	ASSESSMENT 1 BRIEF
Subject Code and Title	EEDUSD501 Mental Health in Practice
Assessment Task	Reflection – Reflect on beliefs, biases, and assumptions about mental health
Individual/Group	Individual
Length	1500 words (+/- 10%)
Learning Outcomes	The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Examine different models and perspectives on mental health, and its contributing factors. b) Critically reflect on your own and community beliefs, biases and assumptions associated with mental health issues.
Submission	Due by 11:55pm AEST/AEDT Sunday end of Module 4 (Week 4)
Weighting	20%
Total Marks	100 marks

Assessment Task

In this assessment, you will reflect on your beliefs, biases, and assumptions about mental health to raise your awareness of blind spots that may negatively influence how you interact with others experiencing mental health issues.

Context

Awareness and reduction of stigma about mental health issues have come a long way since the 1990s. There has been a significant investment in mental health campaigns and supports, and people are increasingly comfortable disclosing mental health concerns to their friends, families, wider community and even employers.

However, many of us still carry beliefs and assumptions about mental health that impact how comfortable we feel disclosing and interacting with others who disclose these difficulties. These can be influenced by our cultural and religious backgrounds, familial experiences and narratives and our own life experiences. While all carry unconscious biases, they can lead to problematic outcomes, such as providing incorrect information, discouraging a person from sharing their experience or discouraging someone from getting much needed help. It’s important to bring these beliefs to the surface and become aware of them so we can question them and have more choice over our actions.

In this assessment, you will have an opportunity to examine your own beliefs, biases and assumptions about mental health. Please note there are no ‘right’ answers for this activity, but rather an opportunity to build self-awareness and critical thinking skills.

Important note:

While this task invites you to reflect on your life experiences, please only do so to the extent you feel comfortable. If you feel overwhelmed or wish to discuss your feelings and experiences at any point, please reach out to your supports or Torrens Student Services via 1300 093 800 or https://studenthub.torrens.edu.au/Hub/Support/Counselling .

Instructions

To complete this task, carry out the following:

1. Read the profiles

Read the following three human profiles and take note of your initial impressions of each person. You can find the profiles in the Assessment 1 folder for this subject.

2. Put the profiles in order

Place the profiles in order of whom you think has the most challenging life. List reasons why you think this is the case i.e. what aspects do you consider most to least challenging.

3. Write your reflection

Write your 1500-word reflection drawing on your notes so far using the following questions as a guide:

• What challenges do each of the people in the profile have?

• What level of impact do you think each of these challenges has on those people?

• Why did you put the profiles in the order you did?

• What beliefs and assumptions are this order based on?

• What biases might you hold about these people?

• What life experiences, cultural or familial aspects or other factors may have played a role in your beliefs, biases, and decisions to order the profiles as you did?

• Now that you have reflected on your beliefs, biases, and assumptions, would you change the ranking of the profiles? Why or why not?

Please format your reflection as follows:

• Introduction outlining the task (approximately 150 words)

• Reflection (approximately 1250 words)

• Conclusion summarising the task (approximately 100 words)

Please include academic and professional sources to support your reflection using APA 7th style.

Referencing

It is essential that you use current APA style for citing and referencing the sources that you use.

Please see more information on citing and referencing guidelines on the Academic Skills webpage .

Assessment Support

For a range of additional resources and support to help you complete your assessment, please consult the Study Support page on the Student Hub.

Academic Integrity

All students are responsible for ensuring that all work submitted is their own, is academically written and appropriately referenced following the Academic Writing Guide . Students also need to have read and be aware of Torrens University Australia Academic integrity policy and procedures and subsequent penalties for academic misconduct. For more information, please refer to the Academic Integrity guidelines.

Students must also keep all required evidence in making an assessment; a copy of all submitted material and any assessment drafts.

Submission Instructions

Submit this task via Assessments > Briefs & Submissions in the main navigation menu in EEDUSD501 Mental health in practice. Your Learning Facilitator feedback can be viewed in My Grades.

Please name your file using the following format:

• Subject code_surname_first name initial_assessment number

e.g., EEDUSD501_Jones_S_assessment 1

Your marked assessment can be viewed in MyLearn.

Assessment Due Dates and Late Penalties

You can submit your assessment on or before the due date. Late penalties apply for assessments that are submitted after the due date, unless an Application for Assessment Special Consideration Form has been submitted to your learning facilitator.

For information on the Torrens University Australia late penalties policy, please consult the Assessment Policy for Higher Education Coursework and ELICOS.

Please consult with your learning facilitator if you need to submit your assessment after the due date.

Special Consideration

To apply for special consideration for a modification to an assessment task or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator.

Assessment Rubric

Assessment

Attributes

High Distinction

(Exceptional)

85-100%

Distinction

(Advanced)

75-84%

Credit

(Proficient) 65-74%

Pass

(Functional)

50-64%

Fail

(Yet to achieve minimum standard)

0-49%

Demonstration of Critical
Thinking

Percentage for this criterion =
25%

Articulates a clear and sophisticated rationale for
the ranking of the profiles, based on a nuanced evaluation of the
complexities of challenges faced by each individual. Considers multiple
factors and their interplay to justify the ordered list effectively.

Presents a well-reasoned rationale for the ranking
of the profiles, considering various aspects of challenges and comparing the
difficulties encountered by each person thoughtfully. Demonstrates critical
thinking skills in evaluating the factors influencing the perceived level of
challenge.

Provides a coherent rationale for
the ranking of the profiles, considering some factors influencing the
perceived level of challenge. Offers a basic explanation for the ordered list
but may lack depth in critical analysis.

Offers a simple rationale for the
ranking of the profiles, mentioning a few factors influencing the perceived
level of challenge. Provides a basic justification for the ordered list but
lacks thorough critical evaluation.

Does not provide a clear or coherent rationale for
the ranking of the profiles, lacking critical thinking in evaluating the
factors influencing the perceived level of challenge.

Reflection
depth and insight

Percentage for this criterion =
40%

Engages in a comprehensive and

insightful reflection on personal beliefs, biases,
prejudices and assumptions influencing the ranking decision, acknowledging
beliefs and biases that are vulnerable/difficult to acknowledge. Demonstrates
a deep

Reflects thoughtfully on personal
beliefs, biases, and assumptions influencing the ranking decision. Identifies
biases or prejudices including those difficult or vulnerable to acknowledge.
Offers a thorough analysis of how personal experiences or cultural background
have

Reflects on personal beliefs,
biases, and assumptions influencing the ranking decision to some extent.
Recognises some biases or prejudices but provides a limited analysis of how
personal experiences or cultural background influenced perceptions.

Offers a basic reflection on
personal beliefs, biases, and assumptions influencing the ranking decision.
Lacks depth in analysing their influence on perceptions.

Does not reflect on personal
beliefs, biases, or assumptions influencing the ranking decision, or provides
minimal insight into their influence. Lacks self-awareness or introspection
in examining the factors shaping perceptions and decisions.

understanding of how personal
experiences, cultural background, or other factors have shaped perceptions
and decisions.

influenced perceptions.

Effective

Communication
(Written)

Percentage
for this criterion = 20%

Communicates eloquently, coherently, concisely, and
creatively in a manner that adheres to the given format.

Meaning is always easy to follow. Information,
arguments, and evidence are insightful, persuasive, and expertly presented.
Engages and sustains audience’s interest.

Discerningly selects and precisely employs a wide
range of specialised language and terminology.

Spelling, grammar, and
punctuation are free from errors.

Communicates coherently and
concisely in a manner that adheres to the given format.

Meaning is mostly easy to follow. Information,
arguments, and evidence are structured and sequenced in a way that is,

clear, logical, and persuasive.
Engages audience interest.

Accurately employs a wide range
of specialised language and terminology.

Occasional minor errors present
in spelling, grammar and/or punctuation.

Communicates in a coherent and
readable manner that adheres to the given format.

Meaning is mostly easy to follow. Information,
arguments, and evidence are well structured and sequenced in a way that is
clear and logical.

Accurately employs specialised language and
terminology.

Occasional errors present in spelling, grammar
and/or punctuation.

Communicates in a mostly readable
manner that largely adheres to the given format.

Meaning is sometimes difficult to follow.

Information, arguments, and evidence are
structured and sequenced in a way that is not always clear and logical.

Generally, employs specialised language and
terminology with accuracy.

Some errors in spelling, grammar and/or

punctuation.

Presents information which is not
clearly organised or easy to follow.

Meaning is repeatedly obscured by errors in the
communication of ideas, including errors in structure and logical sequence,
that render information, arguments and evidence unclear and illogical.

Specialised
language and

terminology are rarely or
inaccurately employed.

Many
errors in spelling, grammar, and/or punctuation.

Use of
sources.

Demonstrates excellent use of a wide range of
academic/industry related sources to support and

Demonstrates very good use

of a good range of academic/industry related sources to
support and

Demonstrates good use of some academic/industry related
sources to support and develop most ideas.

Demonstrates basic use of academic/industry related sources
to support and develop some ideas.

Demonstrates inconsistent use of academic/industry related
sources to support and

Correct
citation and referencing of key resources and evidence

Percentage for this criterion =
15%

develop all ideas.

All in-text citations and reference list entries
follow APA guidelines; no citation or referencing errors.

develop almost all ideas.

Almost all in-text citations and reference list entries
follow APA guidelines; only one or two citation and referencing errors.

Almost all in-text citations and
reference list entries follow APA guidelines; only a few citation and
referencing errors are present.

Most in-text citations and/or
reference list entries follow APA guidelines. Some errors are present.

develop ideas.

Citation and referencing are omitted or do not
follow APA guidelines for most intext citations and/or reference list
entries.

ASSESSMENT 1 BRIEF Subject Code and Title EEDUSD501 Mental Health in Practice Assessment Task Reflection – Reflect on beliefs, biases, and assumptions about mental health