Assessment 2: Individual Video Oral Presentation (20%)Human Computer Interaction
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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