Description: 

In this case study analysis you are required to demonstrate your knowledge, understanding, and use of a multidimensional (MD) framework approach to human development and behavior.

To do this, you will select an individual as a case; and describe and analyze the way your case chose experiences the event(s) occurring in their life and the ways the event(s) have impacted on your person (case) through the application of the multi-dimensional framework and academic material.

The analysis should seek to identify and explain what the person is and has experienced and how that has influenced development and behavior. This includes being able to recognize and explain adversity/events experienced by the person, important inner, outer and time dimensions influences in the person’s life; and the complexity and intersections of these dimensions influencing and impacting on a selected individual’s development and behavior.

You will then write about what you have found in a case study response drawing on MD framework supported with an academic material (theories, concepts, literature) covered in the unit to support your analysis to help explain experiences, influences, and impacts on human development and behavior.

Relates to learning outcomes: 1, 2, & 4.

Group or Individual: Individual

Due date: Monday, June 4, 11.59 pm(23:59 pm).Submit using Turnitin accessed via assessment folder in Blackboard   

Assessment Output: A written case studyresponseof 2,000 words(with a 10% variation). This word count includes in-text citations but does not including reference list and appendices. See suggested structure/outline in the case study response on page 5.

Total assessment: 60 Marks (weighting 60%of the total unit mark).

Assessment CriteriaBreakdown (over 100)

Knowledge (30%)

Analysis (30%)

Presentation and Professional communication (20% – Structure 10%; Expression   10%)

Research and referencing (20% – Research 10%, Citation and referencing 10%)

Trigger Warning: The case study materials for this assessment contain some disturbing information. If you find that an experience triggers an unresolved issue for you, it is important to seek counseling and support.  QUT offers free and confidential advice to students ph. 3138 3488.  Alternatively, Lifeline provides access to online, phone or face-to-face support, call 13 11 14 for 24-hour telephone crisis support. For young people aged between 5 to 25, you can also call the Kids Helpline on 1800 551 800.

Process

 

Task 1: Getting started – select your case

First – Select an individual from either the Barlett family (written case located in assessment two folder, in assessment on Blackboard) or pick an individual from Struggle Street Season 2 SBS documentary (video/digital cases)which is accessible from here: https://www.sbs.com.au/ondemand/program/struggle-street

Note you will require to log in or create an account to access SBS on demand. It is free. Please note Struggle Street Season 2, on SBS has a content warning- course language, adult themes and drug use.

Struggle Street Season 2 individuals to select from are:

• Michael, Inner Melbourne, appears in episode 1 to 6
• Norma, Inala, appears in episode 1 to 2
• Allan, Melbourne appears in episode 2 & 3
• Tamara, Melbourne appears in episode 2 & 3
• Trinity, South West Brisbane appears in episode 1 to 6 (esp 1, 4, 5)

Please note the individual’s stories appear at various stages of each episode they appear in. If your case is in a family or partnership, ensure you pick just one person to analyze.

Task 2: Review Information

Once you have picked a person, review the information about the person. This may be reviewing the written content for Bartlett’s or watching the story of the individual in the episodes of season 2 through SBS on demand.

Identify and take notes of anything that standouts for you: inc: adversities/events experienced, circumstances, coping. Note the age/time of when these events /adversity happened in their lives. What effect could this have on person’s development and behavior at that time it occurred? You want to note down while watching the significant things (inc. the time of when it came up and the episode in case you need to review it).

There is a table provided on page 4 you can use to help to organize information and guide your analysis – Task 3.

Task 3:  Analyse the Information

You need to apply the multidimensional framework to analyze your case study, along with academic material (theories, concepts, literature) covered in the unit. This includes identifying the significant influences and impacts in each of the following:

• Person’s inner world: including strengths, risk, and influences – biological (age, physical health, and wellbeing), psychological (personality, cognitive attributes, self-concept) and spiritual (faith, a greater sense of purpose).
• Person’s Outer world: including strengths, risk, and influences – in relational, social, structural and cultural dimensions.
• Time influences on experiences including across the lifespan (note points of significance of events- childhood, youth, and adulthood).

Adaption and Coping with adversity. In your analysis, you also need to consider how multidimensional factors over lifespan influence adaptation and coping –limited or fractured relations/social, structural and cultural poverty/inequality, prejudice/discrimination inc. Forms of oppression, illness, trauma, and loss.

Steps in the Analysis:

1. Describe and analyze the person and the context of their experience: What adversity/events are evident. Note impacts of the event – any behavioral/ mood changes noted since the event. Note their response to an event (coping mechanism). If relevant, how are others impacting /influencing the person? What do we know about coping, adversity, trauma, the loss that can help us explain the situation and the impact on the person and their everyday life? Draw on any particular life stage or lifespan theories and concepts learned in this unit that could help you in your analysis (e.g., evidence to support your interpretations).
2. Describe and analyze the person’s – Inner world: This means identifying and explaining what strengths, risk, and influences are evident in the person’s inner world. Inc. biological (age, physical health and wellbeing), psychological (personality, cognitive attributes, self-concept) and spiritual (faith, a greater sense of purpose). Note demographics, health, personality, self-beliefs. Drawn on research and theories and theoretical concepts explored in the unit to help you explain these.g. learned helplessness, self-theory, agency, attachment.
3. Describe and analyze the person’s – outer world: This means identifying and explaining what significant influences, strength, and risks are evident in the person’s outer world. This includes considering structural impacts (such as poverty, temporary housing); cultural impacts (stigma, stereotypes and prejudices/racism); quality of relations and networks (family, friends). Consider where they go (places – school, work, sports, shops), what they do (activities). Pay attention to any connections between the dimensions and the quality of the connections. What primary resources are accessible or not accessible to the person? Drawn on research and theories and theoretical concepts explored in the unit to help you explain theses, e.g., poverty and oppression, stereotypes/prejudice, neoliberalism.
4. Time dimension–Identify and explain time influences. There may have been multiple events over the person’s life. You might like to start with the earlier event to understand its influence on later behavior and development. Consider the influence of age /life stage of the person at that time, and use the literature about that age period to support your analysis/interpretation.
5. Describe and illustrate the intersecting influences across inner, outer and time dimensions. You need to demonstrate a holistic understanding of person-environment context that helps make sense of what is occurring (that is how it all fits together). You can map these intersecting influences. You can use harms’ textbook chapter 1 or diagrams from lectures (week 1 & 2) as a template/guide to assist with mapping the intersecting influences. You can use your diagram in your written case study response.

 

Now reflect on your analysis:

• What were the key learnings about the person (case) and their life experiences including adversity/events encountered?

• What influenced your interpretations/analysis of the person and their situation? Consider how values, assumptions, beliefs, fight stigma, stereotypes about people in this situation may influence how we understand and work with people?

• What does this tell us about human development and experience? Why does a multi-dimensional approach to human development and experience make sense in social work, psychology, and human services practice?

Table: You can use the table below to help you organize information, help analyze the information and reflect on potential judgments/assumptions. You can include your notes in your appendix.

 

	Person (case)Description:
	Note any of the following information:•              Adversity/Events•              Circumstances•              Coping/adaption responses (positive or negative)		What multi-dimensional aspect of framework may it influence/relate to.Inner word – biological, psychological, spiritualOuter world – relational, social structural, culturalTime – (past, present , future, generational – biographical)		What lifespan and life course theories and research may explain the experiences and impact on behaviour and development? This could include the age (life stage) of the person when the event happened, trauma, loss/grief, isolation/,poverty/inequalityand prejudice/stereotypes/racism).		Reflection:            What has led you to thisanalysis? Consider if values, assumptions, beliefs, stigma, stereotypes about people in this situation are influencing the understanding ofthe person and their situations?

 

Proposed/Suggested Structure of the Case Study Response

2,000 words (+/-10%)written in the third person.

Please note in-text citations are included in word count.  The reference list is not included in word count (if unsure the difference, please see page 6).

The response must include the following Introduction, Body, and Conclusion.

Ensure you are using readings and other scholarly resources to discuss and support your case study analysis and interpretation of the case’s experience of the event and the impacts.

Please note – no recommendations of interventions are required in this case study response.

Below is a suggested format and prompting questions to assist with writing the response:

Title: Case Study Response

Key Heading: Introduction (approximately 350 words)

• and experience and the suitability of a multi-dimensional framework.

 

• Outline the purpose of the case study :

 

• What are the aims of the case study:

 

• To describe and analyze the way your selected case experiences the event(s) occurring in their life, and the ways the event(s) have impacted on your person (case)?

 

• This is achieved by applying the multi-dimensional framework to consider how the framework applies to the person (including identification of the dimensions and their intersections) supported by a range of academic material (theories, concepts, research) discussed during the semester to discuss/explain the person’s experience, development, and behavior.

 

• Outline the structure of the case study.

 

• This would be a few sentences describing and summarising the remaining structure of the response.

Key heading: Case Analysis (approx.1300)

To describe and analyze the way your selected case experiences the events occurring in everyday life, and the ways these events have impacted on them.

Sub Heading: Description of the Person – the Case (approx. 300 words)

 

• Who is the person – Case (this could include history/background, demographics)

 

• What adversity/s/events has the person encounter

 

• You may like to describe the person’s background (back-story) and their current situation (event/adversity, e.g., trauma/loss, homelessness, poverty, substance use, access to supports/welfare, prejudice and discrimination, racism, lack of relational support/family).

 

• What are the person’s experience of the adversity/event/s in their life and the ways these adversity/event/s have impacted on them (e.g., development and behavioural change)?

Sub Heading: Analysis of the Experiences of the Case (approx. 1000)

How and why the person experiences the event/s this way and the impact. Demonstrate this through:

• Applying the MD framework to the person(case), analyse and identify the significant inner, outer and time dimensions and the complexity and intersections of these dimensions;

• Support your analysis and interpretation with a range of academic material (theories, concepts, research) discussed during the semester to discuss and explain the experience and behaviour. For example theories about particular ages – life stage, or theories about trauma – lifespan.

• You may use a diagram to help to explain the identified influences and complex intersections further. However, a diagram does not replace written description. (See how to use a diagram appropriately page 6).

Key Heading: Discussion/Conclusion (approx. 350 words)

Discuss reflections and implications of the findings. This may include:

• What are the key learning’s about the person (case) and their experiences of the event?
• What does this tell us about human development and experience?
• Why does a multi-dimensional approach to human development and experience make sense in social work and human services practice?

Please note – no recommendations for intervention are required in this case study response.

References (Reference List). Please use QUT APA which is outlined in citewrite: http://www.citewrite.qut.edu.au/.

Ensure you name your file with the following naming convention:

Surname_FirstName_SWB102_Assignment2_2018

Formats:  Word or PDF is acceptable.

Know the Difference – In text citation / Reference List

In-text citation sometimes called in-text referencing is when you use and acknowledge someone else’s work to support your argument or illustrate your point in your assessment – essay, report, etc. These are included in the word count – they are part of your essay/report.

References – or reference list – Is the list of all people’s work you have cited in your essay. The source list does not count as part of your word count.

If unsure, please see below definitions quoted from QUT (2018).  Your introductory guide to citing, referencing and academic writing at QUT.  https://www.citewrite.qut.edu.au/qutcitewrite2018.pdf

How to use diagrams appropriately

You can include a map of the person’s situation, to illustrate the intersecting influences across inner, outer and time dimensions as a diagram in your response.

This should demonstrate the key influences that stand out that helps to build a holistic picture of person-environment context and helps make sense of what is occurring (that is how it all fits together).

How to use a diagram: In APA, this type of diagram is referred to as a Figure.https://www.citewrite.qut.edu.au/cite/qutcite.jsp#apa-diagram-figure

They should always be included in the body of the text – never as an appendix.

You will require ensuring that you accurately describe them pointing out the critical information that you want to be noticed. The one information gives an excellent example of how to do this including how to cite a figure.  http://learninghub.une.edu.au/tlc/aso/aso-online/academic-writing/tables-figures.php.

Diagrams are not included in word count.

Why use them? Diagrams/figures in academic writing can be useful to help “convey complex information, showing relationships and trends, and sort and classify data. They can also clarify technical ideas and help to emphasize important points.” (CDU, online). 

Diagrams do not replace written description of your understanding. They seek to enhance or further evidence support of your argument and understanding.

As noted by UNE – “Tables and figures (e.g., diagrams, graphs, photographs, maps) may be used as evidence to support an academic argument. They are mostly used in report writing. It is important that tables and figures are used purposefully (i.e., with good reason) and referenced correctly.”  This is a good point – that they are used purposefully – as in they have a clear purpose.

You cannot just use a diagram instead of writing – it will make no sense – it will not demonstrate your understanding, and thus you will not meet the relevant criteria.

 

Formatting

Font

Case study response to be written in 11 or 12 pt font – Arial, Times New Roman or Calibri.

Format 

• 5 line spacing
• Do not adjust margins from the standard template, i.e., 2.54cm top, bottom, left and right
• Have an extra space/return between paragraphs.
• Do not use footnotes.
• Use Headings in your response – Bold these. You may also use subheadings–Use Bold and Italics. Note: do not leave a subheading on the bottom of the page.

• Regarding capitalization of headings. Generally, the significant words in titles and subtitles are capitalized (see APA publication manual 6th ed, Capitalization pp. 101 -102).

• Number each page.

https://www.citewrite.qut.edu.au/qutcitewrite2018.pdf

Add a Title page. Please include:

• Your name and student number;
• Unit name and number;
• Assessment task number and title;
• Due date and word count.

 

SWB102 Human Development and Behavior Assessment Performa: Case Study

Student Name:

 

Criteria	Grade: 7	Grade: 6	Grade: 5	Grade: 4	Grade: 3  – 1
Knowledge  30%	·         A sophisticated description of the chosen individual and their circumstance is provided.	·         A very good description of the chosen individual and their circumstances is provided	·         A good description of the chosen individual and their circumstances is provided	·         Sound description of the chosen individual and their circumstances is provided.	·         Limited to no evidence of description of the chosen individual and their circumstances is provided
	·         A thorough understanding of multidimensional approach to human behaviour and development is evident.	·         A very good understanding of multidimensional approach to human behaviour and development is evident.	·         A good understanding of multidimensional approach to human behaviour and development is evident.	·         A sound understanding of multidimensional approach to human behavior and development is evident.	·         Limited to no evidence of understanding of multidimensional approach to human behavior and development. Is evident.
	·         Demonstrated understanding of the complexity and intersecting issues influencing the individual’s experience.	·         Demonstrated understanding of the complexity and intersecting issues influencing the individual’s experience.	·         Demonstrated understanding of the complexity and intersecting issues influencing individual’s experience.	·         Demonstrated understanding of the complexity and intersecting issues influencing individual’s experience.	·         Demonstrated understanding of the complexity and intersecting issues influencing individual’s experience.
Analysis 30%	·         Sophisticated and insightful application of MD framework. Evidencing in depth exploration of the intersections between inner, outer and time dimensions.	·         Very good application of MD framework. Evidencing in depth exploration of the intersections between inner, outer and time dimensions.	·         Good application of MD framework. Evidencing in depth exploration of the intersections between inner, outer and time dimensions.	·         Sound application of MD framework. Evidencing in depth exploration of the intersections between inner, outer and time dimensions.	·         Sophisticated and insightful application of MD framework. Evidencing in depth exploration of the intersections between inner, outer and time dimensions.
	·         Excellent analysis of the adversity/events in person’s life, and the influences on coping.	·         Detailed analysis of the adversity/events in person’s life, and the influences on coping.	·         Good analysis of the adversity/events in person’s life, and the influences on coping.	·         Sound analysis of the adversity/events in person’s life, and the influences on coping.	·         Sound analysis of the adversity/events in person’s life, and the influences on coping.
	·         Questioning and interpreting a wide range of relevant academic literature evidence to support your analysis.	·         Questioning and interpreting a wide range of relevant literature evidence to support your analysis.	·         Questioning and interpreting a wide range of relevant academic literature evidence to support your analysis.	·         Questioning and interpreting a wide range of relevant literature evidence to support your analysis.	·         Questioning and interpreting a wide range of relevant literature evidence to support your analysis.
			·         Questioning and interpreting a wide range of relevant literature evidence to support your analysis.
Presentation and Professional communication (20%)	·         An introduction, body and conclusion supported the coherence of your argument	·         An introduction, body and conclusion was clearly evident in your argument	·         An introduction, body and conclusion was clearly attempted	·         An introduction, body and conclusion was attempted	·         An introduction, body and conclusion was not clear
	·         There was a strong and clear topic statement	·         There was a clear topic statement	·         There was a clear attempt at a topic statement	·         The topic statement was not clear	·         Minimal attempt at constructing a topic statement
Structure 10%	·         Your underpinning argument was strongly connected to your topic statement	·         Your underpinning argument was connected to your topic statement	·         Your underpinning argument was related to your topic statement	·         Your underpinning argument was loosely connected to your topic statement	·         Your underpinning argument  lacked connection to your topic statement
	·         There was a strong logical flow to your critique/discussion.	·         There was a good logical flow to your critique/discussion	·         There was a logical flow to your critique/discussion	·         There was some logical flow to your critique/discussion	·         There was minimal logical flow to your critique/discussion
Expression   10%	·         Used professional language with no errors in English expression and punctuation.	·         Used professional language with few errors in English expression and punctuation indicating more attention to proof reading is needed.	·         Used professional language with a moderate amount of errors in English expression and punctuation indicating more attention to proof reading is needed.	·         Used professional language with errors in English expression and punctuation that detract from the flow of the assessment, indicating more attention to proof reading is needed.	·         Significant errors in English expression, punctuation and language, indicating attention to proof reading, editing and rehearsing was needed.
	·         Referred to arguments/points with clarity, focus and sophistication.	·         Referred to arguments/points with clarity and focus	·         Mostly referred to arguments/points with clarity and focus	·         Referred to arguments/points with a lack clarity and focus	·         Referred to arguments/points with significant lack of clarity, focus and sophistication.
	·         Sophisticated use of non-discriminatory language, avoiding rhetoric, othering, slang and emotive language.	·         Consistently used non-discriminatory language, avoiding rhetoric, othering, slang and emotive language.	·         Mostly used non-discriminatory language, avoiding rhetoric, othering, slang and emotive language.	·         Attempted to use non-discriminatory language, avoiding rhetoric, othering, slang and emotive language.	·         Use of discriminatory language, rhetoric, othering, slang and emotive language.
	·         Used language and terms relevant to SWHS.	·         Mostly used language and terms relevant to SWHS	·         Used language and terms relevant to SWHS	·         Attempted to use language and terms relevant to SWHS	·         Minimal use of language and terms relevant to SWHS
Research and referencing (20%)	·         Evidence of extensive independent research using relevant and credible academic sources.	·         Evidence of independent research using relevant and credible academic sources.	·         Evidence of use of the readings and relevant, credible academic sources but could have incorporated more of the sources’ key ideas and points.	·         The paper draws on some relevant material but also relies on sources that are not credible.	·         Most or all of the information is drawn from sources that are not credible.
	·         Arguments demonstrated comprehensive insights drawn from research.	·         Arguments demonstrated clear insights drawn from research	·         12-10 credible references were sourced and applied as evidence.	·         Arguments are mostly supported by evidence from research	·         Arguments not supported by evidence from research
Research  10%	·         >15 credible references were sourced and applied as evidence.	·         12-15 credible references were sourced and applied as evidence.		·         10+ credible references were sourced and applied as evidence.	·         < 10 credible references were sourced and applied as evidence.
Citation and referencing	·         Used APA referencing to cite sources throughout	·         Used APA referencing to cite sources throughout	·         Used APA referencing to cite most sources throughout	·         Attempted use of APA referencing to cite sources throughout with errors needing attention	·         Minimal evidence of attempt to use APA in reference list or citations.
10%	·         Used APA referencing to construct reference list consistent with in-text citations.	·         Used APA referencing to construct reference list consistent with in-text citations.	·         Used APA referencing to construct reference list consistent with in-text citations.	·         Attempted use of APA referencing to construct reference list consistent with in-text citations with errors needing attention.	·         Minimal attempts to source material throughout paper indicating evidence of plagiarism.
	·         No technical errors in citation and referencing	·         Minimal technical errors in citation and referencing	·         Several technical errors in citation and referencing	·         Significant technical mistakes in citation and referencing.

 

Total Mark (out of 60)                                       Grade                                                                                          Marked by