SOLUTION: Significant Life Events and Coping | My Assignment Tutor

ASSIGNMENT INSTRUCTIONS AssessmentPre-seen case study based assignmentAssessment code:011Academic Year:2020/2021Trimester:2Module Title:Significant Life Events and CopingModule Code:MOD005914Level:Level 5Module Leader:Annette HelliwellWeighting:50%Word Limit:2500This excludes bibliography and other items listed in rule 6.75 of theAcademic Regulations:http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdfAssessed LearningOutcomes1, 4Submission Deadline :This assignment must be received by no later than 14:00 onTuesday, 27 April 2021 WRITING YOUR ASSIGNMENT:• This assignment must be completed individually.• You must use the Harvard referencing system.• Your work must indicate the number of words you have used. Written assignments must notexceed the specified maximum number of words. When a written assignment is marked, theexcessive use of words beyond the word limit is reflected in the academic judgement of thepiece of work which results in a lower mark being awarded for the piece of work (regulation6.74).• Assignment submissions are to be made anonymously. Do not write your name anywhere onyour work.• Write your student ID number at the top of every page.• Where the assignment comprises more than one task, all tasks must be submitted in a singledocument.• You must number all pages.SUBMITTING YOUR ASSIGNMENT:In order to achieve full marks, you must submit your work before the deadline. Work that issubmitted late – up to five working days after the published submission deadline – will be acceptedand marked. However, the element of the module’s assessment to which the work contributes willbe capped with a maximum mark of 40%.Work cannot be submitted if the period of 5 working days after the deadline has passed (unlessthere is an approved extension). Failure to submit within the relevant period will mean that youhave failed the assessment.Requests for short-term extensions will only be considered in the case of illness or other causeconsidered valid by the iCentre Adviser. Please contact iCentre@lca.anglia.ac.uk. A request mustnormally be received and agreed by the iCentre Adviser in writing at least 24 hours prior to thedeadline. See rules 6.56-6.65: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdfMitigation: The deadline for submission of mitigation in relation to this assignment is no later thanfive working days after the submission date of this work. Please contact iCentre@lca.anglia.ac.ukSee rules 6.103 – 6.132: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdfASSIGNMENT QUESTIONThis is a case study based assignment, please read the case study before attemptingthe questions. You should deal with the questions separately and clearly indicatewhere each one starts and each one ends. The end of text reference list should coverboth questions.Case Study;Paul and Douglas have been in a relationship for three years and Paul had beenhoping that they would be getting married. Douglas has been offered a new joband wants them to move, however the new role is in Scotland. Paul is reluctant tomove as he would have to leave his job and would be a long way from his familywho all live in London. Douglas will not budge on his decision.Questions1. Using one appropriate theory, analyse how this move might impact uponPaul and his wider social network. (60 marks)2. Identify and analyse 3 coping strategies which Paul may use to cope withthe possible move (40 marks)Points to considerFor task one you will be expected to provide an introduction to the case study in whichyou show an understanding of loss and grief in a wider context by providing a definitionand further explanation. You should then use one of the theories (for example KublerRoss or Bowlby etc.) that were covered in the module in terms of loss or grief and apply itto the case study. You should include all the stages of the model and discuss them inrelation to Paul and Douglas and their wider network of friends and family. Additionallyyou will be expected to include a critique of the chosen model.In task two you will need to define coping and coping mechanisms before going on toexplain how they might be categorised. You will then need to choose three specificcoping strategies and for each explain how it might be categorised and why Paul mightchoose to use it. It is expected that you will also consider both short- and long-termadvantages or disadvantages related to each coping mechanism chosen. It will beimportant to give context to this explanation by relating it to the case study.Please ensure that you use key academic sources of references including the academicjournals and your module text book.Key resourcesThe key resources for this assignment will be the core text:Marks, D.F., Murray, M., Evans, B. and Estacio, E.V. (2020) Health Psychology: Theory,Research and Practice, 6th ed., Sage, London. CRITERIA / GRADE0 – 29:No evidenceofKnowledge.:No evidenceofAcademic/Expressive/Professionalskills.:30 – 39:Little evidence ofknowledge.:Little evidence ofuse of scholarlyconventions.:40 – 59:Basic –Satisfactory60 – 69:Good analysisconsistent use ofscholarlyconventions.:Good Academic/Expressive/Professionalskills.:70 – 79:Excellentanalysis-highlevel ofintellectualrigour andconsistency.:ExcellentAcademic/Expressive/Professionalskills.:80 – 100:Outstanding toexceptionalanalysis-Workpushes theboundaries of thediscipline and maybe considered forexternalpublication.:Outstanding toexceptionalAcademic/Expressive/professional skillsand creativityTask 1The Learner explainstheir chosen theory(10)No definitionor overviewgiven(0-2)An incompletedefinition oroverview is given;missingcounterpart(3)A definition isgiven with adescriptiveoverview (someelementsmissing)(4-5)An appropriatedefinition with agood overview(6)An excellentoverview,completeoverview is given(7)(An outstandingdefinition /overview givenwith some critiqueof the theoryprovided(8-10)The Learner appliestheir chosen theory (30)Nounderstandingof the task;irrelevantinformationpresented(0 – 8)Minimalunderstanding ofthe task; themajority of thetask has not beenaddressed.(9-11)The applicationis primarilydescriptive(12- 17)There is a goodattempt to apply,but could havebeen expanded inparts(18-20)Excellentapplication ofthe theory toboth characters(21-23)Excellent –outstandingapplication of thetheory to bothcharacters(24-30)The Learner analysestheir theory in relationto the case study (20)Nounderstandingof the task;irrelevantinformationpresented(0 – 5)Minimalunderstanding ofthe task; themajority of thetask has not beenaddressed.(6-7)Some superficialpoints ofanalysis arepresent(8- 11)There is a goodattempt toanalyse, but wouldhave benefitedfrom moreexpansion(12-13)Excellentidentificationand analysis ofidentified modelof grief(14-15)Excellent –outstandinganalysis withevidence oforiginal / creativethought(16-20)Task 2The Learner definescoping mechanismcategories and providesan overview (10)No definitionor overviewgiven(0-2)An incompletedefinition orcategories given;missingcounterpart(3)A definition isgiven with adescriptiveoverview (someelementsmissing)(4-5)An appropriatedefinition with agood overview(6)An excellentoverview,completeoverview is given(7)An outstandingdefinition /overview givenwith some critiqueof the theoryprovided(8-10)Analysis of copingmechanisms (30)Nounderstandingof the task;irrelevantinformationpresented(0 – 8)Minimalunderstanding ofthe task; themajority of thetask has not beenaddressed.(9-11)3 Copingmechanismsidentified, not alldefinitions maybe present; theanswer isprimarilydescriptive (12-17)There is a goodattempt toanalyse, but wouldhave benefitedfrom moreexpansion(18-20)Excellentidentificationand analysis ofidentified copingmechanisms(21-23)Excellent –outstandingidentification andanalysis ofidentified copingmechanisms(24-30) ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 5 (was level 2) Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to takeresponsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoreticalknowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which gobeyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problemidentification and resolution, and to develop their skill sets as required.Mark BandsOutcomeGeneric Learning Outcomes (GLOs) (Academic Regulations, Section 2)Knowledge & UnderstandingIntellectual (thinking), Practical,Affective and Transferable SkillsCharacteristics of Student Achievement by Marking Band90-100%Achieves moduleoutcome(s) related toGLO at this levelExceptional information base exploring and analysing thediscipline, its theory and ethical issues withextraordinary originality and autonomy. With someadditional effort, work may be considered for internalpublicationExceptional management of learning resources, with ahigher degree of autonomy/ exploration that clearlyexceeds the brief. Exceptional structure/accurateexpression. Demonstrates intellectual originality andimagination. Exceptional team/practical/professionalskills. With some additional effort, work may beconsidered for internal publication80-89%Outstanding information base exploring and analysing thediscipline, its theory and ethical issues with clearoriginality and autonomyOutstanding management of learning resources, with adegree of autonomy/exploration that clearly exceeds thebrief. An exemplar of structured/accurate expression.Demonstrates intellectual originality and imagination.Outstanding team/practical/professional skills70-79%Excellent knowledge base, exploring and analysing thediscipline, its theory and ethical issues with considerableoriginality and autonomyExcellent management of learning resources, with adegree of autonomy/exploration that may exceed thebrief. Structured/accurate expression. Very goodacademic/ intellectual skills andteam/practical/professional skills60-69%Good knowledge base; explores and analyses thediscipline, its theory and ethical issues with someoriginality, detail and autonomyGood management of learning with consistent selfdirection. Structured and mainly accurate expression.Good academic/intellectual skills and team/practical/professional skills50-59%Satisfactory knowledge base that begins to explore andanalyse the theory and ethical issues of the disciplineSatisfactory use of learning resources. Acceptablestructure/accuracy in expression. Acceptable level ofacademic/intellectual skills, going beyond description attimes. Satisfactory team/practical/professional skills.Inconsistent self-direction40-49%A marginal pass inmodule outcome(s)related to GLO at thislevelBasic knowledge base with some omissions and/or lack oftheory of discipline and its ethical dimensionBasic use of learning resources with little self-direction.Some input to team work. Some difficulties withacademic/ intellectual skills. Largely imitative anddescriptive. Some difficulty with structure and accuracyin expression, but developing practical/professional skills30-39%A marginal fail inmodule outcome(s)related to GLO at thislevel. Possiblecompensation. Satisfies qualifying markLimited knowledge base; limited understanding ofdiscipline and its ethical dimensionLimited use of learning resources, working towards selfdirection. General difficulty with structure and accuracyin expression. Weak academic/intellectual skills. Stillmainly imitative and descriptive.Team/practical/professional skills that are not yetsecure20-29%Fails to achievemodule outcome(s)related to this GLO.Qualifying mark notsatisfied. NocompensationavailableLittle evidence of an information base. Little evidence ofunderstanding of discipline and its ethical dimensionLittle evidence of use of learning resources. No selfdirection, with little evidence of contribution to teamwork. Very weak academic/intellectual skills andsignificant difficulties with structure/expression. Veryimitative and descriptive. Little evidence ofpractical/professional skills10-19%Inadequate information base. Inadequate understandingof discipline and its ethical dimensionInadequate use of learning resources. No attempt at selfdirection with inadequate contribution to team work.Very weak academic/intellectual skills and majordifficulty with structure/expression. Wholly imitative anddescriptive. Inadequate practical/professional skills1-9%No evidence of any information base. No understandingof discipline and its ethical dimensionNo evidence of use of learning resources of understandingof self-direction with no evidence of contribution toteam work. No evidence academic/intellectual skills andincoherent structure/ expression. No evidence ofpractical/ professional skills0%Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address theassignment brief (eg: answers the wrong question) and/or related learning outcomes