Highlight Three Components of a Biopsychosocial Assessment Relevant to the Narrative - Medical Science Assignment Help

Assignment Task:

Task:

• The first element of the task requires you to apply two specific theories on grief and loss to ONE of four pre-selected narratives.
• Psychodynamic theory
• Dual Process Model
• The second element of the task requires you to highlight three components of a biopsychosocial assessment relevant to the narrative.
• Physical
• Psychological
• Social
• Structural
• Information about access to these narratives/programs will be provided in class and on Blackboard. The four options are drawn from the Anh’s Brush with Fame series:
• Samuel Johnson
• Kurt FearnleyRosie Batty
• Jack Charles
• To access pick option four that is in blackboard
• Write notes throughout and how this may link and connect to the grief and loss theories and the biopsychosocial model.
• You will be applying the grief and loss theories, and components of a biopsychosocial assessment, through the format of a narrated Power Point presentation. Details on how to prepare a narrated Power Point presentation are provided on Blackboard.
• This task does not require you to describe the narrative in depth within your presentation. The presentation requires you to discuss the application of grief and loss theory to the chosen narrative. In your presentation, you should demonstrate critical thinking in considering how the two or more theories:
• are relevant to the narrative,
• affect your understanding of the narrative, and
• might potentially influence your practice decisions with the person in the narrative
• You should also comment on at least three biopsychosocial influences on the person, as if you were conducting a biopsychosocial assessment (referring to the framework provided in Week 2). Your presentation should then critically reflect on the potential social work role(s) in relation to the narrative
• You will need to upload the presentation and a transcript of your presentation to Blackboard. Your transcript will go through Turnitin, and needs to be referenced appropriately. Both are required to meet the criteria for this assignment.
• Suggested structure:
• Introduction
• brief overview of narrative
• application of one grief and loss theory (Psychodynamic theory) and psychosocial domains where this is evident
• application of one grief and loss theory (dual process model) and psychosocial domains where this is evident
• implications for social work practice (linking to theory and psychosocial assessment where required) (social work advocacy, good communication/interpersonal skills, disability theories)
• conclusion
• Grief and loss presentation: Frequently Asked Questions
• Q2. How many references and can you reference in slides?
• As per previous assignments, there is no magic number. The presentation needs to be well referenced with quality literature. You can include in-text citations for specific points and quotes in your individual slides, and attach a reference list on your final slide. You do not need to talk or "present" to your reference list.
• Q4. Can I use first person?
• Yes, you can talk in first or third person. It is up to you.
• Q5. Should I be using other theories or just grief and loss theories?
• The assignment is asking you to demonstrate your knowledge of grief and loss theories - see assessment criteria. However, there may be other theories that inform your analysis of the (psychosocial) issues in the narrative. So, it would be useful to integrate these briefly. As usual, the focus is on the application of theory. You only have 10-15 minutes, so do look at the assessment criteria and make your decisions in this light.
• Q6. Should the transcript be formatted in any particular way?
• The transcript should be easy to read and follow. It requires a combination of in-text citations and a reference list. The transcript will be processed through Turnitin so it will be checked for plagiarism.
• On this note - if content is included in your transcript but is not part of your presentation it will not be regarded as part of your assignment - so make sure everything is included on your slides and in your presentation. 
• Q7. Should I just use the information within the program I have chosen or can I find out more about the person? Can I discuss/allude to possibilities?
• Base your assignment on the information provided in the scenario. Do not go and search for more information about the story teller. You can discuss gaps in the narrative and things you would want to know more about - this would showcase your critical curiosity.
• Q10. What literature should we be using to support our psychosocial  assessment?
• Use Harms assessment framework to think about at least 3 areas identified in the narrative/program (social, cultural, spiritual, physical etc). Then you can apply literature/evidence to explore or explain these areas further. For example, you might discuss the social component, and in this you might reveal that the story teller has few friendships or social supports. You might then use evidence/literature to comment on the link between limited social networks and higher levels of distress and or grief etc. You will not be able to do this extensively as you only have 10-15 minutes.
• Suggested Readings – copy and paste into newcat+ caltologueGoldsworthy, K. K. (2005). Grief and loss theory in social work practice: All changes involve loss, just as all losses require change. Australian Social Work, 58(2), 167-178.
• Allen, J. (2003). Loss and grief: Weaving together the personal and the political. In J Allan, Pease, B. & Briskman, L., (Eds), Critical Social Work: An introduction to theories and practices (pp. 170-184). Sydney: Allen & Unwin.
• Hooyman, N., & Kramer, B. (2010). Theoretical perspectives on grief. In Living through loss, interventions across the life span (pp.15-36). New York, NY: Columbia University Press
• Neimeyer, R.A. (2006). Making meaning in the midst of loss. Grief Matters: The Australian Journal of Grief and Bereavement, 9(3), 62-65.
• Williams, J. L., Rheingold, A.A., & Rynearson, E.K. (2016). Treating the narrative fixations of traumatic grief. Grief Matters: The Australian Journal of Grief and Bereavement, 19(1), 14-18.
• Nugus, D. (2011). Seeing beyond the sadness: Hope, resilience and sustainable practice in childhood bereavement.
• - Harms, L. (2015). Assessment skills. In L Harms, Working with people: Communication skills for reflective practice (2nd Edn) (pp161-179). South Melbourne: Oxford University Press

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