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[ANSWER]COUN 6401 1 Open Dialogue Approach to Mental Health – Simple Syllabus: Discipline of Counselling
TASK DESCRIPTION
UNIT OUTLINE
UNIT DESCRIPTION
Open Dialogue Approach
This unit examines the principles and practices of Open Dialogue, a person-centred approach to mental health that has focuses on collaboration and dialogue between the client, professionals, and the client’s support network. Students first review the theoretical underpinnings of Open Dialogue Approach and critically evaluate the evidence supporting the effectiveness of the Open Dialogue approach when working with individuals and families in addressing mental health issues. Following this, students learn to integrate the principles of Open Dialogue into personal, professional and multidisciplinary contexts. Generating dialogical space for voices to be heard, this unit develops and extends students’ critical thinking ability, as well as their person-centred professional practices when, with a focus on experiential learning, self- reflexivity, and skills practice.
ACAP classes are an open space for the critical and civil exchange of ideas, and this Unit will include topics that may be difficult for you to confront or discuss. If you feel uncomfortable discussing certain content during class, please seek the support of your educator or fellow students in the first instance.
Additional free and confidential counselling support is available on all ACAP campuses. Please
visit https://www.acap.edu.au/current-students/services-and-support/counselling-support/ for further information on the ACAP Counselling Support Service and external supports including Lifeline, Beyond Blue, MensLine, and others.
UNIT INFORMATION
| Unit level and type | Level 600, (2nd Year) Elective |
| Credit point value | 6 (out of a total of 96) |
| Prerequisites | Complete all first year units |
| Co-requisites | Nil |
| Equivalent Units | Nil |
| Delivery modes | Blended |
| Course | Master of Counselling and Psychotherapy |
DEVELOPMENT OF LEARNING OUTCOMES AND GRADUATE ATTRIBUTES
Unit Learning Outcomes
On successful completion of this unit, students will be able to:
- Critically review, interpret, integrate, and synthesise the philosophical and organizational principles and practices of Open Dialogue to mental health.
- Exercise adaptability and ethical judgment when applying the theoretical underpinnings of Open Dialogue when generating dialogical space for voices to be heard when addressing mental health issues.
- Critically apply self-awareness and self-reflexivity when integrating the practices of Open Dialogue into personal, professional, multidisciplinary and multicultural contexts.
- Effectively demonstrate professional knowledge and integrated understanding to communicate ideas at an advanced academic level, using contemporary communication approaches.
ACAP Graduate Attributes
Successful completion of this unit also contributes specifically to the development of the following ACAP Graduate Attributes:
- GA1 COMMUNICATE: Apply effective communication skills with others in diverse contexts and through multiple modalities
- GA2 SUSTAIN: Sustain an intentional commitment to maintain currency and further develop knowledge and skills over their lifetime
- GA3 THINK: Apply critical, creative and flexible thinking to contribute and respond constructively across diverse settings
- GA4 ENGAGE: Engage effectively with contemporary and traditional knowledges across multiple contexts
- GA5 WELLBEING: Utilise skills and know how to maintain resilience, personal and professional wellbeing when responding to challenges and opportunities
- GA6 EQUALITY: Enact inclusive practices that deliver social justice and equality of opportunity
- GA7 INTEGRITY: Apply integrity and ethical standards to study, research and practice
- GA8 COMMUNITY: Use teamwork and leadership knowledge and skills to advance teams, groups and communities
- GA9 GLOBAL: Apply culturally sensitive professional knowledge and skills to contribute to a sustainable global future
LEARNING EXPECTATIONS
This unit has been designed to help maximise your learning and integrate it with knowledge and skills developed in earlier and later units in your course, so that you will have mastered all of the necessary learning outcomes and graduate attributes. You will need to be active in your approach to learning, completing the set learning activities before class, participating during class and consolidating what you have learned afterwards. This means that as well as the time spent learning in class, you will need to put aside additional time each week for independent learning. The Student Code of Conduct outlines our expectations of behaviour and is designed to align with the professional expectations of students graduating from our courses. Content of units may be personally challenging at times for yourself or others, and we encourage you to reflect on how we can all support each other to achieve our learning goals.
The workload may include regular weekly learning experiences, tasks, attending classes (face-to-face / online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks. Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle class space. The Student Participation and Attendance Policy outlines our expectations and ensures international students maintain conditions of their study visa.
To assist you to plan for study in this trimester, follow the link to the ACAP key dates https://www.acap.edu.au/student-resources/key-dates/
- Unique student learning expectations for this unit
Attendance requirements are in accordance with the Student Participation and Attendance Policy and also ensure students’ participation and attendance is consistent with the conditions approved by professional and regulatory bodies.
This unit is Blended.
Blended
Fortnightly 60-minute lecture to be livestreamed and recorded weeks 1, 3, 5, Break Week / No Classes, 8, 10, 12.
Fortnightly Online scheduled 120-minute interactive tutorial weeks 2, 4, 6, Break Week / No Classes, 9, 11, 13.
Fortnightly Online scheduled 120-minute consultation drop-in sessions starting weeks 1, 3, 5, Break Week / No Classes, 8, 10, 12.
Consultation drop-in sessions are organised in the same timeslot as the online interactive tutorials.
On-Campus 2-day interactive skills training workshop scheduled during the trimester. Attendance requirements are only associated with tutorials and workshop.
When students enrol in this modality they are enrolling in the national lecture, the tutorials and the 2-day workshops on their local campus.
A quick guide to important assessment issues in this subject
You must meet the attendance requirements for the mode of delivery that you are studying, as detailed in this Unit Outline. Yes
Submit all assessment in the designated timeframe. Pass all assessment tasks in order to pass the unit overall Yes
WEEKLY SCHEDULE
| Week | Topic | Activities and Assessments |
| 1 | Introduction to Open Dialogue | N/A |
| 2 | Seven Principles of Open Dialogue (1) | N/A |
| 3 | Seven Principles of Open Dialogue (2) | N/A |
| 4 | Research evidence for the effectiveness of Open Dialogue | N/A |
| 5 | Critical evaluation of the research evidence | N/A |
| 6 | Dialogical practice (1): Key Elements | N/A |
| 7 | Break Week: no classes | Assessment1`: Literature Review due |
| 8 | Dialogical practice (2): Polyphony | N/A |
| 9 | Dialogical practice (3): Relational Focus | N/A |
| 10 | Dialogical practice (4): Professional Reflections | N/A |
| 11 | Peer-supported Open Dialogue | Assessment2: Case Study due |
| 12 | Implementation of Open Dialogue internationally and in Australia | N/A |
| 13 | Integration | N/A |
ASSESSMENT OVERVIEW
There are two types of assessment tasks in this Unit – formative assessment tasks and summative assessment tasks.
The formative assessment task is an assessment for learning that usually occurs at the beginning and during the sequence of teaching and learning. This type of task provides information on student’s progress to monitor teaching and learning outcomes.
The formative assessment is not a hurdle and is not graded, however only formative assessments submitted by the due date will receive feedback from the educator. Formative assessments submitted after the due date do not receive feedback, but there is no penalty to the grade for the linked summative assessment task.
The summative assessment tasks are the graded component of this unit. It is an assessment of learning that is used primarily at the completion of a sequence of teaching, such as at the end of each unit of work. Summative assessment task provides a comprehensive evaluation of all learning outcomes over a certain period.
Students must submit each assessment task (formative and summative) to the online class space assessment dropbox (Turnitin) in Moodle by the due date.
Students in the Discipline of Counselling need to pass both assessments to meet learning outcomes and pass the unit.
| Assessment Type | Due Date | Learning Outcome | Weighing | Length |
| Assessment 1: Literature Review | Week 7 Monday at 4pm AEST/AEDT | a,b,c & d | 50% | 2500 words |
| Assessment 2: Case Study | Week 11 Monday at 4pm AEST/AEDT | a,b,c & d | 50% | 2500 words |
ASSESSMENT POLICY AND PROCEDURES
The Assessment Policy and Procedure located on the ACAP website is a full statement of the principles and practice which inform the design, development and implementation of assessment at ACAP. All policies are available via https://www.acap.edu.au/pages/policies-procedures/. Application forms such as the extension request, academic considerations and appeals against grades are available
via https://www.acap.edu.au/student-resources/forms-and-policies/a-z-forms-and-applications/.
Assessment Practice
Academic integrity and professional standards
Academic integrity and professional standards Plagiarism is the inclusion of another person’s work within your submission without acknowledgment or permission. Plagiarism is regarded as a form of cheating.
The penalties associated with misconduct are severe, and plagiarism may result in failure or variation of grade in the Unit. All ACAP students must familiarise themselves with the Academic Integrity Statement, and the Academic Misconduct Policy.
Submitting Assessments
Assignments are submitted via the class space by the due date in the Assessment Overview. Unit educators will provide instructions and demonstration of the submission process prior to the due date for the first assessment in the unit. Students who experience technical issues when attempting to submit their assignment should contact ACAP IT Support and email their educator.
Examinations and presentations must be attended as scheduled, unless by prior arrangement via Academic Consideration in Assessment. Non-attendance at a scheduled assessment may result in a Fail grade for the assessment and may impact a student’s ability to demonstrate an assurance of learning against each learning outcome.
Late submission of assessments
Should a student without an approved extension fail to submit an assessment piece by the due date, they will attract a 5% penalty for every calendar date the assessment is submitted late. The late penalty is deducted from the total marks available for the assessment piece, not the mark awarded. For example, an assessment worth 50% will incur a late penalty of 2.5 marks per day. No assessment will be accepted after 10 calendar days from the due date unless an extension has been granted.
Extension
Should a student require an extension they must apply in accordance with the Official Assessment Extension Guidelines (refer to Attachment 2 of the Assessment Policy and Procedure). Some, but not all assessments may permit the use of an auto-extension facility in Moodle to apply for a one week extension. If this applies the option is available until the original due date and no supporting documentation is required. Otherwise, students apply online via the official Assessment Extension Request Form. https://www.acap.edu.au/student-resources/forms-and-policies/a-z-forms-and-applications/
Academic Consideration in Assessment
Students may submit an application for Academic Consideration in Assessment based on unforeseeable adverse circumstances which have impacted their ability, or one or more members of their group’s ability, to meet assessment deadlines (refer to Attachment 4 of the Assessment Policy and Procedure.
Receiving marks for assessments
Students will be notified of marks for individual assignments via the class space.
Appeals against grades
Each student has the right to appeal against an assessment decision. The student is the only person who can lodge an appeal. In the case of an assessment appeal, the student must approach the unit Academic Teacher directly first and every attempt should be made to resolve the issue at this level. If there are grounds for a more formal appeal, access the Assessment Appeal Application Form.
PRESCRIBED, RECOMMENDED AND FURTHER READINGS
There is no prescribed textbook for this unit.
Prescribed, recommended, and further readings are made available in the online class space.
LEARNING RESOURCES AND SUPPORT
Academic and Learning Support
Students’ first point of contact for academic support is their unit educator. Contact details for the staff in this unit are available in the class space. Here students will find consultation hours for this unit and the best means for contacting individual staff.
Library
To support your learning in this unit, the Library (https://libguides.navitas.com/home) provides access to print and electronic books, scholarly journals, referencing guides and other resources. ACAP librarians can help you through our Library Chat service or by online appointment (https://navitas.libcal.com/appointments).
User guides, IT policies and Technical Support
For user guides, IT policies and technical support: https://www.acap.edu.au/student-resources/support- services/it-student-helpdesk/
The Student Learning Support (SLS) Service
To access the Student Learning Support, follow this link https://sls.navitas-professional.edu.au/. The site provides information on effective study habits and information that will assist you to structure, format and reference an assignment successfully. It also provides information on a range of workshops and tutorials to support students with study skills, academic writing and language learning. SLS Advisors offer consultations online or in person at selected on campus locations.
Personal Support
ACAP counsellors provide free confidential support and personalised assistance to help students manage their personal issues and develop strategies to concentrate on their studies. Sessions are available online or in person at selected campus locations. Find more information via https://www.acap.edu.au/student- resources/support-services/counselling-support/.
Administrative Support
The Student Engagement team can assist with administration matters. For more
information https://www.acap.edu.au/student-resources/support-services/student-engagement-and- administration/.
ASSESSMENT DETAIL
Assessment 1
| Assessment Type | Literature Review |
| Due Date | Week 7, Monday at 4 pm (AEST/AEDT) |
| Learning Outcome | Critically review, interpret, integrate, and synthesise the philosophical and organizational principles and practices of Open Dialogue to mental health.Exercise adaptability and ethical judgment when applying the theoretical underpinnings of Open Dialogue when generating dialogical space for voices to be heard when addressing mental health issues.Critically apply self-awareness and self-reflexivity when integrating the practices of Open Dialogue into personal, professional, multidisciplinary and multicultural contexts.Effectively demonstrate professional knowledge and integrated understanding to communicate ideas at an advanced academic level, using contemporary communication approaches. |
| Weighting | 50% |
| Length | 2500 words |
Assessment Details and Instructions
Purpose:
The purpose of a literature review is to examine and critically evaluate the most relevant, recent and scholarly research on Open Dialogue.
Process:
Specifically, the assessment needs to address the following:
- identify existing scholarly knowledge on the principles of Open Dialogue
- identify existing scholarly knowledge on the evidence base for the effectiveness of Open Dialogue
- compare and contrast current research
- evaluate the research and support your evaluation
- identify problems or gaps in existing knowledge
Literature Review Structure
A literature review has the same basic structure as an essay: an introduction, a series of body paragraphs, and a conclusion.
The introduction should define the topic, provide an appropriate context for reviewing the literature, and explain the organisation of your literature review.
The body should be organised on the basis of ideas, rather than authors. In other words, the literature should be grouped according to common themes. Ways to group studies meaningfully are suggested in the writing guide (see link below) You may be able to use headings and subheadings to organise your work (check this with your teacher).
The conclusion should summarise the major findings of the literature review. The conclusion should also make an evaluative statement about the current literature on the topic, point out major gaps or flaws, and outline areas for future study.
Information on how to present a literature review can be found at https://sls.navitas- professional.edu.au/assignment-types/counselling/literature-review
Marking Criteria
| Criterion | High Distinction | Distinction | Credit | Pass | Do not achieve Learning Outcomes |
| Content: Demonstrate knowledge of the evidence base of Open Dialogue as an effective counselling approach. 10 marks | Sophisticated demonstration of knowledge of the evidence base of Open Dialogue as an effective counselling approach. Highly accurate and detailed definitions, consistently contextualised to counselling and supported by at least five highly relevant exam ples. | Comprehensive demonstration of knowledge of the evidence base of Open Dialogue as an effective counselling approach. Accurate and detailed definitions, contextualised to counselling and supported by at by at least four relevant exam ples. | Effective demonstration of knowledge of the evidence base of Open Dialogue as an effective counselling approach. Detailed definitions, mostly contextualise d to counselling and supported by at least three relevant exam ples. The definition of the topic requires more refinement | Adequate demonstration of knowledge of the evidence base of Open Dialogue as an effective counselling approach. Attempts to clarify focus area and contextualised to counselling and supported by at least two relevant examples. The definition of the topic and focus requires more refinement. | Unsatisfactory demonstration of knowledge of the evidence base of Open Dialogue as an effective counselling approach. Limited definitions and examples provided. |
| Application: Demonstrate knowledge and skills in the structuring the organisation and content of the literature review to address the task requirements. 10 marks | Sophisticated demonstration of knowledge and skills in adhering to the structure of a literature with a clear and concise introduction demonstrating the importance of the topic, well structured, cohesive body paragraphs, and effective conclusion. All ideas are supported by the highly effective, consistent inclusion of relevant academic sources and pertinent examples throughout the literature review. | Comprehensive demonstration of knowledge and skills in adhering to the structure of a literature review with an introduction with a clear introduction explaining the importance of the topic, well structured, cohesive body paragraphs, and a conclusion. All ideas are supported by the highly effective inclusion of relevant academic sources and examples throughout the literature review. | Effective demonstration of knowledge and skills in adhering to the structure of a literature review. The introduction works to explain the topic, but may be slightly vague or broad, cohesive body paragraphs which for the majority link and a conclusion. The majority of the ideas are supported by inclusion of relevant academic sources and / or examples throughout the literature review. | Adequate demonstration of knowledge and skills in adhering to the structure of a literature review. The majority of the components of a literature review are included although at one or two areas require improvement. The ideas are inconsistently supported by relevant academic sources and / or examples throughout the literature review | Unsatisfactory demonstration of knowledge and skills in adhering to the structure of a literature review. The majority of the components of an academic essay are not included and more than three areas require significant improvement. The ideas are inconsistently or not supported by relevant sources and / or examples. |
| Critical Evaluation: Demonstrate knowledge and skills in: analysing and evaluating the differences and commonalities among the themes within the literature discussing the strength s, limitations and implications in relation to the topic. 10 marks | Sophisticated demonstration of knowledge and skills in: Critically analysing and evaluating all of the differences and commonalities among the themes within the literature; Critically discussing all of the strengths, limitations and implications in relation to the topic. | Comprehensive demonstration of knowledge and skills in: Critically analysing and evaluating the majority of the differences and commonalities among the themes within the literature; Critically discussing the majority of the strengths, limitations and implications in relation to the topic. | Effective demonstration of knowledge and skills in: Analysing and evaluating most of the differences and commonalities among the themes within the literature but more critique is required; Discussing many of the strengths, limitations and implications in relation to the topic but more refinement and critique is required. | Adequate demonstration of knowledge and skills in: Drawing attention to some key differences and commonalities among the themes within the literature but more analysis is required; Identifying some of the strengths, limitations and implications in relation to the topic but more refinement and critique and discussion is required. | Unsatisfactory demonstration of knowledge and skills in: Analysing some key differences and commonalities among the themes within the literature; Identifying some of the strengths, limitations and implications in relation to the topic. |
| Evidence: Demonstrate skills in finding and presenting supporting literature for the topic with: a balanced viewpoint and varying perspectives coherency of themes related to the topic and other studies breadth and depth of studies 10 marks | Sophisticated demonstration of knowledge and skills in identifying literature which: Offers a wide variety of perspectives where all sides of the topic can be critically and effectively explored and varying perspectives argued; Contains interrelated themes where each cited study relates both to the topic and the other included studies; Offers a richness in breadth and depth through a wide variety of current and authoritative studies demonstratin g critical attention to detail about the topic | Comprehensive demonstration of knowledge and skills in identifying literature which: Offers a variety of perspectives where all sides of the topic can be explored and varying perspectives argued; For the majority the themes are connected where each cited study mostly relates both to the topic and the other included studies; Offers a breadth and depth with the use of current and authoritative studies demonstrating attention to detail about the topic | Effective demonstration of knowledge and skills in identifying literature which: Mostly explores a variety of perspectives and considering different sides to the topic; The themes are mostly connected where each cited study relates somewhat both to the topic and the other included studies; Offers a breadth and depth with the use of literature to mostly demonstrate attention to detail about the topic but more refinement is required. | Adequate demonstration of knowledge and skills in identifying literature which: Explores some of the perspectives, however more emphasis is required in relation to the different sides to the topic; There are some themes connected where each cited study relates somewhat both to the topic and the other included studies but more refinement is required in this area; The use of literature demonstrating some attention to detail about the topic but more refinement is required through the use of relevant and authoritative studies. | Unsatisfactory demonstration knowledge and skills in identifying scholarly literature on the nominated topic, with: Limited balance and variation among perspectives; Minimal coherency among the themes; Significant lack of breadth and depth of studies. |
| Academic literacies:
10 marks | Written and presented to an exemplary academic standard i.e., diligent command and adherence to the specified genre; the communication is clear and logical. No errors in grammar, punctuation and or spelling. No errors in APA referencing and formatting. | Written and presented to a high academic standard i.e., strong command and adherence to the specified genre; the communication is logical. Very few (<2) errors or repeated errors in grammar, punctuation and spelling. Meaning is not impeded. Very few (<2) errors minor repeated errors in APA referencing and formatting. | Written and presented to a satisfactory standard i.e., mostly adheres to the specified genre with at least one minor error; the communication is mostly clear. Few errors (<4) or repeated errors in grammar, punctuation and spelling. Meaning is mostly clear Few (<4) minor repeated and unique errors in APA referencing and formatting. | Written and presented to an adequate standard i.e., there is some adherence to the specified genre although more refinement is required; the communication is adequate. Some errors or repeated errors in grammar, punctuation and spelling. Meaning somewhat impeded. Some errors (>4) in APA referencing and formatting. | Written and presented to an unacceptable standard i.e., unsatisfactory adherence to the specified genre; the communication lacks logic & clarity. Considerable errors in grammar, punctuation and spelling. Meaning unclear. APA referencing and formatting contain unacceptable number of errors. |
Grade
| Feedback/Comments: |
Assessment 2
| Assessment Type | Case Study |
| Due Date | Week 11 Monday at 4 pm (AEST/AEDT) |
| Learning Outcome | Critically review, interpret, integrate, and synthesise the philosophical and organizational principles and practices of Open Dialogue to mental health.Exercise adaptability and ethical judgment when applying the theoretical underpinnings of Open Dialogue when generating dialogical space for voices to be heard when addressing mental health issues.Critically apply self-awareness and self-reflexivity when integrating the practices of Open Dialogue into personal, professional, multidisciplinary and multicultural contexts.Effectively demonstrate professional knowledge and integrated understanding to communicate ideas at an advanced academic level, using contemporary communication approaches. |
| Weighting | 50% |
| Length | 2500 words |
Assessment Details and Instructions
Purpose:
The purpose of this case study is to relate theoretical concepts to real life practice. In this task, students will research the principles of Open Dialogue and, using a case scenario, consider how these would be implemented in an Australian mental health setting. Reference research and theory to support your ideas.
Process:
The case study needs to:
- Drawing on evidence base, students will demonstrate an understanding of the principles of Open Dialogue as a counselling approach and provide a short summary of the client scenario in their own words
- Students will then apply the principles of Open Dialogue to the case study, using an Australian mental health setting and provide examples of statements and questions an Open Dialogue counsellor might use.
- Students will identify and reflect on the strengths and potential challenges related to implementing an Open Dialogue in an Australian mental health setting.
- Information on how to present a case study can be found at https://sls.navitas- professional.edu.au/case-study-0
Marking Criteria
Standards
| Criterion | High Distinction | Distinction | Credit | Pass | Did Not Achieve Learning Outcomes |
| Content: Demonstrated skills in articulating client scenario and drawing on evidence base to show knowledge and understanding of the principles of Open Dialogue as a counselling approach10 marks | Sophisticated demonstration of skills in articulating client scenario and drawing on evidence base to show knowledge and understanding of the principles of Open Dialogue as a counselling approach. Principles are supported by the highly effective, consistent inclusion of relevant academic sources. | Advanced demonstration of skills in articulating client scenario and drawing on evidence base to show knowledge and understanding of the principles of Open Dialogue as a counselling approach.Principles are supported by the highly effective inclusion of relevant academic sources. | Effective demonstration of skills in articulating client scenario and drawing on evidence base to show knowledge and understanding of the principles of Open Dialogue as a counselling approach .The majority of the principles are supported by inclusion of relevant academic sources. At least one area requires refinement | Adequate demonstration of skills in articulating client scenario and drawing on evidence base to show knowledge and understanding of the principles of Open Dialogue as a counselling approach.Principles are inconsistently supported by relevant academic sources. There may be a lack of depth or some missing key information about Open dialogue practice. Limited critical appraisal | Unsatisfactory demonstration of skills in articulating client scenario and drawing on evidence base to show knowledge and understanding of the principles of Open Dialogue as a counselling approach. Unsatisfactory demonstration of skills in articulating client scenario and drawing on evidence base to show knowledge and understanding of the principles of Open Dialogue as a counselling approach. Principles are inconsistently or not supported by relevant sources Lacks critical appraisal. |
| Application: Demonstration of knowledge and skills in applying principles of Open Dialogue to the case study, contextualised to an Australian mental health setting with practice examples provided. 10 marks | Sophisticated demonstration of skills in applying principles of Open Dialogue to the case study, consistently contextualised to an Australian mental health setting. Supported by at least five highly relevant examples. | Advanced demonstration of skills in applying principles of Open Dialogue to the case study, consistently contextualised to an Australian mental health setting. Supported by at by at least four relevant examples. | Effective demonstration of skills in applying principles of Open Dialogue to the case study, consistently contextualised to an Australian mental health setting. Supported by at least three relevant examples. At least one area requires refinement. | Adequate demonstration of skills in applying principles of Open Dialogue to the case study, consistently contextualised to an Australian mental health setting. Supported by at least two relevant examples Some key information missing or inaccurate, points often lacking depth | Unsatisfactory demonstration of skills in applying principles of Open Dialogue to the case study, consistently contextualised to an Australian mental health setting. Limited to no examples provided. Significant key information missing, many inaccuracies, limited depth |
| Critical thinking / analysis / evaluation: Demonstrated knowledge and skills identifying and reflecting on the strengths and potential challenges related to implementing an Open Dialogue in an Australian mental health setting. 10 marks | Sophisticated demonstration of knowledge and skills in identifying and reflecting on the strengths and potential challenges related to implementing an Open Dialogue in an Australian mental health setting. | Advanced demonstration of knowledge and skills in identifying and reflecting on the strengths and potential challenges related to implementing an Open Dialogue in an Australian mental health setting. | Effective demonstration of knowledge and skills in identifying and reflecting on the strengths and potential challenges related to implementing an Open Dialogue in an Australian mental health setting. At least one area requires refinement. | Adequate demonstration of knowledge and skills in identifying and reflecting on the strengths and potential challenges related to implementing an Open Dialogue in an Australian mental health setting. Some key strengths and challenges may be overlooked. Not consistently contextualised to required setting. | Unsatisfactory demonstration of knowledge and skills in identifying and reflecting on the strengths and potential challenges related to implementing an Open Dialogue in an Australian mental health setting. Key strengths and challenges are overlooked. Little to no consideration of setting. |
| Evidence: Demonstrated knowledge and skills in identifying and including relevant academically rigorous theoretical and empirical literature pertaining to the topics included in the case scenario application. 10 marks | Sources included in the case scenario application are consistently academically rigorous and highly pertinent to the topic. | Sources included in the case scenario application are mostly academically rigorous and pertinent to the topic. | Sources included in the case scenario application are generally academically rigorous and pertinent to the topic. | Some sources included in the case scenario application are academically rigorous and pertinent to the topic. Some sources may lack academic rigour or pertinence to the topic. | A number of sources included in the case scenario application lack academic rigour or pertinence to the topic. OR Sources may not be included |
| Academic literacies: 10 marks | Written and presented to an exemplary academic standard i.e., diligent command and adherence to the specified genre; the communication is clear and logical. No errors in grammar, punctuation and or spelling. | Written and presented to a high academic standard i.e., strong command and adherence to the specified genre; the communication is logical. Very few (<2) errors or repeated errors in grammar, punctuation and spelling. Meaning is not impeded. Very few (<2) errors minor repeated errors in APA referencing and formatting. | Written and presented to a satisfactory standard i.e., mostly adheres to the specified genre with at least one minor error; the communication is mostly clear. Few errors (<4) or repeated errors in grammar, punctuation and spelling. Meaning is mostly clear. Few (<4) minor repeated and unique errors in APA referencing and formatting. | Written and presented to an adequate standard i.e., there is some adherence to the specified genre although more refinement is required; the communication is adequate. Some errors or repeated errors in grammar, punctuation and spelling. Meaning somewhat impeded. Some errors (>4) in APA referencing and formatting. | Written and presented to an unacceptable standard i.e., unsatisfactory adherence to the specified genre; the communication lacks logic & clarity. Considerable errors in grammar, punctuation and spelling. Meaning unclear. APA referencing and formatting contain unacceptable number of errors. |
Grade:
| Feedback/Comments: |
| Feedback/Comments: |
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