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Grief, Loss and Change What is your subject about? A brief overview What is your subject about? A brief overview What is your subject about? A brief overview What is your subject about?

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Subject name: Grief, Loss and Change What is your subject about? A brief overviewWhat is your subject about? A brief overview What is your subject about? A brief overview What is your subject about? A brief overviewWhat is your subject about? A brief overviewWhat is your subject about? A brief overview What is your subject about? A brief overview What is your subject about? A brief overviewWhat is your subject about? A brief overviewWhat is your subject about? A brief overview What is your subject about? A brief overviewWhat is your subject about? A brief overview What is your subject about? A...

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Subject name: Grief, Loss and Change What is your subject about? A brief overviewWhat is your subject about? A brief overview What is your subject about? A brief overview What is your subject about? A brief overviewWhat is your subject about? A brief overviewWhat is your subject about? A brief overview What is your subject about? A brief overview What is your subject about? A brief overviewWhat is your subject about? A brief overviewWhat is your subject about? A brief overview What is your subject about? A brief overviewWhat is your subject about? A brief overview What is your subject about? A brief overview What is your subject about? A brief overviewWhat is your subject about? A brief overview What is your subject about? A brief overviewWhat is your subject about? A brief overview What is your subject about? A brief overviewWhat is your subject about? A brief overviewWhat is your subject about? A brief overviewWhat is your subject about? A brief overviewWhat is your subject about? A brief overviewWhat is your subject about? A brief overviewWhat is your subject about? A brief overview This subject prepares the student for working with clients through the processes of loss, grief, and change. Issues related to changes in health status, bereavement, relationship loss, migration and cultural status are considered. Prescribed Text: McCoyd, J.L.M. & Walter, C.A. (2016) Grief and Loss Across the Lifespan: A biopsychosocial perspective. 2nd Edition, Springer Publishing Co Inc. Referencing Referencing Referencing Referencing Referencing is an important component of academic work. All assessment tasks should be appropriately referenced. The specific details of the referencing requirements are included in each assessment task description. Get referencing style guides and help to use for your assessments. PlagiarismPlagiarism Plagiarism PlagiarismPlagiarism Plagiarism CSU treats plagiarism seriously. We may use Turnitin to check your submitted work for plagiarism. You can use Turnitin to check for plagiarism in your assessments before submission. Learning outcomes On successful completion of this subject, you should: o be able to evaluate and critically discuss a range of conceptualisations of the experience of grief, loss and change; o be able to demonstrate an appropriate level of self-awareness around how their own history of grief, loss and change may enhance or interfere with their provision of effective psychosocial support/counselling; o be able to demonstrate their understanding of normal human reactions when confronted with loss and the influence of personal and social variables in shaping these; and o be able to demonstrate a sound understanding of what is involved in assessing for issues of grief, loss and change in situations where these may, or may not, be relevant. Key Subject Passing a key subject is one of the indicators of satisfactory academic progress through your course. You must pass the key subjects in your course at no more than two attempts. The first time you fail a key subject you will be 'at risk' of exclusion; if you fail a second time you will be excluded from the course. The Academic Progress Policy sets out the requirements and procedures for satisfactory academic progress, for the exclusion of students who fail to progress satisfactorily and for the termination of enrolment for students who fail to complete in the maximum allowed time. Assumed knowledge Academic integrity means acting with honesty, fairness and responsibility, and involves observing and maintaining ethical standards in all aspects of academic work. This subject assumes that you understand what constitutes plagiarism, cheating and collusion. If you are a new student we expect you to complete the modules called Academic Integrity at CSU. Assessment 1-Grief and Loss Discussion Paper Value: 30% Due date: 06-Apr-2018 Length: 1800 Task You will construct a paper around the following tasks: 1. Choose one role of a person in the profession for which you are studying. Please be specific and put a job description in an appendix. 2. Choose and outline one form of loss. Furthermore, discuss how might the role you have chosen respond to this loss with an adult client. Identify how the process may be adapted for one of the children in the family (less than 17 years of age) 3. Outline and discuss some of the challenges that the professional may experience working with these clients. Be sure to take into consideration the context of your role, organisation and community. Rationale This assessment addresses three of the learning outcomes in the subject in particular. It asks for a logical, cognitive and analytical response. It helps to ensure that you have confidence in dealing with loss and grief in a variety of age-groups and circumstances: You should - be able to evaluate and critically discuss a range of conceptualisations of the experience of grief, loss and change. - be able to demonstrate their understanding of normal human reaction when confronted with loss and the influence of personal and social variables in shaping these. - be able to demonstrate a sound understanding of what is involve in assessing for issues of grief, loss and change in situations where these may, or may not be, relevant. Marking criteria FL PS CR DI HD Understanding of the role of the counsellor in grief and loss and the context of that role./5 no role specific for position description in appendix. Inadequate understanding of counsellor role. Context of the counsellor role not indicated. Role of the counsellor in grief and loss is adequately covered Position description of the counsellor is specified in appendix (Non- PS criteria plus: Understanding of the role of the counsellor is well covered. Understanding of the role discussed is CR criteria plus: Strong discussion of the role of the counsellor Discussion of role links well with DI criteria plus: Demonstrates advanced understanding of the role of the counsellor Role discussed is No counselling skills indicated. genetic counselling students) Context of the counsellor role is indicated. Some reference is made to relevant counselling skills relevant to the specific role of the worker Context of the counsellor’s role is addressed well. other elements of the paper Discussion of role indicates and understanding of the skills required Has identified relevant reference materials integrated into the paper Role discussed incorporates relevant skills Superior use of relevant reference materials Understanding of the process of grief and loss counselling /5 Inadequate understanding of grief and loss processes Adequate understanding of the literature and subject materials on grief and loss PS criteria plus: Understanding is discussed well and references well used At least one reference from beyond the course materials CR criteria plus: Discussion includes analysis of grief and loss literature. DI criteria plus: Superior use of reference material. Critical discussion integrated into overall paper. Understanding of a specified loss. /5 Fails to specify the type of loss. Inadequate understanding of the specified loss. Type of loss under discussion is specified Understanding of the specified loss is adequate PS criteria plus: Has identified references from academic literature beyond the subject materials Literature is well used to support the discussion in the paper CR criteria plus: Discussion of the specified loss relates appropriately to the other aspects of the paper DI criteria plus: More than 3 pieces of literature beyond the subject materials. Discussion and analysis of specified loss fully integrated into the overall paper Understanding of specific population issues: Fails to specify a particular population. Inadequate understanding of Specifies a population and Shows an adequate understanding PS criteria plus: Identifies material from the academic CR criteria plus: Uses extra references to develop DI criteria plus: Superior understanding of the Children or Adolescents under 17 /5 the issues facing the specified population. Fails to adapt understanding of loss to this population of the issues that affect them Adequately relates loss and grief to the specified population literature in addition to the subject materials Uses this material appropriately. Shows good understanding of the issues facing this population. some analysis. Incorporates references into discussion of issues facing the population specified. Strong understanding of the issues they face. issues faced by the specified population Advanced integration of extra literature into the discussion Discussion of the issues faces includes analysis. Discussion is integrated into the paper overall. Structure /5 Structure of Discussion Paper is unclear Paper does not include an Executive Summary, or Conclusion and/or Recommendations Sub-headed Sections or Parts of the Discussion Paper not logically ordered and clearly related to an overall narrative. Doesn’t use a Discussion Paper format Paper is adequately structured Includes an Executive Summary and Conclusion and /or Recommendations The key points of each Part link to the topic in most instances; An overarching narrative or argument is evident PS criteria plus: Structure is clear and indicated at the beginning of the paper A Discussion Paper format has been identified and well used All paragraphs contain 3 sentences of more CR criteria plus: Structure is very clear and makes reading and understanding the paper easy All parts of the paper are clearly sub-headed; Sub-headed parts make a coherent narrative/ argument that develops logically throughout the paper. Key points link to the following points clearly in almost all instances DI criteria plus: Discussion Paper makes a strong and coherent overarching argument or narrative Key points link to following points clearly in all instances Referencing, spelling, grammar, punctuation, word length /5 Most of the essay is not understandable or the word length is above or below 10% of the prescribed limit (excl references) No reference list or in-text referencing; or APA style not used Most of the essay is understandable, but contains regular grammatical and typographical errors APA style used, but reference list and in-text references do not match up Contains a few grammatical and typographical errors APA style used, and less than half of the entries are incorrectly formatted Grammar is error-free, but contains a few typographical errors APA style used and less than a quarter of the entries are incorrectly formatted Contains 1-2 typographical errors APA style used; referencing is error-free Presentation • APA6 referencing system • An introduction, subheadings and conclusion is required • Students must include an appendix of a job description • Bullet points cannot be used in your papers. Assessment 2 - Quiz • Value: 20% • Due date: 04-May-2018 • Length: 10 questions • Task • You will be required to answer twenty multiple choice questions. • Rationale • Quiz will test your knowledge on the material so far. You should be able to • - evaluate a range of conceptualisations of the experience of grief, loss and change. • - demonstrate their understanding of normal human reactions when confronted with loss and the influence of personal and social variables in shaping these. • - demonstrate a sound understanding of what is involved in assessing for issues of grief. loss and change in situations where these may, or may not be, relevant. • Marking criteria • Each question will have a value of two marks. • Presentation • this will be an online quiz and will only be available for 48hours. Assessment 3-Case Study Value: 50% Due date: 01-Jun-2018 Length: 1700 Task Your client is a 65-year-old widower whose wife passed away twelve months ago. Barry has been living with his dog, Rusty at home. Barry has a small circle of friends and regularly attends the local club on Friday nights for the raffles and a few beers. Since his wife's passing Barry has had home care and meals on wheels to support him. Barry is currently a patient in the local hospital due to a recent stroke, the doctors have said that Barry is now unable to care for himself and will need to go into an aged care facility. Barry's states his only living daughter is a senior executive in a major metropolitan city and that she will be unable to care for him. You have been called in to talk to Barry on your first day back at work after travelling interstate to visit your father in hospital after he fractured his hip. Write an essay that explores; What grief and loss issues Barry might be experiencing and how you will address these? Explain what theories of loss and grief will inform your practice while you are working with Barry? Identify what obstacles you might experience while working with this client including the impact of your current personal situation. Rationale This assessment task allows you to address the following learning objectives in an active and applied manner - be able to evaluate and critically discuss a range of conceptualisations of the experience of grief, loss and change -be able to demonstrate an appropriate level of self-awareness around how their own history of grief, loss and change may enhance or interfere with their provision of effective psychosocial support / counselling - be able demonstrate their understanding of normal human reactions when confronted with loss and the influence of personal and social variables in shaping these -be able to demonstrate a sound understanding of what is involved in assessing for issues of grief. loss and change in situations where these may, or may not be, relevant. Marking criteria Criteria FL 0-49 PS 50-64 CR 65-74 DI 75-84 HD 85-100 Identifies grief and loss issues specific to the case study and is able to identify possible complicated losses. /10 Does not identify grief and loss issues and unable to identify complicated losses Identify some grief and loss issues and has a basic understanding of complicated losses Identifies a number of grief and loss issues and has a good understanding of complicated losses. Demonstrates a good knowledge of grief and loss issues and human reaction to loss including complicated loss. Superior understanding of grief and loss and human reaction when confronted with loss. Able to assess multilayered complicated loss. Specifies the counselling/case management goals established when working with the client including reflection on what might some of the barriers be. /10 Does not identify a counselling/case management goals to be used in the Case Study, or gives an inadequate one There is no critical discussion of these interventions Identifies a counselling/case management goal that could be used in the Case Study Undertakes some discussion of the relative merits of these interventions PS criteria plus: Identifies suitable counselling case management technique Gives good critique of the chosen approaches CR criteria plus: demonstrates strong intervention skills and understanding of Advanced Counselling/case management techniques and identifies barriers DI criteria plus: Superior understanding and specifics of both aspects of intervention is given Critical discussion is of superior quality The interventions are well incorporated into the overall Case Plan Identifies and discusses theories and practice which influence the work with client /20 Does not identify or discuss relevant grief and loss theories which influence practice Doesn’t indicate an ability to reflection the integration of theory and practice. Does identify grief and loss theory which influences practice. Does some reflection on the integration of theory and practice PS criteria plus: Theories for practice are well discussed Ability to reflect is sound CR criteria plus: Theories which influence practice are discussed and analysed Reflection demonstrates good ability to integrate theory with practice. DI criteria plus: Discussion and analysis of theory and practice advanced reflection of theories and link to Specific practice examples. Referencing, spelling, grammar, punctuation, word length /10 Most of the Case Plan is not understandable The word length is above or below 10% of the prescribed limit (excl references) No reference list or in-text referencing; or APA style not used Most of the Case Plan is understandable, but contains grammatical and typographical errors APA style used, but reference list and in-text references do not match up Contains a few grammatical and typographical errors APA style used, and less than half of the entries are incorrectly formatted Grammar is error-free, but contains a few typographical errors APA style used and less than a quarter of the entries are incorrectly formatted Contains 1-2 typographical errors APA style used; referencing is error-free Presentation • APA6 referencing system • An introduction, subheadings, and conclusion is required • Bullet points cannot be used in your papers.

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The issue concerning loss and grief is found to be at the heart of life and therefore is common across the individual lifespans. The very idea is representative of a significant advance on account of looking into the details from a bio-psychosocial perspective(McCoyd & Walter, 2016). For a professional caregiver and registered social worker, dealing with grieving patients is strictly an integral part of their job; which in itself is a big step forward. Understanding the functionalities of loss and grief is important and the understandings have gone through changes with the passage of time. 

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