Overview
This unit will explore the variations in psychosocial changes associated with dementia and their impact on the person with dementia and their significant others. Misperceptions about these changes and the cultural influence on dementia will also be explored. You will devise strategies to assist the person with dementia as they experience these changes and make recommendations for practical application for key stakeholders.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Course Reference Committee , Head of Course and Unit Coordinators.
Student enrolments over the three years this course (and unit) have been active demonstrate a need to promote and market it more strongly.
Consideration will be given to this, particularly in regards to the new undergraduate Healthy Ageing units that are being developed as part of the Bachelor of Social Work (Honours).
- Analyse the utility of different psychosocial theories of ageing to determine the impact of dementia
- Consider the diversity and consequences of psychosocial changes associated with dementia
- Identify associated with psychosocial changes and analyse the impact of these misperceptions on the person with dementia and those caring for them
- Devise strategies to address the misperceptions of psychosocial changes associated with dementia
- Analyse the influence of culture on the experience of changes associated with dementia.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 50% | |||||
| 2 - Written Assessment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - First Nations Knowledges | |||||
| 9 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| 1 - Written Assessment - 50% | |||||||||
| 2 - Written Assessment - 50% | |||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
a.holt2@cqu.edu.au
Week 1
Begin Date: 15 Jul 2019Module/Topic
Introduction to the Unit
Chapter
Events and Submissions/Topic
Refer to Moodle site
Week 2
Begin Date: 22 Jul 2019Module/Topic
Module 1 - Theories on Ageing and Dementia
Chapter
Events and Submissions/Topic
Refer to Moodle site
Week 3
Begin Date: 29 Jul 2019Module/Topic
Module 1 - Theories on Ageing and Dementia
Chapter
Events and Submissions/Topic
Refer to Moodle site
Week 4
Begin Date: 05 Aug 2019Module/Topic
Module 2 - Diversity in the person with dementia and consequences associated from a psycho-social perspective
Chapter
Events and Submissions/Topic
Refer to Moodle site
Week 5
Begin Date: 12 Aug 2019Module/Topic
Module 2 - Diversity in the person with dementia and consequences associated from a psycho-social perspective
Chapter
Events and Submissions/Topic
Refer to Moodle site
Vacation Week
Begin Date: 19 Aug 2019Module/Topic
Enjoy your study free week!
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 26 Aug 2019Module/Topic
Module 3 - Misconceptions, psycho-social changes and the impact on people with dementia
Chapter
Events and Submissions/Topic
Refer to Moodle site
Assessment 1 due this week!
Wednesday 28 August 2019 (5:00pm AEST)
Written Report Due: Week 6 Wednesday (28 Aug 2019) 5:00 pm AEST
Week 7
Begin Date: 02 Sep 2019Module/Topic
Module 3 - Misconceptions, psycho-social changes and the impact on people with dementia
Chapter
Events and Submissions/Topic
Refer to Moodle site
Week 8
Begin Date: 09 Sep 2019Module/Topic
Module 4 - Strategies to address psycho-social changes in dementia
Chapter
Events and Submissions/Topic
Refer to Moodle site
Week 9
Begin Date: 16 Sep 2019Module/Topic
Module 4 - Strategies to address psycho-social changes in dementia
Chapter
Events and Submissions/Topic
Refer to Moodle site
Week 10
Begin Date: 23 Sep 2019Module/Topic
Module 5 - Impact and influence of culture on psycho-social changes in dementia
Chapter
Events and Submissions/Topic
Refer to Moodle site
Week 11
Begin Date: 30 Sep 2019Module/Topic
Module 5 - Impact and influence of culture on psycho-social changes in dementia
Chapter
Events and Submissions/Topic
Refer to Moodle site
Week 12
Begin Date: 07 Oct 2019Module/Topic
Revision and Consolidation
Chapter
Events and Submissions/Topic
Assessment 2 due this week!
Wednesday 09 October 2019 (5:00pm AEST)
Written Report Due: Week 12 Wednesday (9 Oct 2019) 5:00 pm AEST
Review/Exam Week
Begin Date: 14 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 21 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Objective:
Examine and evaluate one psycho-social theory of ageing and discuss its relevance to the person with dementia. Explain how the psycho-social changes that occur as a consequence of dementia influence the behaviour of a person with dementia. Analyse the impact of these changes on activities of daily living and functioning. Discuss some recommendations based on the psycho-social theory you have selected to address the challenges for a person living with dementia.
Learning Outcomes addressed: (1) & (2) & (3)
Tasks:
1.0 Write an overview of the psycho-social theory you have selected and apply it to dementia. Explain its impact and relevance (positive or negative) to people with dementia.
2.0 Examine how the psycho-social changes associated with dementia influence the behaviour of a person with dementia and how this affects their activities of daily living and functioning.
3.0 Provide some recommendations based on the psycho-social theory you have chosen to address the challenges associated with living with dementia. These should focus on the psycho-social aspects of daily living and functioning.
Type: Written report
Due date: Week 6
Wednesday 28 August 2019
5.00 pm (AEST)
Weighting: 40%
Length: 2000 words +/- 10% (excluding references)
Week 6 Wednesday (28 Aug 2019) 5:00 pm AEST
All assignments must be submitted via the Moodle site.
Week 8 Friday (13 Sept 2019)
via Moodle site
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
Presentation 5% |
||||
|
Very well presented. No spelling
or grammatical errors. Well proof read. Written in a clear and cohesive
style. |
Well presented. Minimal spelling
and grammatical errors. Well proof read. Written in a clear and easy to read
style. |
Well presented. Some spelling and
grammatical errors. Written in an easy to read style. |
There may be one or more areas
where there is little attention to presentation or detail. |
Many presentation errors. |
|
Introduction
5% |
|
|
|
|
|
Provides
an excellent overview of the topic. Introduction is highly relevant to
content. Provides very clear sense of what follows in terms of the direction
of the paper. |
Provides
a good overview of the topic. Introduction is largely relevant to content.
Provides a clear sense of what follows in terms of the direction of the
paper. |
Provides
a general overview of the topic. Introduction is relevant to content.
Provides a sense of what follows in terms of the direction of the paper. |
Provides
a very basic overview of topic. Introduction is somewhat relevant to content.
Provides some sense of what follows. |
Not
evident and/or not appropriate. |
|
Conclusion
5% |
|
|
|
|
|
Provides
a logical, concise and persuasive summary linking all key points together
very well. No new information is raised. |
Provides
a logical summary linking key points together with a sense of closure. No new
information is raised. |
Provides
an adequate summary that brings most but not all key points together with
some sense of closure. No new ideas are raised. |
Provides
a very basic summary, fails to link all key points together, with very little
closure and has introduced some new information. |
No
recognisable conclusion or conclusion is inappropriate. |
|
Referencing
5% |
|
|
|
|
|
Consistently
integrates up-to-date references to support and reflect all ideas, factual
information and quotations. Accurate APA in-text citations and reference list
formatted correctly with no
errors. |
Generally
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 1 or 2 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 1 to 2 errors. |
Partly
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 3 or 4 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 3 to 4 errors. |
Occasionally
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 5 or 6 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 5 to six errors. |
Fails to or infrequently attempts
(>7 errors) to integrate up-to-date references to support and reflect
ideas, factual information. Inaccurate use of APA for in-text citations and
poorly formatted reference list. |
|
Overview and application of
selected theory 30% |
||||
|
Provides an excellent overview of theory. Written in a clear, cohesive
manner. Accurately applies theory to dementia in a highly relevant and
succinct manner with a high level of analysis. |
Provides a very good overview of theory. Written in a clear, cohesive
manner. Accurately applies theory to dementia in a relevant and succinct
manner with an adequate level of analysis. |
Provides a basic overview of theory. Written in a clear, cohesive manner.
Somewhat applies theory to dementia and lacks cohesion in discussion with a
minimal level of analysis. |
Provides an incomplete overview of theory. Mostly applies theory to dementia
however some key points are missing. Analysis is lacking or not apparent. |
Minimal or no application of
theory to dementia. |
|
Identification of psycho-social
changes and impact on behaviour 30% |
||||
|
Identifies and evaluates psycho-social
changes and their effects on behaviour by cohesively linking concepts
together in a highly relevant
manner. |
Identifies and evaluates psycho-social
changes and their effects on behaviour by cohesively linking concepts
together in a relevant manner. |
Identifies and evaluates psycho-social
changes and their effects on behaviour but lacks cohesion in discussion or fails to link the concepts
together very well. |
Identifies and evaluates most but
not all psycho-social changes and their effects on behaviour. Lacks cohesion
in discussion or fails to link the concepts together very well. |
Minimal or no identification of
psycho-social changes in relation to behaviour. |
|
Recommendations
to address challenges based on selected theory 20% |
||||
|
Provides excellent recommendations based on relevant theory to address the
challenges associated with changes in behaviour. Used extremely well in relation to daily living and functioning in the
person with dementia. |
Provides very good recommendations based on relevant theory to address the
challenges associated with changes in behaviour. Used very well in relation to daily living and functioning in the
person with dementia. |
Provides some recommendations based on relevant theory to address the
challenges associated with changes in behaviour. Used moderately well in relation to daily living and functioning in
the person with dementia. |
A minimal level of recommendations were made based on the relevant
theory to address the challenges associated with changes in behaviour in
relation to daily living and functioning for the person with dementia. |
Minimal or no recommendations made. |
- Analyse the utility of different psychosocial theories of ageing to determine the impact of dementia
- Consider the diversity and consequences of psychosocial changes associated with dementia
- Analyse the influence of culture on the experience of changes associated with dementia.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Written Assessment
Objective: This assignment will focus on a specific group of ethnic older people and examine their experience of dementia, within the parameters of the psycho-social changes that have been discussed over the course of this unit. Consider the misconceptions (myths and fallacies) about dementia in general, along with those that are specific to the psycho-social changes associated with dementia. In doing so, frame this in the context of the cultural norms, values and behaviours of your target group and demonstrate an understanding of how healthcare professionals’ own culture intersects with their understanding and provision of person-centred care.
Learning Outcomes addressed: (4) & (5)
Tasks:
1.0 Choose a specific group of ethnic older people and provide an overview of rates of dementia in this group (use incidence OR prevalence, not both). This will provide some context with regards to it being a priority health area in this specific group of older people.
2.0 Examine and discuss how some of the psycho-social changes that have been identified in the learning content of this unit apply or do not apply to your particular target group. Provide some discussion on how this may compare to older people in general, for example Anglo-Saxon Australians.
3.0 Examine and discuss how the misconceptions about dementia are influenced by the cultural norms, values and behaviours of your target group.
4.0 Discuss how the provision of person-centred care may be influenced by the healthcare professional’s own culture and their understanding of the psycho-social changes associated with dementia based on their own belief and values system by examining some of the current strategies in place.
Type: Written assessment
Due date: Week 12
Wednesday 09 October 2019
5.00 pm (AEST)
Weighting: 60%
Length: 2000 words +/- 10% (excluding references)
Week 12 Wednesday (9 Oct 2019) 5:00 pm AEST
via Moodle
Exam Week Wednesday (23 Oct 2019)
via Moodle
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
|
Presentation 5% |
|||||
|
Very well presented. No spelling
or grammatical errors. Well proof read. Written in a clear and cohesive
style. |
Well presented. Minimal spelling
and grammatical errors. Well proof read. Written in a clear and easy to read
style. |
Well presented. Some spelling and
grammatical errors. Written in an easy to read style. |
There may be one or more areas
where there is little attention to presentation or detail. |
Many presentation errors. |
|
|
Introduction
5% |
|
|
|
|
|
|
Provides
an excellent overview of the topic. Introduction is highly relevant to
content. Provides very clear sense of what follows in terms of the direction
of the paper. |
Provides
a good overview of the topic. Introduction is largely relevant to content.
Provides a clear sense of what follows in terms of the direction of the
paper. |
Provides
a general overview of the topic. Introduction is relevant to content.
Provides a sense of what follows in terms of the direction of the paper. |
Provides
a very basic overview of topic. Introduction is somewhat relevant to content.
Provides some sense of what follows. |
Not
evident and/or not appropriate. |
|
|
Conclusion
5% |
|
|
|
|
|
|
Provides
a logical, concise and persuasive summary linking all key points together
very well. No new information is raised. |
Provides
a logical summary linking key points together with a sense of closure. No new
information is raised. |
Provides
an adequate summary that brings most but not all key points together with
some sense of closure. No new ideas are raised. |
Provides
a very basic summary, fails to link all key points together, with very little
closure and has introduced some new information. |
No
recognisable conclusion or conclusion is inappropriate. |
|
|
Referencing
5% |
|
|
|
|
|
|
Consistently
integrates up-to-date references to support and reflect all ideas, factual
information and quotations. Accurate APA in-text citations and reference list
formatted correctly with no
errors. |
Generally
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 1 or 2 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 1 to 2 errors. |
Partly
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 3 or 4 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 3 to 4 errors. |
Occasionally
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 5 or 6 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 5 to six errors. |
Fails to or infrequently attempts
(>7 errors) to integrate up-to-date references to support and reflect
ideas, factual information. Inaccurate use of APA for in-text citations and
poorly formatted reference list. |
|
|
Target group and identification of
psycho-social changes relative to their experience of dementia 20% |
|||||
|
Demonstrates an excellent understanding of target group
and rates of dementia, in relation to this being a priority health area. Links
this very well to the psycho-social changes in dementia. Provides relevant,
clear information to support discussion. |
Demonstrates a good understanding of target group
and rates of dementia, in relation to this being a priority health area. Links
this well to the psycho-social changes in dementia. Provides relevant, clear
information to support discussion. |
Demonstrates a fair understanding of target group
and rates of dementia, however, needs to link this to being a priority health
area in a clearer and more cohesive manner. Attempts to link this to the
psycho-social changes in dementia but some key points remain unclear. Provides
some relevant, clear information to support discussion. |
Demonstrates some understanding of target group and rates of dementia, however,
does not link it directly to this being a priority health area. Little or
minimal attempt to link this to the psycho-social changes in dementia. Provides
some relevant, clear information to support discussion. |
Fails to or provides no
information on target group and rates of dementia. |
|
|
Identification of misconceptions,
cultural norms, values and behaviours in relation to target group 30% |
|||||
|
Clearly identifies and explores relevant
misconceptions about dementia and integrates these via highly developed discussion to the target group’s experience of
dementia. |
Clearly identifies and explores relevant
misconceptions about dementia and integrates these via well-developed discussion to the target group’s experience of
dementia. |
Clearly identifies and explores relevant
misconceptions about dementia, and integrates these into the target group’s
experience of dementia but in an in succinct manner. |
Identifies and explores a minimal
number of misconceptions about dementia and provides some integration of these
to the target group’s experience of dementia. |
Fails to or provides no
information on the misconceptions of dementia and the target group’s
experience of dementia. |
|
|
Provision
of person-centred care and their intersection of cultural norms and values in
providing care to person with dementia 30% |
|||||
|
Uses discussion to provide a highly developed awareness of one’s
own cultural norms and values in providing care to a person with dementia by linking
this to misconceptions associated with the psycho-social changes in dementia. |
Uses discussion to provide a well-developed awareness of one’s own
cultural norms and values in providing care to a person with dementia by linking
this to misconceptions associated with the psycho-social changes in dementia. |
Uses discussion to provide some awareness of one’s own cultural
norms and values in providing care to a person with dementia by linking this
to misconceptions associated with the psycho-social changes in dementia. |
Uses discussion to provide a very limited awareness of one’s own
cultural norms and values in providing care to a person with dementia by linking
this to misconceptions associated with the psycho-social changes in dementia. |
Fails to or provides no discussion
about one’s own cultural norms and values and person-centred care. |
|
- Identify associated with psychosocial changes and analyse the impact of these misperceptions on the person with dementia and those caring for them
- Devise strategies to address the misperceptions of psychosocial changes associated with dementia
- Analyse the influence of culture on the experience of changes associated with dementia.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
