BEHV3002: Reflecting on Mental Health and Neuro Development: Group Reflection Assessment

Reflection tasks

During the semester you will be required to answer THREE reflection task questions in your allocated tutorial as a group. Each reflection is worth 10 marks and is 500 words in length. Your tutor will allocate you to a group to work with during class time and you will work together to brainstorm answers to the reflection questions as they relate to material in the allocated tutorials. You do not need to be in the same group for the class work throughout the semester and there is no requirement to work with your group outside of class time.

The tutorials that related to the questions are those on Psychosis, Neurodevelopmental conditions and Eating Disorders and these are listed in the allocated weeks in the Subject Outline Activities.

Please make sure you review the marking criteria attached.

You will work on the following questions together in class:

Reflection One. Thinking about the Psychosis Tutorial, how might someone from an indigenous background experience a diagnosis of schizophrenia in the context of their beliefs? Thinking about the symptoms of schizophrenia listed, what symptoms may be misunderstood? Brainstorm some ideas on how service delivery may be improved.

Reflection Two. Thinking about the materials in the Eating Disorders tutorial, how may people living with an eating disorder be impacted by social media? Brainstorm some ideas about how to improve or reduce the impact of social media for people living with an eating disorder.

Reflection Three. Thinking about the Neurodevelopmental tutorial, what is the role of different health and allied health practitioners in working with someone living with ADHD or Autism Spectrum Disorder? How would this differ depending on the age of the person? Brainstorm some ideas about how different teams may work together. 

Hand these reflections together in ONE document after they are all complete via Turnitin on the link below.

**Please note: use of AI will be assessed through Turnitin however the AI score will not be visible to you and will only be visible to the marker.**

Please note: you will be marked individually for your assignment so you are still able to hand in your assignment and complete the assignment if you are unable to attend the tutorial any of the weeks or participate in the group work. However, please refer to the marking criteria to see what areas you will be marked on as there is a section relating to group collaboration and you will need to consider this if you are absent from the tutorials.

You may use first person in your reflection tasks and you are encouraged to discuss your ideas in relation to the ideas expressed by other people in your group.

You must use APA formatting throughout and use references to support your ideas.

Reflection question (EXAMPLE ONLY – Real questions are on vuws): Thinking about the materials in the personality disorder and dissociative disorders tutorial, how may someone living with a dissociative disorder experience distress in addition to their symptoms listed in the criteria? Brainstorm some ideas about how people living with a dissociative disorder may be better supported in the community.

Personal reflection

There are many ways people living with a dissociative disorder may experience additional distress. For example, people living with a dissociative disorder may experience depression, anxiety and PTSD symptoms (Dorahy, et al 2014). The type of symptoms they have may also add to their experience of distress. In the video the person was responding to her parts in public and talking with them. In the video this appeared to be distressing to the person as they were behaving in a way towards others that they did not like.

As noted in the video, people may experience symptoms that are distracting, making engaging in everyday tasks difficult. For example, the person was shopping and her parts were interrupting her, making shopping very time consuming and difficult for her. This is supported in the literature, where people living with dissociative disorders experience greater functioning impairment than those without dissociative disorder (Dorahy, et al 2014). This can increase their experience of distress, as it can make engaging in everyday tasks challenging.

People who live with a dissociative disorder may also experience difficulties in their relationships with others. For example, in the video the person was dating someone, but this was distressing due to her symptoms, which interrupted her relationship. This is consistent with the literature which notes that people living with dissociative disorders in couples therapy may need to address child parts and learn specific communication skills around living with the disorder to have a romantic relationship (MacIntosh, 2013). My personal reflection is that this may also be further distressing for someone living with dissociative disorder as they may choose not to have a relationship due to this and may feel as though they are missing out on life.

Brainstorming

In our group, we discussed different ways that people living with dissociative disorder may be better supported in the community. One of our key ideas was around education in the workplace. In the video, the person was engaging in everyday tasks like shopping, but this was challenging. This experience could be improved by staff having training in mental health disorders, such as dissociative disorders, which may assist in helping someone navigate this space. We also discussed how supermarkets during COVID had ‘quiet’ times for people living with sensory disorders. This should be extended to all shopping environments and for people with dissociative disorders also, as this may be helpful to help them to engage in everyday tasks such as shopping.

The person in the video was also in a romantic relationship. Although communication was an important part of the video, we thought that the partner could have been helped by some extra support and education. One of our ideas that we talked about was the idea of providing education forums on dissociative disorders, web resources and also group programs for partners, family and friends.

In our group we searched for some online resources and were only able to locate online forums by some leading organisations, such as SANE Australia. We thought that it would also be useful to provide face to face or zoom group support for people living with dissociative disorders and their partners so that they feel more supported and understood within the community.

Assessment Requirements

The BEHV3002 reflection tasks are designed to encourage critical thinking and personal reflection on mental health and neurodevelopment topics, specifically psychosis, neurodevelopmental conditions, and eating disorders. Key points of the assessment include:

• Number of tasks: Three reflection questions to be answered in allocated tutorials.

• Word count: Each reflection is approximately 500 words.

• Marks: Each reflection is worth 10 marks.

• Group work: Students collaborate in tutorials to brainstorm ideas; group membership may change throughout the semester.

• Focus areas:

  1. Psychosis: Considering how an Indigenous person might experience schizophrenia, understanding symptoms that may be misunderstood, and exploring improvements in service delivery.

  2. Eating Disorders: Understanding the impact of social media and brainstorming strategies to mitigate its influence.

  3. Neurodevelopmental conditions: Exploring the roles of health and allied health practitioners for ADHD and Autism Spectrum Disorder, differences across age groups, and teamwork strategies.

• Submission: All reflections are submitted together in a single document via Turnitin.

• Individual marking: Students are assessed individually, even if unable to attend group sessions.

• Formatting: APA style referencing is required, with the option to use first-person reflections.

Approach Guided by the Academic Mentor

The assessment was approached systematically under the guidance of the academic mentor, following these steps:

1. Understanding the Task:
   The mentor emphasized reading the tutorial materials thoroughly and reviewing the marking criteria. This helped students identify the focus areas, key concepts, and learning outcomes expected for each reflection.

2. Group Brainstorming Sessions:

   • Students were allocated to groups during tutorials.

   • Each group discussed the questions collectively, sharing perspectives on lived experiences, cultural considerations, and professional interventions.

   • The mentor guided the group to consider both theoretical frameworks and practical strategies for support.

3. Drafting Reflections:

   • For each reflection, students were encouraged to structure their response with:

     • Personal reflection: Describe personal thoughts and understanding of the topic.

     • Evidence-based support: Include references from academic sources.

     • Practical brainstorming: Suggest real-world applications or improvements in service delivery.

4. Example Application:

   • For Psychosis, the group explored how cultural beliefs might influence understanding of schizophrenia and identified symptoms that may be misunderstood.

   • For Eating Disorders, the impact of social media was analyzed, with suggestions for reducing its negative influence, such as educational campaigns or moderated online spaces.

   • For Neurodevelopmental conditions, roles of multidisciplinary teams in supporting individuals with ADHD or Autism were discussed, considering age-specific interventions and collaborative care strategies.

5. Review and Refinement:

   • Students reviewed each other’s drafts in class, receiving feedback on clarity, relevance, and APA referencing.

   • Adjustments were made to improve coherence, depth, and alignment with the marking rubric.

Outcome Achieved

The final submission consisted of a single, cohesive document containing all three reflections, each integrating:

• Critical personal reflection linked to tutorial content.

• Evidence-based support with APA-referenced academic sources.

• Practical brainstorming ideas for improving mental health service delivery and support strategies.

This approach ensured that:

• All marking criteria were addressed, including collaboration, critical thinking, and application of knowledge.

• The reflections demonstrated understanding of cultural, social, and developmental factors in mental health.

• Learning objectives such as analyzing complex mental health issues, integrating evidence-based approaches, and proposing practical solutions were met.

Key Learning Objectives Covered

• Understanding the impact of cultural and social contexts on mental health diagnoses.

• Recognizing challenges faced by individuals with eating disorders or neurodevelopmental conditions.

• Identifying roles of health and allied health practitioners and fostering interdisciplinary collaboration.

• Applying academic knowledge to real-world scenarios through evidence-informed reflection.

• Developing personal reflection skills and collaborative learning through group discussion.

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