial stage of the case management process with the service user. (3.24 - 2.5 marks)

Inadequate demonstration of the initial stage of the case management process with the service user.  (<2.5 marks)

Demonstrated ability to establish professional rapport and demonstrate ability to develop a working/therapeutic alliance with the service user.  5 marks  

Excellent demonstration of a positive and productive connection with the service user: empathetic, supportive, attentive, authentic (congruent), and non-judgemental (unconditional positive regard). (5 – 4.25 marks)

Very good demonstration of a positive and productive connection with the service user: empathetic, supportive, attentive, authentic (congruent), and non-judgemental (unconditional positive regard). (4.24 – 3.75 marks)

Good demonstration of a positive and productive connection with the service user: empathetic, supportive, attentive, authentic (congruent), and non-judgemental (unconditional positive regard). (3.74 - 3.25 marks)

Satisfactory demonstration of a positive and productive connection with the service user: empathetic, supportive, attentive, authentic (congruent), and non-judgemental (unconditional positive regard). (3.24 marks - 2.5 marks)

Inadequate demonstration of skills to sensitively connect with the client.  (<2.5 marks)

Demonstrated use of exploratory assessment skills. 7.5 marks   

Demonstrates an excellent ability to ask meaningful questions relevant to the needs and interests of the service user with curiosity and sensitivity, and informed  the bio-psychosocial-political assessment framework. 7.5 – 6.4 marks    

Demonstrates a very good ability to ask meaningful questions relevant to the needs and interests of the service user with curiosity and sensitivity, and informed bio-psychosocial-political assessment framework. 6.3 – 5.6 marks 

Demonstrates a good ability to ask meaningful questions relevant to the needs and interests of the service user with curiosity and sensitivityand informed bio-psychosocial-political assessment framework . 5.5 – 4.9 marks 

Demonstrates a satisfactory ability to ask meaningful questions relevant to the needs and interests of the service user with curiosity and sensitivity and informed by the  the bio-psychosocial-political assessment framework.  . 4.8 – 3.75 marks    

Demonstrates an inadequate ability to ask questions that are meaningful, relevant, and respectful and does not consider the assessment framework to inform questions. <3.75 marks 

Demonstrate ability to use active listening skills in the assessment stage of the case management process. 5 marks 

Demonstrates excellent use and all of the active listening skills (attending and following, reflection-content, feeling, reflection of meaning, summative reflection) as part of the assessment stage to convey that they have heard and understood the service user (5 -4.25 marks)

Demonstrates very good use and most of the active listening skills (attending and following, reflection-content, feeling, reflection of meaning, summative reflection) as part of the assessment stage to convey that they have heard and understood the service user (4.24 – 3.75 marks)

Demonstrates good use of some of the active listening skills (attending and following, reflection-content, feeling, reflection of meaning, summative reflection) as part of the assessment stage to convey that they have heard and understood the service user.  (3.74 - 3.25 marks)

Demonstrates satisfactory use and limited use of the range of active listening skills (attending and following, reflection-content, feeling, reflection of meaning, summative reflection) as part of the assessment stage to convey that they have heard and understood the service user.  (3.24 - 2.5 marks)

Demonstrates no active listening questions and uses and abuse questions. (<2.5 marks)

Demonstrate ability to identify the service user needs and develop a plan of how to address these needs and their strengths through the assessment process, ensuring a focus on the self-determination of the service user.  7.5 marks 

Demonstrates excellent ability to identify the challenges and areas of support and the service user’s strengths, with a focus on self-determination. 7.5 – 6.4 marks 

Demonstrates a very good ability to identify the challenges and areas of support and the service user’s strengths, with a focus on self-determination. 6.3 – 5.6 marks 

Demonstrates good ability to identify the challenges and areas of support and the service user’s strengths, with a focus on self-determination. 5.5 – 4.9 marks 

Demonstrates satisfactory ability to identify the challenges and areas of support and the service user’s strengths, with a focus on self-determination. (4.8 - 3.75 marks)

Demonstrates an inadequate ability to identify goals and an intervention plan, and/or is paternalistic and does not support the service user’s self-determination and focuses on deficits. (<3.75 marks)

Demonstrated ability to summarise and close the case management process.   5 marks 

Demonstrates an excellent ability to summarise and close the case management assessment and planning, considering appropriate timing, identifying needs and developing a clear plan with the service user that is informed by the assessment, and providing information for follow-up. (5 – 4.25 marks)

Demonstrates a very good ability to summarise and close the case management assessment and planning, considering appropriate timing, identification of needs and a clear plan that has been developed with the service user, summaries the key issues identified in the assessment, and the plan developed, and provides information for follow up. (4.24 – 3.75marks)

Demonstrates a good ability to summarise and close the case management assessment and planning, considering appropriate timing, identification of needs and a clear plan that has been developed with the service user, summaries the key issues identified in the assessment, and the plan developed, and provides information for follow up. (3.74 - 3.25 marks)

Demonstrates a satisfactory ability to summarise and close the case management assessment and planning, considering appropriate timing, identification of needs and a clear plan that has been developed with the service user, summaries the key issues identified in the assessment, and the plan developed, and provides information for follow up.  (3.24 - 2.5 marks)

Demonstrates an inadequate ability to summarise and close the case management process. (< 2.5 marks) 

Aim:

In this assessment, you will engage in reflective practice and critique your skills in the case management process, considering the feedback you received from your student peers and social work facilitator/s and what you might do to improve your casework skills. You will be provided with a feedback sheet at the residential school to capture the feedback you receive from your peers and the group work facilitator to reflect on.  You will also use the critical reflection model to consider the learnings and insights gained at the residential school based on the concepts of knowledge, power and reflexive practice. 

Instructions:

You are required to address the following: 

o   Identify and analyse your strengths and case work skills, considering the different stages of the case management process. 

o   Identify the feedback received from peers about what you did positively.  Critically analyse this feedback – what skills did you demonstrate to receive this feedback? Did you find the feedback helpful or not?  Why, why not?  How did this feedback shape your case work process practice at the residential school? How will you strengthen these skills?

o   Identify what skills you need to develop further.  What feedback did you receive from the residential school about the skills you need to develop further?  Was this feedback helpful or not? Why/why not? How did this influence what you did at the residential school to develop these skills further?  How will you develop these skills further? 

o   Examine the challenges and the impact on service users if you do not develop these further. 

o   What did you learn about your own personal assumptions, values and life experience, and identify (age, gender, race, disability, sexuality and gender identification) that influenced the way you engaged in group work and with your group members, the casework process..  What would you like to develop further?  

o   Discuss your learnings of the Fook model of critical reflection (knowledge, power and reflexive practice) and how this shaped your practice at the residential school and will shape your future practice.  

Literature and references

• You can refer to Fook’s model of critical reflection in the academic literature, but no other references should be included because the assessment is a critique and reflection of your knowledge and skill development and use of self in practice. 

Requirements   

• Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54 cm page margins (standard pre-set margin in Microsoft Word). 
• Include page numbers on the top right side of each page in a header.
• You are to write a report format for PART A which can be located on Moodle.
• Use professional social work (formal) language for the report writing.
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.  
   

Resources  

Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.   

Generative AI 

• Generative artificial intelligence (Gen-AI) includes a range of computer programs that use data sets and computer-generated information to create new content.   For this assessment, you may use Gen-AI to help you understand the question, explain research concepts, and check that the references are correct. If you use Gen-AI, you should include a statement that declares that you have used Gen-AI and how you have used Gen-AI. 
• You should not use Gen-AI in the creation or critical analysis of the content or to write or rewrite any part of your assessment.   
• You should be aware that Gen-AI output can be incorrect and include fictitious references and sources.   

Please refer to the Marking Criteria:

Demonstrated ability to identify and analyse strengths, incorporating personal reflection and the feedback received from others. 10 marks 

Comprehensively critiques strengths of case work skills based on a diverse range of feedback from others and self and advanced self-reflective skills. 10- 8.5marks   

Very good critique of case work skills based on a few feedback items from others and very good self-reflective skills. 8.49 – 7.5 marks 

Good critique of case work skills based on some feedback from others and self and good self-reflective skills.  7.49- 6.5 marks 

Satisfactory critique of case work skills based on minimal feedback from others and minimal professional reflective skills. 6.49 – 5 marks 

Unsatisfactory critique of casework skills with little to no consideration of feedback from others or incongruent feedback to performance and/or misunderstood the assessment criteria and did not address the criteria.  <5 marks 

Demonstrated ability to identify and analyse challenges, incorporating personal reflection and feedback from others.   10 marks 

Comprehensively critiques areas for improvement based on a diverse range of feedback from others and self and advanced self-reflective skills.   10 – 8.5 marks 

Very good critique of areas for improvement based on a few feedback items from others and very good self-reflective skills.  8.49 – 7.5 marks 

Good critique areas for improvement based on some feedback from others and self and good self-reflective skills.  7.49 – 6.5 marks 

Satisfactory critique of areas for improvement based on minimal feedback from others and minimal professional reflective skills.  6.49 – 5 marks 

Unsatisfactory critique of case work skills with little to no consideration of feedback from others or incongruent feedback to performance and/or misunderstood the assessment criteria and did not address the criteria.  <5marks 

Demonstrated ability to integrate feedback from others to develop skills further.  The student has a realistic plan to develop skills over the course of their degree. 10 marks 

Provides several comprehensive examples of evidence where the student has integrated the feedback at residential school and how they plan on integrating the feedback to develop their case work skills for future practice.  10-8.5 marks 

Provides a few examples of very good evidence where the student has integrated the feedback into their practice at residential school and how they plan to integrate the feedback to develop their case work skills for future practice. 8.49 – 7.5 marks 

Provides some examples of good evidence, with a few gaps in the application of feedback, and has considered a realistic plan of how to develop their case work skills for future practice. 7.49 – 6.5 marks 

Provides minimal examples of evidence of the integration of feedback at residential school and a vague plan to improve case work skills practice in the future.  6.49 – 5 marks 

Provides no examples or evidence of how feedback was integrated at residential school and an unreasonable plan to develop skills and/or has not understood the task. <5marks 

Demonstrated ability to engage in reflexive practice to identify personal assumptions, values and lived experiences and their influence on the case work interaction and group work process 5 marks 

Demonstrates a comprehensive insight into how the self-influenced the residential case work process and the group work process, with comprehensive examples.  Demonstrates a comprehensive understanding of the importance of reflexive practice and has a comprehensive plan to ensure reflexive practice is used in social work practice. 5-4.25 marks 

Demonstrates very good insights into how the self-influenced the residential case work process and the group work process, with the provision of a few examples.  Demonstrates a very good understanding of the importance of reflexive practice and has a very good plan to ensure reflexive practice is used in social work practice.  4.24- 3.75 marks  

Demonstrates good insights into how the self-influenced the residential case work process and the group work process,with the use of some examples.  Demonstrates an understanding of the importance of reflexive practice and has a good plan to ensure reflexive practice is used in social work practice.  3.74 – 3.25 marks 

Demonstrates some insights into how the self-influenced the residential case work process and the group work process, with limited use of examples.   3.24 – 2.5 marks 

Demonstrates no insights related to reflexive practice or misunderstands what reflexive practice and/or has misunderstood the task.  < 2.5 marks 

Demonstrates new insights and learnings of the critical reflection model and provides examples of how it shaped the engagement with the case work process.   The student considers how it will be relevant to future practice. 5 marks

Demonstrates a comprehensive understanding of the critical reflection model, which includes knowledge, power and reflexive practice, using a range of examples to highlight new insights and learning. 5 – 4.25 marks 

Demonstrates a good understanding of the critical reflection model using a few examples highlighting new insights and learning. 4.24 – 3.75 marks 

Demonstrates a good understanding of the critical reflection model using some examples that highlight some new insights and learning. 3.74 – 3.25 marks 

Demonstrate a sound understanding of the critical reflection model using examples that convey a basic understanding of new insights and learnings.  3.24 – 2.5 marks

Demonstrates confusion about the critical reflection model, with inaccurate or irrelevant examples and/or has misunderstood the task.  <2.5 marks 

Aim

The aim is to complete a biopsychosocial-political assessment from the assessment undertaken at the residential school with the client assigned to you, including the care plan and intervention plan.  You must use the assessment template provided on Moodle.  

Instructions 

Bio-psychosocial-political assessment:

• Use the Bio-Psychosocial-Political Assessment Template located in the Assessment Block on Moodle.  Complete the relevant areas of the assessment (listed below).  
• Identify the client’s presenting issues from the interview.  
• Identify what the biological issues are, such as mental health, physical health, and disabilities.
• Identify the social issues, such as housing issues, finances, social and community exclusion or challenges, family issues, work stressors, cultural barriers, stressors, and race.  
• Identify the psychological issues, such as issues such as low self-esteem, negative self-belief, and trauma.
• Identify whether there are any political and social injustices that are impacting the lived experience of the person, such as discrimination, race, poverty, access to benefits, and housing instability. 
• Identify whether there are any protective factors that reduce the risk for the person, such as supportive family, job, religious faith, and community participation.  
• Identify the individual's strengths and how the person can be supported to develop these further.  
   

Assessment Formulation (500 words)

In this assessment, you are to present a final summary (formulation) of your assessment, ensuring you consider the factors outlined in the bio-psychosocial-political assessment.  

The formulation is a summary of the key issues from your assessment that have been identified as priorities for support.  

Client Goals and Intervention Plan (Up to 350 words)

Please refer to the case management plan format on Moodle. The formulation informs the development of the goals and intervention plan (the services and actions needed to achieve the goals).  You will identify immediate, medium and long-term goals that include a 3-month review date. 

Submission:  

Submit all parts of this assessment in one report. 

Requirements   

• Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54 cm page margins (standard pre-set margin in Microsoft Word).
• Include page numbers on the top right side of each page in a header. 
• You are to write a report format for PART A which can be located on Moodle.
• Use professional social work language for the report writing. 
  
  

Resources  

• Do not use any references for this assessment as it is professional social work report about a client from the case study.
• Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.   

Generative AI 

• Generative artificial intelligence (Gen-AI) includes a range of computer programs that use data sets and computer-generated information to create new content.   For this assessment, you may use Gen-AI to help you understand the question, explain research concepts, and check that the references are correct. If you use Gen-AI, you should include a statement that declares that you have used Gen-AI and how you have used Gen-AI. 
• You should not use Gen-AI in the creation or critical analysis of the content or to write or rewrite any part of your assessment.   
• You should be aware that Gen-AI output can be incorrect and include fictitious references and sources.   

Identifies the major presenting issues about the client. 5 marks 

Identifies all presenting issues. 5 – 4.25 marks 

Identifies most of the presenting issues. 4.24 – 3.75 marks

Identifies some of the presenting issues. 3.74 – 3.25 marks 

Identifies a satisfactory range of the issues. 3.24 – 2.5 marks 

Does not identify any relevant presenting issues or misunderstands the requirements of the task and does not use the biopsychosocial-political assessment. <2.5 marks 

Demonstrates ability to use a biopsychosocial-political assessment and complete the relevant domains accurately, concisely, and comprehensively, utilising a social work framework for practice. 5 marks

Can extrapolate relevant information from the case study and identify its inclusion in the relevant sections of the assessment. 5- 4.25 marks  

Can extrapolate relevant information from the case study and identify its inclusion in most of the relevant sections of the assessment. 4.24 -3.75 marks 

Can extrapolate relevant information from the case study and identify its inclusion in some of the relevant sections of the assessment. 3.74 – 3.25 marks 

Can extrapolate relevant information from the case study and demonstrates a satisfactory identification and inclusion in relevant sections of the assessment. 3.24 – 2.5 marks 

Is not able to assess information and include it any relevant sections or misunderstand the requirement of the tasks and does not use the biopsychosocial-political assessment. <2.5 marks

Demonstrates the ability to integrate the information obtained from the assessment in a succinct formulation that identifies the key issues and challenges that inform the intervention plan. 5 marks 

Demonstrates an excellent ability to write a clear and succinct formulation that identifies all the key issues from the assessment, which is clearly linked to a comprehensive intervention plan. 5 – 4.25 marks 

Demonstrates a very good ability to write a clear and succinct formulation that identifies most of the key issues from the assessment and is clearly linked to a near-comprehensive intervention plan.  4.24 – 3.75 marks

Demonstrates a good ability to write a clear and succinct formulation that identifies some of the key issues from the assessment, which is clearly linked to a broad intervention plan. 3.74 - 3.25 marks 

Demonstrates a satisfactory ability to write a clear and succinct formulation that identifies some of the key issues from the assessment that are clearly linked to a narrow intervention plan. 3.24 - 2.5 marks 

Inadequate ability to write a formulation that includes relevant information from the assessment and intervention plan is not linked to any issues identified in the assessment and/or has misunderstood the requirements of the task. <2.5

Demonstrates the ability to develop an intervention plan that identifies Specific, Measurable, Achievable, Realistic, and Timely (SMART) goals developed in conjunction with the service user, a time frame to achieve, identifying how the goals will be achieved, and a review of date of the goals. 5 marks 

Demonstrates excellent identification of appropriate and meaningful goals with the service user, that are SMART, has identified the strategies to achieve the goal, and realistic time frames and review dates to achieve the goals.  5 – 4.25 marks 

Demonstrates very good identification of appropriate and meaningful goals with the service user, that are SMART, has identified the strategies to achieve the goal, and realistic time frames and review dates to achieve the goals. 4.24 – 3.75 marks 

Demonstrates good identification of appropriate and meaningful goals with the service user, that are SMART, has identified the strategies to achieve the goal, and realistic time frames and review dates to achieve the goals. 3.74 - 3.25 marks 

Demonstrates satisfactory identification of appropriate and meaningful goals with the service user, that are SMART, has identified the strategies to achieve the goal, and realistic time frames and review dates to achieve the goals. 3.24 - 2.5 marks 

Demonstrates inadequate goals that are not relevant, does not consider how to achieve goals, or misses the inclusion of timelines to achieve goals and/or has misunderstood the task. <2.5 marks.