Assessment 2: Individual Video Oral Presentation (20%)
Video Length: 8-10 minutes
Due Date: Week 8
Students are to choose one case study from the case studies provided below. Students are then required to develop and deliver an 8 – 10 minute PPT/oral/video presentation to be submitted by the Friday of week 8. By drawing primarily from what you have learnt in this unit students must explain how they might understand and respond to their chosen case. Challenges and ethical dilemmas must also be identified and discussed.
Your power point slides for your video oral presentation should include at least 5 (scholarly) journal articles or books. The format of your slides will be discussed in greater detail during tutorials.
Do NOT utilize sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment.
CASE STUDIES
Stephanie
You are a youth worker attached to a local secondary college. Stephanie who is 18 years old comes to talk to you about recent events that have upset her. You know that Stephanie is doing ok academically despite having a minor learning difficulty. Stephanie’s life at home is difficult. Her parents are divorced, and her father has little involvement with her or her two brothers. She doesn’t get along well with her mother. He mother works full-time.
Stephanie tells you that she recently started a relationship with Zac who is one year younger than she is. A few weeks ago, she sent Zac some pictures of herself topless. Then over the weekend, she went to a party and Zac and his friends were there. She said that she had too much alcohol to drink. Zac took her outside with some of his friends and engaged in an intimate act with her while his friends filmed them. Stephanie is embarrassed and upset because the video has been sent around the school. She says Zac loves her and she loves him, and she still wants to be in a relationship with him. She firmly tells you that she doesn’t want her mother to know any of what she has told you.
Jade Ling
Jade Ling is the 15-year-old daughter of Chinese parents referred by her school counsellor to you.
You are a Reconnect worker at a Reconnect Program (see below for information about this program).
Information gathered by telephone in the intake phase is as follows:
• That prior to about three months ago, Jade Ling was a hardworking and high achieving student.
• She was a quiet and well-behaved student with 2 – 3 close friends.
• However, over the past three months, her grades have deteriorated. She has stopped hanging out with her old group of friends and now hangs out with the ‘cool’ group of young people.
• She has started smoking cigarettes and drinking alcohol. Although her parents don’t let her go out on the weekend, she looks for any opportunity to sneak out of the house and visit her friends.
• Jade Ling’s parents are very distressed and angry. They can’t understand why Jade Ling is rebelling against them. They are worried about the negative influence and role model she is to her younger sisters. They are talking about sending her to live with an uncle and aunt interstate.
• In her most recent counselling session, she hinted that she has been sexually abused. She would give no information about when this may have happened or who the perpetrator might be.
The school counsellor made a report to Child Protection. But neither child protection nor the police took any action because of the vagueness of the sexual abuse concerns.
The school counsellor referred Jade Ling and her family to you (the Reconnect Worker).
Note: The Reconnect Program is a community based early intervention and prevention program for young people aged 12 to 18 years who are homeless or at risk of homelessness, and their families. The aim of Reconnect is to prevent homelessness by intervening early with families and young people to stabilise and improve their housing situation and improve their level of engagement with family, education, training, employment and their local community (Department of Social Services, 2019).
Abe
You work for Anglicare as a youth worker. Early this week, you received a referral from child protection in relation to Abe, a 15-year-old young person. According to child protection, the police caught Abe shoplifting and gave him a caution rather than charging him with theft. The police reported the situation to child protection because they were concerned about Abe’s welfare and risk of placement breakdown. Child protection referred the case to Anglicare Youth Services – and then child protection closed the case. You are the allocated youth worker.
Child protection provided you with the following information.
• Abe is 15 years old.
• Abe previously lived with his father, stepmother and half siblings. However, he experienced abuse and neglect in their care.
• Approximately six months ago, child protection became involved and placed Abe in the care of his paternal grand-mother Marj, aged 64. Child protection then closed the case.
• There are some generational issues with Marj struggling to accept some of Abe’s normal adolescent behaviours. Her understanding of contemporary adolescent development is poor.
• Abe is struggling at school, smoking cigarettes, stealing money from Marj, stealing at school and in the community.
• Abe’s behaviour at home is difficult for Marj to manage.
• In addition, Abe’s father and stepmother are struggling with financial issues, and Abe’s father has now refused to provide financial support for him.
• Many times over the past 6 months, Marj has threatened to relinquish Abe’s care, and this is creating anxiety for Abe.
Today you went to visit Marj and Abe, however Abe stayed in his room and refused to talk to you. You spent an hour talking to Marj about what has been going on at home and the challenges she faces in caring for Abe. Marj told you that she loves Abe – but doesn’t think she can continue to care for him for much longer.


Criteria for video oral presentation Weight 100% HD D C P F
Delivery 10% ? Oral presentation is clearly delivered with presenter maintaining eye contact with the camera.
Structure and referencing 20% ? Statement of purpose of presentation: made explicit and followed.
? Clear overall structure.
? Power point slides are well referenced with reference list at the end.
Demonstrating thorough
knowledge of key issues
relating to the case study. 30% ? Demonstrated knowledge of client target group
? Identification of main risk concerns, with appropriate prioritizing of concerns.
? Demonstrated knowledge of statutory and non-statutory service system
(where relevant)
? Demonstrated knowledge about young people’s rights
? Demonstrated knowledge of relevant policy and legal frameworks.
? Knowledge and claims are well supported by evidence
Demonstrating
clear
understanding of micro-skills, knowledge,
theories, strategies
and approaches required for working
effectively with chosen client. 20%
? Identification of micro-skills, knowledge, theories, and approaches required when engaging with the young person and family.
? Analysis and best practice recommendations are well supported by research.
Describing and discussing the
challenges and ethical
dilemmas with the chosen
young person and family. 20% ? Clear identification of practice challenges.
? Clear identification of ethical dilemmas.
TOTAL /20%
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Criteria for video presentation High Distinction
80% - Distinction
70%- 79% Credit
60-69% Pass 50-59% Fail
50%
Delivery Consistently holds listener attention. Looks directly at the camera, seldom looking at notes. Speaks clearly, at an appropriate pace, with fluctuation in volume and emphasis. Usually holds listener attention. Usually looks at the camera, sometimes looking at notes. Usually speaks clearly, and at an appropriate pace, with fluctuation in volume and emphasis. Sometimes holds listener attention. Sometimes looks at the camera, often looking at notes. Usually speaks clearly, at an appropriate pace, with fluctuation in volume and emphasis. Minimally holds listener attention. Occasionally looks at the camera, seldom looking at notes. Speaks clearly, at an appropriate pace, with fluctuation in volume and emphasis. Consistently reads from notes. Does not speak clearly or at an appropriate pace.
Structure and Referencing Statement of purpose of presentation is made explicit from the start – and then followed. There is a clear overall structure containing an introduction, main points, and conclusion. Referencing throughout and reference list at the end. Statement of purpose of presentation is largely made explicit from the start – and then followed. There is an overall structure containing an instruction, main points, and conclusion. Referencing is mostly complete throughout with reference list at the end. Statement of purpose of presentation is made somewhat explicit from the start – and then followed. There is an overall structure containing an instruction, main points, and conclusion, with satisfactory referencing. The purpose of presentation lacks clarity. There is a minimal structure containing an instruction, main points, and conclusion, with adequate referencing. Presentation is unfocused and confused. Parts of the introduction, body or conclusion is missing. Reference are minimal or not at all.
Demonstrating thorough
knowledge of key issues relating to the case study. Demonstrates thorough knowledge of key issues related to the case study. Knowledge and claims are well supported by evidence. Demonstrates good knowledge of key issues related to the case study. Knowledge and claims are supported by evidence. Demonstrates knowledge of key issues related to the case study. Knowledge and claims are supported by evidence. Demonstrates sufficient knowledge of key issues related to the case study. Knowledge and claims are sometimes supported by evidence. Demonstrates insufficient knowledge of key issues related to the case study. Knowledge and claims are not supported by evidence.
Demonstrating clear understanding of skills and knowledge required
for working effectively with chosen client. Chose professional skills and knowledge that are most relevant to the case study and describes their use succinctly and in detail. All that is presented is well supported by evidence. Chose professional skills and knowledge that are relevant to the case study. Descriptions of their use are well stated and complete.
Well supported by evidence. Chose professional skills and knowledge that are relevant to the case study. Descriptions of their use are well stated and generally complete for the client group. Mostly supported by evidence. Chose professional skills and knowledge that are relevant to the client. Descriptions of their use are stated in an adequate manner and generally complete. Sometimes supported by evidence. Chose professional skills and knowledge that are not relevant to the client. Descriptions of their use are not stated in an adequate manner. Not supported by evidence.
Describing the challenges and
barriers in working with the chosen
young person and family. Description of the challenges, barriers, ethical dilemmas and solutions in working with the chosen young person and family is complete and clearly stated. Presentation is informed by evidence. Description of the challenges, barriers, ethical dilemmas and solutions in working with the chosen young person and family is well stated. Presentation is informed by evidence. Description of the challenges, barriers, ethical dilemmas and solutions in working with the chosen young person and family is almost complete, and generally suitable to client group. Presentation is mostly informed by evidence. Description of the challenges, barriers, ethical dilemmas and solutions in working with the chosen young person and family is sufficiently complete. Presentation is adequately informed by evidence. Description of the problems, barriers, ethical dilemmas and solutions in working with a chosen young person and family is not complete and/or not generally suitable for the client group. Claims are not informed by evidence.
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