DAVID GAME COLLEGE
BTEC RQF HNC/D ASSESSMENT BRIEF
|Course||HND Public Services|
|Unit Number & Unit Title||Unit 2: Mental Health and Wellbeing|
|Assignment Author||Jack Adams|
|Assignment Title||Understanding mental health and wellbeing in Public service|
|Date issued||September 2021||IV Name and Date|
|Formative Submission Deadline||Summative Submission Deadline|
|ALL GROUPS||12/11/2021||ALL GROUPS||16/12/2021|
Good Academic Practice
DGHE considers an act of academic misconduct when a student attempts to benefit either for themselves or for another person by unfair or improper methods, regardless of it being intentional or unintentional.
• Purchasing work and presenting it as your own.
• Plagiarism is passing off someone else’s work as your own such as:
o Using quotes without the use of quotation marks.
o Using images produced by another person without acknowledgement.
o Using data or ideas without acknowledgement.
o Copying another person’s work.
o Getting someone to help you write parts of your submission as if it were your own.
• Collusion is when two or more students working together without prior authorisation from the academic member of staff concerned (e.g. programme leader, lecturer etc.) to produce the same or similar piece of work and then attempting to present this entirely as their own individual submission.
It is important that you are clear about what you need to do for each assignment and how you can do it. If you are not sure about any rules regarding academic writing and referencing, guidance is available from many DGHE sources including Moodle, our Library and Study Skills Support teams and from your module leaders/personal tutor.
ASSIGNMENT BRIEF AND GUIDANCE
|Purpose of this assessment|
|To test the students understanding of the principles of mental health in a public services setting and the importance of mental health promotion among public service workers.|
|According to The Times (2018), almost 1 in 10 officers and support staff in the Greater Manchester Police force accessed mental health services following the Manchester Arena bombing in 2017 with 12 officers and staff being diagnosed with Post-Traumatic Stress Disorder (PTSD). Incidents such as the catastrophic Grenfell Tower fire in 2017 brings into focus the hugely challenging and dangerous jobs the fire service carry out to keep the public safe and although those working in the fire service are trained to attend these incidents, the effects can be severe and long-lasting. In 2018, the commissioner of the London Fire Brigade (LFB) reported that the fire service lost around 26,000 working days to mental health issues particularly after the Grenfell Tower fire. Data from a survey of 3,500 nurses conducted by the Nursing Times in 2020 provided an insight into the mental health of nurses during the Covid-19 pandemic. It highlights the hugely negative impact it is having on the wellbeing of many health care staff with a third of respondents saying that their mental health is ‘bad’ or ‘very bad’. You are the welfare officer for an emergency service of your choice and you have been tasked to review one of the incidents above and how this impacted upon your service workers’ mental health.|
|Write a report that analyses emergency service workers’ mental health. The report should be structured as follows: Introduction (250 words max.): Briefly contextualise your case study and signpost this around the focus of your report Section 1: Factors that influence mental health and wellbeing (1,000 words max.): Explore the link between physical and mental health Assess social and psychological factors resulting from your case that may impact an emergency service workerReview the PERMA model of wellbeing and evaluate this model on the effectiveness of how your case was responded to Section 2: The value of early intervention (750 words max.): Explore early warning signs of stress and the ways in which public services support employeesAnalyse the benefits of early intervention on your emergency responders’ mental health Section 3: Strategies to promote mental health & build resilience (750 words max.): Appraise a social media strategy that your emergency responders might use to cope with stress and build resilience Describe how emergency service workers’ mental health is supervised after responding to your chosen case and analyse the impact of policy in promoting emergency workers’ mental health Conclusion (250 words max.): As the welfare officer, produce a plan of tips and techniques that will help your emergency service workers remain stress-free after responding to your chosen case. This should be informed by your inquiry into this report. This provides evidence for ALL learning outcomes. Word count: 3,000 (+ / – 10%)|
|This report should be submitted by Wednesday 16 December 2021. It should be written using 1.5 line spacing and font size 12. You are required to make use of headings, paragraphs and sections as appropriate. All work must be supported with research and referenced using the Harvard referencing system. Use appropriate case studies, organisational examples and academic theory to support your findings. This should be submitted to the relevant ‘Report’ submission point on Moodle. Your Moodle has a very useful section on Reports and how to create them. You can locate this in your study skills tile, under Academic Genres. Link: https://moodle.dghe.ac.uk/course/view.php?id=608|
|You have an opportunity to receive some formative feedback on this report by submitting a 1,000 word draft to the relevant ‘Formative task’ submission point on Moodle by 12 November 2021. This task will not be graded but will contain useful feedback.|
The current Assignment Brief covers the following Learning Outcomes
|Learning Outcomes||Pass||Merit||Distinction||Task No.||Evidence|
|LO1 Review the factors that influence mental health and wellbeing||P1 Explore the link between physical and mental health. P2 Assess a range of social and psychological factors that impact on mental health and wellbeing of an emergency services employee.||M1 Review the characteristics of positive mental health in individuals.||D1 Evaluate the impact of positive mental health on the effectiveness of emergency response.||1||Mental and physical health issues; poverty; diet; smoking; exercise and mental health; trends; NGOs; PERMA.|
|LO2 Identify the value of early intervention in promoting positive mental health within the public services employment and the general population||P3 Review the significance of early experiences in childhood for mental health. P4 Explore the early warning signs of mental stress in individuals and the support structure provided by public services organisations.||M2 Analyse the potential benefits of early intervention on individuals’ mental health and wellbeing, with reference to one emergency service.||LO2 and LO3 D2 Appraise a local or national strategy to promote the mental health and resilience of a specific group within the public services sector.||1||Theoretical perspectives of childhood development; research into stress; emergency responders’ perspective.|
|LO3 Assess strategies to promote mental wellbeing in the workplace||P5 Identify interventions that can be used to promote healthy methods to cope with stress. P6 Review strategies that can be used to build resilience in individuals.||M3 Assess the potential benefits and limitations of the use of social media to promote mental health and wellbeing.||1||Mental Health Act; Loneliness strategy; social media research; Blue Light programme.|
|LO4 Review the measures that public service employees can take to promote their own mental health and resilience.||P7 Describe the role of supervision in supporting the wellbeing of public services workers. P8 Produce a personal plan to enhance own mental health awareness and wellbeing as a public services worker.||M4 Examine the impact of colleagues, friends and family on public services workers’ own mental health and wellbeing.||D3 Analyse the impact of policies that may promote mental health and wellbeing in a public services context.||1||Organisations set up to support emergency responders; individual support; social capital.|
|Student Achievements and Assessor Feedback|
|Student achievement and Assessor feedback for both formative and summative submissions will be recorded within Grademark Turnitin via Moodle and will be available for students to view as notified on Turnitin. Please use exclusively the grade classification below. Assessment Grading Scale|
Grade Classification Numeric Value (on Grademark) Grade Listed As Distinction 75 D Merit 65 M Pass 45 P Unclassified/ Referred 35 U Alleged Academic Misconduct 0 SP
|Student submission and declaration|
|The following declaration will be inserted in the Turnitin link for both formative and summative submissions: ‘I certify that by submitting the work for this assessment on Moodle (and via Turnitin) it is my own work and all research sources are fully acknowledged using the Harvard system of references. I certify that there are no personal or mitigating circumstances that have affected my work.’ By submitting such document, you acknowledge that your work is your own, and abides by the DGHE code of conduct, and Pearson regulations. Please note that in case of academic malpractice DGHE reserves the right to decline to accept the work for assessment purposes, and/or conduct an investigation, which might result in an oral presentation, oral or written exam, or any other appropriate form of examination. Further information can be found in the academic integrity and misconduct policy, the assessment policy, and the student handbook.|
|Understanding what a command verb is|
|Your assignment will always have a series of questions or points that you will need to address. The first step in successfully addressing your assignment questions is by understanding what your lecturer wants from you, and this means understanding the command verb of the question. What is a command verb? This is constituted by an imperative verb that gives you a specific instruction. What are the common command verbs your assignment has and what they mean? The following is not a complete list however, it can help you to understand what is expected of you. Explain = to describe a situation in detail or present relevant facts. E.g. To say it’s a chair, it’s descriptive but not explanatory, to say it’s a wooden chair, made of mango woods, that has four legs, and an arm rest, is to explain. Assess = to evaluate the relevance of something. E.g. To say Brexit is an important event in the UK, is factual but not evaluative. To say that the impact of Brexit on the automotive industry is yet to be determined, but a likely estimate situates a loss of manufacturing plants, and consequently jobs in the UK, is evaluative. Compare = to measure how similar or different something is. E.g. To say that surrealism is different from cubism, is to state a fact. However, to state that while both movements are considered modern art, cubism popularised by Picasso, breaks down the subject matter and reassembles it in an abstract form, while surrealism, popularised by Salvador Dali, focuses on the subconscious mind and portrays everyday objects in a unfamiliar setting. Analyse = to examine something in detail. E.g. To say that the UK judicial system is complex is too simple however, to say that the UK judicial system is complex due to historical reasons, and that has led to separate jurisdictions with one system for England and Wales, another for Scotland, and another for Northern Ireland. In England Wales at the lower instance you have the magistrate courts and tribunals, followed by the crown court, and the county court, high court and court of appeal (detailing what are the key functions for each of these and how the interrelate with one another, and for the other judiciary systems, and finalising with the UK Supreme Court is to analyse a subject). Don’t forget you can always refer to your lecturer for other verbs not included here or your study skills tutor.|
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