Microsoft Word - COU301A_Assessment 3 Brief_Case Study_Week11_25Jul2016.docx
BASS – COU301A Page 1
Assessment Brief
Program Bachelor of Applied Social Science
Subject Working with Addicted Populations
Subject code COU301A
Name of assessment Assessment 3: Case Study
Length Words: 2500
Learning outcomes addressed by
this assessment: B, C, D, E
Submission Date: End of week 11, Sunday 11.55 pm
Assessment
ief summary:
Expand on the summary below and use hypothetical ideas when
conceptualising a treatment plan for the case study client.
Total marks 50
Weighting 50%
Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a
task marked out of 40 will incur a 4 mark penalty per day.
Students must attempt all tasks in the unit to be eligible to pass the unit
More information can be found in Think Education Assessment Policy document on the Think Education website
(http:
www.think.edu.au).
BASS – COU301A Page 2
Assessment Description:
Case Studies are an effective way of diagnosing client issues and formulating a treatment plan.
In the following Case Study you will be required to formulate a number of components in developing a case plan
for working with an addicted client. The aim of case studies is to give students a sense of working with an ongoing
client. It is important to note that whilst there are no right or wrong answers the client has a number of issues
that will need to be identified if not addressed.
Case Study
Brad is a 22 year old male who has been refe
ed to you by a mutual friend of his mother who has asked if you
could have a chat with him as he seems to be getting into more and more trouble which she believes is due to
his excessive drinking. He has also recently lost his driver’s licence for high range drink driving.
You agree and are contacted by Brad’s mother Sandra: she is clearly very anxious and distressed about Brad and
she gives you a blow by blow list of his negative behaviours over the past 2 years.
Sandra reports that Brad was diagnosed with ADD at age 9 as was his sister Samantha who is a year older. He
has been failing at University over the past 12 months and has become ve
ally aggressive at home in particular
towards herself; he is coming home at all hours and will often sleep all day unless she nags him to get up. She
elieves Brad is becoming an alcoholic just like her father was and that he needs someone to make him see that
he is ruining his life. She states that Brad was such a lovely young man before his drinking escalated with the
world at his feet. She also believes he needs to talk about an accident he caused 4 years ago whilst driving drunk
on a friend’s farm which has left one of his mates with a permanent
ain injury. She goes on to say we have
given him the best private school education and supported him in whatever he has wanted to do scholastically.
He was top of the school in rowing and has been studying law at University after a gap year in England.
She says Brad is willing to talk to you and sets up an appointment.
Brad attends his first session; his mother has dropped him off and is waiting outside in her car until he’s finished.
Brad appears well kempt and healthy: he is over six foot tall and a good looking young man. He initially seems
eluctant to engage with you and has difficulty making eye contact; when you enquire as to why he thinks he is
here he says, “I’m not quite sure – what did mum say”
You state that his mother is concerned that he has a problem with alcohol but would like to hear what he has to
say about that. Brad goes on to defend his drinking by saying that it’s not that bad and that his friends drink the
same way he does and that his mum is just freaked out because her dad was an alcoholic which I’m not!
You discover that Brad experiences memory loss frequently when drinking but he thinks that’s normal as his
mates have had similar experiences. His mates have also told him that he can become aggressive and will often
start fights when out with them. He has a tendency not to believe this and thinks they are exaggerating.
He minimizes the drink driving charge as just bad luck and not being all that serious however he does appear to
e concerned when you describe the consequences of such a charge and he is open to seeing you again if you
can help with that.
How would you proceed with this session and beyond?
What are the presenting issues for Brad?
What assessment tools might you employ?
What modalities might you use in working with Brad?
Formulate a contract and case plan for Brad.
BASS – COU301A Page 3
Marking Criteria:
Max. in
category
Your
points
Answering the question and responding to the topic 30
Links to theories and concepts 10
Number and choice of appropriate references 4
Word count, readability, and structure 3
In‐text references and reference list, accuracy and use of
co
ect referencing style
3
Total: 50
Comments:
BASS – COU301A Page 4
What we want to see:
This Report will incorporate a formal introduction, main points and conclusion; as this is a report,
the introduction and conclusion, as well as individual sections addressing different issues should
e flagged by subheadings.
The work must be fully referenced with in-text citations and a reference list at the end. We
ecommend you work with your Academic Writing Guide to ensure that you reference co
ectly. You
will find a link to this document on the main page of every unit, under the 'Assessments' section.
Co
ect academic writing and referencing are essential tasks that you need to learn. We
ecommend a minimum of ten references.
Referencing: References are assessed for their quality. You should draw on quality academic
sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a
eference, but not the Study Guide and lecture notes. We want to see evidence that you are capable
of conducting your own research. Also, in order to help markers determine students’ understanding
of the work they cite, all in-text references (not just direct quotes) must include the specific page
numbe
s if shown in the original.
Researching: You can search for peer-reviewed journal articles, which you can find in the online
journal databases and which can be accessed from the li
ary homepage. Reputable news sites
such as The Conversation (https:
theconversation.com/au/health), online dictionaries and online
encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government
departments, research institutes such as the National Health and Medical Research Council
(NHMRC), international organisations such as the World Health Organisation (WHO) and local not
for profit organisations such as the Cancer Council are also good resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other
formats may not be readable by markers. Please be aware that any assessments submitted in other
formats will be considered LATE and will lose marks until it is presented in Word.
What we don’t want to see:
Plagiarism: All sources of information need to properly be acknowledged. Please refer to the
plagiarism website on blackboardi. By clicking the 'Upload this file' button you acknowledge that you
have read, understood and can confirm that the work you are about to submit complies with the
Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of
cheating plagiarism is treated seriously. Plagiarising students will be refe
ed to the Program
Manager.
Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you
may go over or under by 10% than the stated length.
Late Submissions: Students are advised that any submissions past the due date incur a 10%
penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks
penalty per day.
No submission: Students must attempt all tasks to be eligible to pass the unit.
More information can be found in Think Education Assessment Policy document on the Think
Education website.
BASS – COU301A Page 5
Resources Available to YOU:
1. Academic writing guide link
https:
laureate-
au.blackboard.com/webapps
lackboard/content/listContent.jsp?course_id=_20163_
1&content_id=_2498847_1&mode=reset
2. Writing & referencing: The link to the Learning and Academic Skills Unit
(LASU) is on the left pulldown menu on the blackboard home page:
https:
laureate-
au.blackboard.com/webapps
lackboard/content/listContent.jsp?course_id=_20163_
1&content_id=_2498847_1&mode=reset
LASU also provides a series of academic skills tutorials. Please contact Caroline
Spaans ( XXXXXXXXXX, XXXXXXXXXX).
3. Researching: A guide to researching is available on the li
ary page
http:
li
ary.think.edu.au
esearch_skills/
Please contact the online and Pyrmont li
arian for Health, Dawn Vaux
( XXXXXXXXXX) if you would like further help or a tutorial on how to do
esearch this way.
i https:
laureate‐
au.blackboard.com/webapps
lackboard/content/listContent.jsp?course_id=_20163_1&content_id=_2498858_1&mode=reset