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Intervention Film Assignment

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Intervention Film Assignment
 

Final Assignment

Intervention Film Assignment

30% of final grade,

 

For your final assignment you will watch one of the following films: For Akheem (film 1), A Dangerous Son (film 2), The Miseducation of Cameron Post (film 3). The films are available through the Carleton library in the Kanopy database and will appear in ARES.  Students will be randomly assigned to a film; they may not choose the film themselves.

 

To determine to which film you have been assigned, do the following: from within our cuLearn course click Participants – found in the top left corner. If you do not see this you may need to click on the icon with three horizontal lines in the top left corner to reveal the menu bar on the left hand side of the screen. Next, find your name (filter using first letter of first and/or last name if you’d like). Finally, under “Groups” (third column) you will see either Final Assignment Film 1, Final Assignment Film 2, or Final Assignment Film 3. If you have tried this and cannot determine which group you are in, please email myself or a TA.

 

Students will choose, from a provided list of key children/youth in the film, ONE person/character, and discuss how they would approach working with that person, answering the questions detailed below. The options of people/characters are the following: Film 1, For Ahkeem: Daje Shelton or Antonio Shumpert; Film 2, A Dangerous Son: Ethan, Vontae, or William; Film 3, The Miseducation of Cameron Post: Cameron Post, Jade, Adam, or Mark.

 

Your paper should be approximately 6 double spaced pages in length and should include proper APA citation to course material and any external resources used. The paper should include citation to 3 scholarly resources outside of the course material as well as reference 3 items from course material. Size 12 font, Times New Roman, 1-inch margins, double spaced submitted either as a Word document or a PDF. This paper must not be fewer than 5.5 pages or exceed 6.5 pages or deductions will apply. Graders will stop reading at 7 pages – any content after this will not be considered for a grade. A detailed marking rubric is available below these assignment guidelines.

 

More specifically, you need to include the following six sections, listed below, and answer the provided questions in each section. Please copy and paste each of the six bolded headers below into your paper. Please do not alter the order in which they appear.  An introduction and conclusion are not necessary. Given that this is a six-page paper, you can think of each of the sections as being approximately one page in length, though depending on the person you have to use for this assignment, this may vary from .5 pages to 1.5 pages in length.

 

 

 

 

 

 

Final Assignment – Required Sections

 

Structural Determinants, Privilege/Oppression (module 1, 7, 8, 12)

  • What structural determinants, and issues of privilege/oppression are relevant to this person and their situation? What impact are they having on them?

Child Development and Behaviour (module 3, 4)

  • What developmental issues, and issues of behavior, would you want to consider when working with this person and why?

Attachment (module 5)

  • What perceived attachment deficits and strengths would you want to consider when working with this person? How would they influence your work with them?

Mental Health and Trauma (module 6, 10)

  • What issues of mental health would you want to explore and why? What elements of trauma would you want to be mindful of and what would you do to ensure that your work was trauma-informed?

High Risk Interventions (module 11)

  • What high risk interventions might you need to engage in when working with this person? How would you handle these?

Relationship Development (module 9, 10)

  • What steps would you take to build rapport with this person?

 

 

Personal Reflection #2 Marking Rubric (55 points total)

 

Grading for elements out of 5 (multiply these by two for elements out of 10)

0 = not present/unacceptable, 1 = very poor, 2 = poor, 3 = fair, 4 = good, 5 = excellent

 

Your assignment will be graded according to the following criteria and is out of 55 points:

 

Six sections, each worth 5 points each – Total of 30 points

 

Structural Determinants, Privilege/Oppression (module 1, 7, 8, 12)

  • Did the paper list what structural determinants, and issues of privilege/oppression are relevant to this person and their situation?
  • Did the paper explain what impact these structural determinants and/or privileges and/or oppressions are having on them?

 

Child Development and Behaviour (module 3, 4)

  • Did the paper identify what developmental issues, and issues of behavior, the study would want to consider when working with this person? Did the student provide a rationale for this?

 

 

Attachment (module 5)

  • Did the paper identify what perceived attachment deficits and strengths the student would want to consider when working with this person?
  • Did the paper discuss how these perceived attachment deficits and strengths would influence the student’s work with them?

 

Mental Health and Trauma (module 6, 10)

  • Did the paper identify what issues of mental health the student would want to explore and why?
  • Did the paper identify which elements of trauma the student would want to be mindful of?
  • Did the student discuss what they would do to ensure that their work was trauma-informed?

 

High Risk Interventions (module 11)

  • Did the paper consider what high risk interventions the student might you need to engage in when working with this person?
  • Did the student elaborate on how they would handle with these?

 

Relationship Development (module 9, 10)

  • Did the student explain what steps they would take to build rapport with this person?

 

Other Elements – Total of 25 points

Spelling, Grammar, Structure and Writing Style (10 points)

  • Is the paper free of grammatical errors and spelling mistakes?
  • Are the ideas and arguments clear, concise, complex and well organized?
  • Writing style: “Excellent” papers will demonstrate stylistic finesse, a polished writing style, have smooth and artful transitions, with tight, fresh, and highly specific phrasing. An “excellent” paper because of its careful organization and development, imparts a feeling of wholeness and unusual clarity. These criteria set the bar for an “excellent” paper, against which “good”, “fair”, “poor”, “very poor”, and “unacceptable” papers are assessed.

 

Integration of Course Content (10 points)

  • Has the student appropriately chosen course materials/content to inform their justification of their priorities and their importance?
  • Is course content fully integrated into the paper to justify the key priorities, with complex links established between the content, course and the assignment?
  • Has the student not missed any obvious key pieces of course material that could have been used within their paper?

 

Referencing and Formatting Guidelines (5 points)

  • Does the paper have no citation or referencing errors using APA guidelines?
  • Did the paper follow the formatting guidelines (12-point font, 1” margins, Times New Roman, double-spaced) and other APA formatting guidelines (running head top header left justified, page numbering with page 1 starting on title page right justified)
  • Was the paper between 5.5 and 6.5 pages in length? (Note: graders will stop reading at 7 pages – any content after this will not be considered for a grade)
  • Was each section of the paper between .5 pages and 1.5 pages in length?
  • Did the paper include a title page formatted according to APA guidelines for student papers? https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

 

 

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