SDR404 Assessment 3 Case Study Week 11 Page 1 of 5
Task Summary
This task requires you to write a 1500-word response to a case study. Carefully read the case study
and then design a self-care strategy, with justification, to help the professional protagonist combat
the potential effects of vicarious trauma.
Context
During this course you have been introduced to the concept of self-care for the helping professional
in relation to stress, compassion fatigue, burnout and vicarious traumatisation. Having a self-care
strategy is essential if the helping professional is to retain effectiveness when working with clients,
and facilitate longevity in his or her chosen career.
Identifying stress triggers and signs of emotional strain is an essential part of preparing a self-care
plan. Understanding past experience is also important because it helps to focus attention on prior
situations that proved to be challenging, or that were handled effectively.
| ASSESSMENT 3 BRIEF | |
| Subject Code and Title | SDR404 Self-Care and Developing Resilience |
| Assessment | Assessment 3: Case Study Response – Vicarious Traumatisation |
| Individual/Group | Individual |
| Length | 1500 words (+/-10%) |
| Learning Outcomes | The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Critically reflect on personal strengths and vulnerabilities c) Explain the aetiology and consequences of vicarious trauma d) Recognise symptoms of burnout and examine how they apply to you as a professional and for your clients e) Design and justify a personal self-care strategy to minimise burnout and absenteeism |
| Submission | Due by 11:55pm AEST/AEDT Sunday end of Module 11 (Week 11). |
| Weighting | 30% |
| Total Marks | 100 marks |
SDR404 Assessment 3 Case Study Week 11 Page 2 of 5
The first two assessments in this course asked you to reflect on your personal experience. This case
study provides you with the opportunity to view vicarious traumatisation from the ‘outside’ and
identify requirements of self-care that will help the protagonist regain and retain his emotional,
physical, psychological and spiritual balance. By doing this, you will further develop your ability to
identify self-care needs and how to address them.
Task Instructions
Step 1: Read the PDF case study in the Assessment 3 information area for SDR404.
Step 2: Using what you have observed, structure a self-care plan for the professional
protagonist. Consider which elements of self-care plans may be included, that directly or
indirectly address the potential effects of vicarious traumatisation.
How might the professional maintain his support for his client, whilst simultaneously
ensuring his own emotional resources do not become depleted and that his ability to work
effectively does not decline?
Step 3: You will need to justify the elements of your strategy by incorporating theoretical
and other appropriate references. You are required to write around 1500 words, but you
may also incorporate diagrams or images (these are not included in the word count). Please
ensure all references are accurately cited using the APA 6th ed. Please refer to the rubric at
the end of this document for assessment criteria.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more
information on referencing here http://library.laureate.net.au/research_skills/referencing
Submission Instructions
Submit this task via the Assessment 3 link in the main navigation menu in SDR404: Self-Care and
Developing Resilience. The Learning Facilitator will provide feedback via the Grade Centre in the LMS
portal. Feedback can be viewed in My Grades.
Academic Integrity Declaration
I declare that except where I have referenced, the work I am submitting for this assessment task is
my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy
and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms
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Assessment Rubric
| Assessment Attributes |
Fail (Yet to achieve minimum standard) 0-49% |
Pass (Functional) 50-64% |
Credit (Proficient) 65-74% |
Distinction (Advanced) 75-84% |
High Distinction (Exceptional) 85-100% |
| Knowledge and understanding of vicarious traumatisation Percentage for this criterion = 15% |
Demonstrates poor understanding of vicarious traumatisation. The term, vicarious traumatisation, is applied incorrectly at times. |
Demonstrates a functional knowledge of vicarious traumatisation. Relevant terminology applied correctly and in context. |
Demonstrates proficient knowledge of vicarious traumatisation. Applies understanding of vicarious traumatisation to relevant concepts and provides convincing evidence for assertions. |
Demonstrates advanced knowledge of vicarious traumatisation. Effectively synthesises the causes and implications of vicarious traumatisation and provides insightful and convincing evidence to support arguments. |
Demonstrates exceptional knowledge of vicarious traumatisation. Highly sophisticated engagement with the concept of vicarious traumatisation. Justification for arguments is insightful and thoroughly developed and supported by a range of examples from a variety of relevant sources. |
| Critical analysis of self care needs in response to vicarious traumatisation Percentage for this criterion = 30% |
Demonstrates little attempt to provide critical analysis. Lacks understanding of relationship between VT and self-care |
Some critical analysis of needs. Some understanding of the relationship between VT and self-care |
Well-developed critical analysis . Good understanding of the relationship between VT and self-care. Uses thoughtfully synthesised and relevant references to support assertions |
Thoroughly developed critical analysis, using careful reflection and insightful interpretation. Thorough understanding of the relationship between VT and self-care. Arguments supported using theoretical and anecdotal evidence from a variety of sources |
Highly sophisticated and convincing critical analysis, revealing excellent insight and original thinking. Excellent understanding of the relationship between VT and self-care. Arguments and positions successfully justified by very effective and judicious use of references from different sources. |
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| Design of an appropriate, justified self-care response to vicarious traumatisation Percentage for this criterion = 30% |
Design is insufficiently appropriate and weak in content. Self-care plan lacks valid supporting evidence. |
Design is adequate to meet basic goals of self-care in response to VT. Justification reflects limited thinking around pertinent concepts. Some evidential support provided. |
Design addresses a variety of relevant self-care needs. Self-care response is carefully considered and constructed and reflects clear understanding of relevant concepts. Self-care plan solidly supported using examples from case study and course literature. |
Design reveals developed and considered thinking around key self-care concepts related to VT. Self-care suggestions are highly responsive to needs and reflect deep engagement with relevant concepts. Explanation of and justification for design show sound judgement and critical evaluation. Supporting evidence drawn from a variety of sources. |
Design evidences thoroughly researched and successfully judged, complex decision-making around self-care responses to VT. Plan reveals flexible thinking and intelligent understanding of self-care needs, together with creative engagement with relevant concepts. Justification of plan reveals critical discrimination and synthesis of ideas resulting in an inventive interpretation of multiple sources of knowledge. |
| Effective written communication Percentage for this criterion = 15% |
Information is presented. Relevant terminology is rarely or inaccurately employed. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, |
Communicates in a readable manner that largely adheres to the given format. Generally employs module concept terminology with accuracy. Meaning is sometimes difficult to follow Information, arguments and evidence are structured and |
Communicates in a coherent and readable manner that adheres to the given format. Accurately employs academic language and module concept terminology. Meaning is easy to follow. |
Communicates coherently and convincingly in a manner that adheres to the given format. Accurately employs a wide range of academic language, module concept terminology and expressive linguistic devices. Engages audience interest. |
Communicates eloquently. Expresses meaning coherently, convincingly and creatively within the given format. Discerningly selects and precisely employs a wide range of academic language, module concept terminology and creative linguistic devices. |
SDR404 Assessment 3 Case Study Week 11 Page 5 of 5
| punctuation and/or the acknowledgment of sources. |
sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar and/or punctuation. |
Information, arguments and evidence are structured and sequenced in a way that is clear and logical Occasional minor errors present in spelling, grammar and/or punctuation. |
Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive. Spelling, grammar and punctuation are free from errors. |
Engages and sustains audience’s interest. Information, arguments and evidence are insightful, persuasive and expertly presented. Spelling, grammar and punctuation are free from errors. |
|
| Correct citation of key resources and evidence Percentage for this criterion = 10% |
Demonstrates lack of good quality, credible and relevant resources to support and develop ideas. Referencing is omitted or does not resemble APA 6th ed. |
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA 6th ed., with frequent or repeated errors. |
Demonstrates use of credible resources to support and develop ideas. Referencing resembles APA 6th ed., with occasional errors. |
Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Referencing is free from errors and always adheres to APA 6th ed. Format. |
Demonstrates use of high quality, credible and relevant resources to support and develop arguments and position statements. Referencing is free from errors and always adheres to APA 6th ed. Format. |
| The following Subject Learning Outcomes are addressed in this assessment | |||||
| SLO a) | Critically reflect on personal strengths and vulnerabilities | ||||
| SLO c) | Explain the aetiology and consequences of vicarious trauma | ||||
| SLO d) | Recognise symptoms of burnout and examine how they apply to you as a professional and for your clients | ||||
| SLO e) | Design and justify a personal self-care strategy to minimise burnout and absenteeism. |