This task requires you to consider and reflect upon the authentic lived experience of a person with a mental illness and incorporate that lived experience into assessment decisions (which of course inform treatment). After reflecting on that consumer story and investigating supporting evidence-based literature, please prepare a 2000-word written report (the inclusion of tables to present your work within the report is acceptable) addressing the following points.  You must refer to the rubric to support you in determining how many words ought to be devoted to each section: 

1. An introduction that includes narrative paragraphs of your personal reflection on the impact of mental illness on this consumer. Consider the occupational therapy models you have studied in the first two years of your occupational therapy course and consider all person and environment factors at play. What is this story telling you about this person’s strengths, their challenges and how their occupational performance, participation and engagement is affected? You may write this part in the first person as it is a reflection.

2. Articulate your understanding of stigma and the recovery process and how, if at all, it factors in this consumer story. How might this consumer be stigmatised due to the nature of their mental illness? How does their recovery journey link with the literature on recovery? Include information, with referencing, on any relevant occupational injustices (consider participation in work, social and leisure occupations, etc).

3. Identify which occupational therapy assessments and outcome measures may be appropriate - support your choices with evidence from the literature and then prioritise which would be most appropriate for use with this consumer. Consider how the information yielded from these assessments will provide a basis for treatment planning. Perform database searches for the evidence-based literature and review relevant material in your text.  Some of the appropriate assessments may be those that you have encountered in Year 1 and Year 2 of your occupational therapy training. 

4. Incorporation of supporting literature is essential for points 2 and 3. Students who read the consumer story as a starting point, followed by wide reading of relevant textbook chapters, appropriate articles from your reading list and those that you find through your database searches, will find that you produce a stronger assessment.

You may choose one of the three following consumer stories of everyday Australians:

1.      Eddie - grief and depression https://www.beyondblue.org.au/personal-best/pillar/supporting-yourself/a-black-tunnel-with-no-way-out-eddie-s-story-of-grief-and-depression

2.      Sandi – post natal depression  https://www.beyondblue.org.au/personal-best/pillar/supporting-yourself/i-thought-he-d-better-off-without-me-sandi-s-experience-of-post-natal-depression

3.      Nicole – childhood trauma, PTSD, anxiety and depression  https://www.beyondblue.org.au/personal-best/pillar/supporting-yourself/trauma-and-losing-my-coping-strategy-nicoles-story

As the term continues, we will learn more about each of these presentations in more detail, but this is an early opportunity for you to consider a person’s lived experience, and to explore your own reactions, core beliefs and attitudes.  It is also an opportunity to research and showcase your knowledge of how stigma and recovery apply to this person, as well as perform some preliminary research on OT-specific assessments and outcome measures that are relevant to your chosen story. 

Please note the following additional details:

• the length of the main body of your essay should be 2000 words excluding references. Marks will be deducted from the total rubric score if you exceed 10% (i.e., 200 words) over or under the required count. A flat mark deduction of 2.5 marks will be deducted, with a further 2.5-mark deduction for each additional 10% over or under the word count. For example, a written assessment that has been awarded 52/60 on the rubric but was 2380 words long (i.e., 19% over word limit) would receive a final mark of 49.5/60. A report that is 1495 words (i.e., 25% under), awarded 34/60 would receive a final mark of 29/60 and would not pass this assessment.
• you are required to use APA 7th edition style and formatting. This includes your font size, spacing, indents and any use of headings and tables. Please refer to your CQUniversity APA style guide.
• please save and upload your file in a Word format (.doc or .docx), not PDF.
• you are permitted to use AI such as ChatGPT in this assessment to enhance your grammatical expression and the flow of your essay.  If it means that your final submission is more sophisticated in grammatical expression and flow because of the use of AI, then that is acceptable.  If you choose to use one of the AI options available to you, you must fully reference where you have used it, in accordance with the guidelines supplied by CQUniversity’s AI Awareness for Academic Integrity (a copy is supplied in your Assessment Tile).  There is no expectation or obligation for students to use AI for this assessment task.  It is the choice of each individual student.  If you use AI, you are expected to do the following, as per the aforementioned document: 
  - Use AI for brainstorming, explaining concepts and checking for errors,
  - Verify AI-generated information using reputable sources; watch for bias and errors,
  - Be aware of your ongoing obligations around academic integrity,
  - Attribute your use of AI with correct citations and referencing.

• reflection on lived experience of the consumer (15 marks)
• application of knowledge of stigma, recovery & occupational justice (15 marks)
• draw upon the literature to choose and justify assessments & outcome measures (15 marks)
• written communication skills (10 marks)
• APA 7th referencing (5 marks) 

The weighting of the online quiz is 25% of the overall unit grade, and you must pass the quiz to pass the unit overall.  All students will be supervised to complete the 90-minute quiz. It is a closed book assessment and access to all resources other than the quiz itself is prohibited. The quiz will occur in week 9 and will assess content weeks 1-8 inclusive.  You will have up to fifteen questions worth a total of 50 marks. The marks allocated to each question will be displayed on the quiz. Your time limit is 90 minutes. The quiz will consist of the following categories:

·         multiple choice

·         true/false

·         drag and drop words into text 

·         short answer

·         selection of best responses from a list 

It is essential that you arrive before the scheduled start of the quiz and set up your internet capable charged laptop. Once the quiz has commenced, latecomers will not be admitted to the room.

Please note: as this is a quiz with pre-defined correct responses, there is no marking rubric for this Assessment task. 

Please note: as this is a quiz with pre-defined correct responses, there is no marking rubric for this Assessment task. 

ASSESSMENT 3 – SEMINAR TASK DESCRIPTION AND ALL RESOURCES 

Assessment overview: In student groups, you will deliver a one-hour interactive student-led seminar to other students in your cohort during the assessment intensive day as timetabled for OCCT13007.   As part of this seminar you will develop and provide learning resources (e.g., poster, brochure, tip cards, booklets) for your peers to keep and refer to in the future. Please supply a copy of your chosen learning resource/s to your opposite campus as well (prepare ahead for mailing times) and also to your tutor and unit coordinator. 

Aim of the seminar: The key aim of each seminar is to develop detailed knowledge about a designated area of contemporary mental health practice in occupational therapy and then share that with your peers in an engaging format.  The secondary aim is to produce useful resources for future reference.   These are special topics in addition to lecture content.  There may be some instances in which you refer to lecture content as part of the foundation of your seminar content, and you must cite that accordingly. 

Grouping details: You will undertake this assessment in groups of 3-5 (depending on enrolled numbers), with groups and seminar topics allocated within class during week 1 of term 1.

Seminar details: Groups of four will conduct a seminar of 45 minutes in duration, with an additional 15 minutes for discussion and questions/answers, which can be at the conclusion and/or woven throughout the seminar. The seminar must be a minimum of 45 minutes and must not exceed 60 minutes. All students must attend all seminars.

Seminar tasks: Seminars should be designed to be a dynamic, engaging learning experience for your peers, with a mix of content delivery and hands-on learning activities. You must complete the following tasks as a group:

1. Perform preliminary research on the allocated seminar topic.

2. Generate a presentation for your student peers which addresses all learning objectives (see individual tasks below). Groups should have three to five learning objectives that are specific, achievable, measurable and realistic. 

3. Include substantial, evidence-based content, and interactive activities for students to consolidate learning and reinforce the learning objectives you have developed.

4. Proffer appropriate questions to the class to help you determine if learning outcomes have been met.

5. Demonstrate knowledge of the material to respond to questions from the class group.

6. Generate learning resources for your peers. These resources will aid the delivery of your subject matter and should be designed so that your peers can keep the resources to refer to in the future. These learning resources are in addition to the teaching resources you may utilise throughout your seminar i.e., they may be a poster, brochure, quizzes, tip cards, booklets, etc.

There is also an individual component within this assessment, and you must complete the following tasks individually:

1. In consultation with your group members, each student will generate one learning objective regarding peer outcomes from the seminar and provide a clear rationale for why that should guide content preparation and delivery within the seminar.

2. Learning objectives will be workshopped with the unit coordinator/lecturer in advance of assessment week. This will ensure preliminary investigations are in the right direction and support you to stay focused on relevant aims for your seminar.

There is a template on Moodle to support the completion of this individual component (noted as Appendix A of your assessment document).  Please submit this completed template via Moodle on the morning of the seminar to accompany the group presentation submission.

Your individual in class attendance across the term for OCCT13007 meets the 80% minimum expected and marks are allocated accordingly in this third and final assessment. This applies only to your scheduled workshops, in-class test and seminar day. 

Performance as a group member 

It is mandatory for students to provide the unit coordinator with feedback on the performance and contribution of other group members.  Groupwork is an important preparatory skill for many aspects of clinical/professional practice and early skill development in this area is an essential part of authentic assessment.  The template on which that confidential information is provided can be found in Appendix B of your assessment document.  Please submit this completed template via Moodle on the morning of the seminar.  The feedback you receive on your contribution to the group is an assessment criterion that is marked within your rubric.  

Summary of what you are submitting to Moodle on the morning of the assessment day: 

1. individual submission of your template detailing your work in generating the learning objective for the group (Appendix A contains the template).  Please submit in a Word document. 

2. individual submission of evaluation of your peers.  Please submit in one Word document (Appendix B contains the template). 

3. assign one group member to submit the group PowerPoint presentation.  You are NOT required to submit electronic versions of your learning resources. 

• contemporary evidence-based content (20)
• effective verbal and visual professional communication of peers to facilitate learning (20)
• learning resources (15)
• teamwork as noted during presentation (10)
• contribution to groupwork as reported by peer evaluation (10)
• individual component (5) 
• attendance and participation in all on-campus workshops (0 or 10)