5 Assessment 3 Assessment Title Student name Student number Mrs Katelyn Rossiter PSY202: Developmental Psychology Charles Darwin University Word Count: XXXX Client's name: Jessica Smith Date assessed:...

5
Assessment 3
Assessment Title
Student name
Student numbe
Mrs Katelyn Rossite
PSY202: Developmental Psychology
Charles Darwin University
Word Count: XXXX
    Client's name:
    Jessica Smith
    Date assessed:
    25/09/2020
    Date of birth:
    25/02/2003
    Report date:
    25/09/2020
    Age:
    17yrs, 7mo
    Refe
ed by:
    GP
Reason for Refe
al
Jessica is a 17-year-old girl who lives with her mother. Jessica was sent to us by her mother, who had taken part in a presentation about excessive mobile phone usage. She received a refe
al for my services from her family GP.
Presenting Problemand Situation
Jessica was cooperative during the session; she did not initial consider her phone usage excessive. She told me that she could give up her smartphone usage if she really wanted to, but in that case, she would be abandoned by her friends, and therefore she did not want to do so. During our conversation, she filled out the Beck Depressive Questionnaire, which indicated a mild state of depressionat 20 (t-score = 55).
Jessicarecently started completing a Certificate III in Retail and is studying to try and secure a full-time job in retail. She has previously completed a Certificate II in Retail. She explained that cu
entlydoes not care about her schooling and often misses class.So far, Jessica had no luck finding a fulltime job that suits her interests. At high school, she enjoyed drama class, but once she left high school did not pursue the interest further.
Six years earlier, when she was 12, she received her first smartphone. At first, she rarely used it; however, as smartphone functions became more comprehensive, she spent more and more time with it.Cu
ently, Jessica uses her smartphone 4–6 hr per day. This usage is not continuous; however, she feels a gradually growing pressure to use her mobile phone approximately every 30 minutes. She manages everything with her smartphone and uses plenty of applications, for example, photo editor, musicrecognition, or public sites. Interestingly, she rarely makes phone calls, and the monthly fee that can be used for phone calls is not used up entirely for every month.
Jessica knows that she ought to use her smartphone less often; however, she rarely manages to do this. She feels that she always has to be available for her acquaintances, which is why she checks her smartphone continuously. If she finds herself without her smartphone, she bo
ows orsteals one from one of her friends in her social group and uses it. Jessica often finds herself at home alone, as her mother works two part-time jobs to support them both. In the evenings they usually watch television together, but they do not talk much as Jessica is generally using her phone, and her mother is often tired after work. Jessica says she feels a lot of pressure from her mother to find a job and to contribute financially to the household. Jessica did not provide any information about her father except that he left their family when she was four.
Cu
ently, her relationships with her peers have become shallow; in her social life, she wants to have everybody’s attention and make friends. Her only friend from high school rarely spends time with her anymore, as often as they used to now; they are studying and working. The new friendshipsshe has been makingonline usually last no longerthat 2–3 weeks. She often chooses her smartphone over her peers, and when going out with them, she often uses her smartphone there too. Her friends tolerate this behaviour, and although she does not take part in most of the social interactions, she is not excluded.
Professional Formulation
Developmental Assessment
To be completed by student
Clinical Assessment
To be completed by student
SocialEnvironment Assessment
To be completed by student
Conclusion andRecommendations
To be completed by student
References
To be completed by student


PSY202 A3: Assessment Ru
ic
CONTENT (80%) Max. Actual
1. Answered the Question

Clearly and co
ectly identifies characteristics of the case study that are indicative of the
client’s cu
ent cognitive abilities, psychosocial development, and behavioural capacity.

Co
ectly discerns and eloquently describes appropriate theories for explaining the case
study’s cu
ent capacities and stage of development.

Identifies appropriate characteristics of the client’s family home environment and relationships
that are contributing to the client’s behaviour.

Co
ectly discerns and eloquently describes appropriate theories for explaining how the family
home environment and social life are contributing to the client’s behaviour.

30
2. Evidence of Critical Discussion

Co
ectly uses theory and research to determine the extent to which the case study
demonstrate “normal/abnormal” development and mental health.

Provides an informed discussion of social contextual factors influence the client’s social
situation, and development, using social and cognitive developmental theories, and resilience
theory.

Relevant papers are reviewed, and are inter-related and build upon each other.

Provides relevant supporting evidence.

Represented authors/studies cited, fairly and accurately.
30
3. Conclusion and Recommendations

Provides a synthesis of the case study assessment, not a summary.

Reviews major features of the case study.

Discusses the implications of your conclusion.

Co
ectly and eloquently, describes and discusses how the parent can support optimal
developmental progression going forward using appropriate cognitive and social development,
and resilience theory.

Provides a suitable prognosis for the case study that is consistent with the assessment made.

15
4. Depth of Reading: Quality of Reference List

Minimum of 5 journal articles or academic sources used beyond those supplied as
ecommended readings.

References are peer-reviewed professional journals or other approved sources.

References are relevant and demonstrate reading for depth of understanding that reflects:
1. A
oad understanding of different perspectives and viewpoints of the topic.
2. The development of a comprehensive understanding of the case study’s development.
5
STYLE (20%)
1. Coherence, Clarity of Expression and Overall Presentation
Ideas are a
anged logically to support the purpose of the paper, paragraphs contain one topic
sentences, and supporting sentences clearly flow from one to the other.

Paragraphs and sections are clearly linked to each other.

The overall assessment/point of view is clearly stated and developed throughout the paper.

Writing is free of or almost free of grammatical and spelling e
ors.

Language used is precise, active, professional, and not disempowering.

APA 7th style including: APA referencing, appropriate font and size; double spaced; ragged
ight margin; margins 2.54 cm; a word document (.doc or .docx), conventional title page.
20
Total: 100