You are required to download the template document attached to this assessment. This document has the Acknowledge Education coversheet.
Please see the updated information for your chosen case study. This is additional information you will assist you to complete the Case Plan for your client.
Olivia, a 14-year-old student at [local secondary school], has become increasingly withdrawn and has not attended classes for over three weeks. Teachers describe her as previously quiet but capable, with a strong interest in art and creative writing. Her school attendance and engagement began declining two months ago after she began a relationship with a 17-year-old boy from a neighbouring school.
During this relationship, Olivia sent sexually explicit images of herself via Instagram. The boy shared these images with others, resulting in widespread peer bullying, online harassment, and requests from other boys for more ‘nudes’. Olivia has since deleted her social media accounts and isolated herself from her friends. She recently told the school wellbeing coordinator that she feels “scared, embarrassed and dirty” and posted online that she “wants it all to stop.” Although there is no current evidence of self-harming behaviour, school staff are concerned about her mental health and possible suicidal ideation.
The school made a mandatory report to [local Child Protection office], but it was screened out as below the threshold for intervention. No other report has been madedespite the incident potentially falling under image-based abuse laws.
Olivia lives with her motherand three siblings – Maddie (18), Sam (16), and Allie (11). Her mother who works long hours and may have Alcohol Use Disorder. Her mother has declined counselling or support offered by the school and has made statements blaming Olivia for the situation, such as “she brought it on herself.” There is no known involvement from Olivia’s father or extended family.
Olivia has disengaged from all extracurricular activities and refuses to attend scheduled appointments at [local youth mental health service]. She has not seen her GP at [local community health centre] for over six months. Her teachers report that when she is seen on school grounds, she appears anxious, avoids eye contact, and often looks unwell. She has reported stomach pain, poor appetite, and difficulty sleeping.
Tristen is enrolled at [local District High School school], where staff report significant behavioural escalation over the past two months. He has become increasingly defiant, is regularly late or absent, and has been suspended once for fighting. He was recently found hiding under a stairwell and told the Aboriginal Liaison Officer[ALO] that he “hates being at home when Geoff is there.”
Tristen has also reported nightmares, trouble sleeping, and refusing to eat on some days. Staff have noticed unusual bruises on his arms and cheek, and that he flinches at loud noises. Tristen has been seen hanging around with much older youths at the local shopping mall and police have been called several times to ask the group to leave. Youth tasking police are very concerned that Tristen will be easily led by the older group who are involved in a range of criminal activity including shop stealing, car theft and small scale drug use and selling. The ALO believes Jayden is struggling with identity, safety, and belonging, and has raised concerns about the potential for dual client status (Child Protection and youth justice risk).
A report was made to [local Child Protection office], but the staff have not acted nor investigated. The school has offered counselling through [local school-based therapeutic service], but Kylie has not provided consent. Tristen has not seen a GP in over a year.
Kiara has absconded several times in recent weeks, staying overnight at unknown locations. On one occasion, she was found at the home of an 18-year-old male with prior youth justice involvement. Shereturned intoxicated, and workers found alcohol in her room. Cannabis use is suspected, and she has refused to attend scheduled appointments with her trauma counsellor at [local headspace or CAMHS].
She has also been involved in verbal altercations with staff, uses aggressive and sexualised language, and recently engaged in superficial self-harm, scratching the inside of her arm with a paperclip. Staff documented that Kiara often challenges boundaries (“You can’t make me”) and attempts to “split” the team, playing workers off one another. However, she still seems to be open to one of the residential workers, and they often have long conversations.
One staff member overheard Kiara say she "didn’t want to go back to his house again," referring to the 18-year-old male, but no formal report or incident form was completed.
Kiara recently disclosed that she was raised as Catholic, and she is interested in re-connecting with her spiritual beliefs.
Kiara also faces a pending shoplifting charge, and her Child Protection case manager is working with [local youth justice service] to explore early diversion options.
Child Protection has deemed that placement with her Cousin Taylah is not viable due to the number of children already in Taylah’s home, so they are concerned about cumulative harm and system-based retraumatisation.
Rubric
| Criterion | HD 80-100% | D 70-79% | C 60-69% | P 50-59% | NN 0-50% |
Accurate and correct responses to Legislation and frameworks 10% | Demonstrates sophisticated accuracy and correct knowledge of legislation and frameworks. | Demonstrates high accuracy and correct knowledge legislation and frameworks. | Demonstrates good accuracy and mostly correct knowledge legislation and frameworks. | Demonstrates adequate and some correct knowledge legislation and frameworks. | Demonstrates limited to no accuracy or correctness legislation and frameworks. Does not discuss legislation or frameworks.
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Significant risks - highlights the significant risk factors and describes client’s strengths and challenges. 15% | Demonstrates sophisticated accuracy and understanding knowledge of significant risk, strengths and challenges. | Demonstrates high accuracy and understanding knowledge of significant risk, strengths and challenges. | Demonstrates good accuracy and understanding knowledge of significant risk, strengths and challenges. | Demonstrates adequate and understanding knowledge of significant risk, strengths and challenges. | Demonstrates limited to no accuracy and understanding knowledge of significant risk, strengths and challenges. |
Health/education/ cultural identity All the information from the case study needs to be collected and any issues arising from these to be identified and possible support discussed. 10% | Demonstrates sophisticated accuracy and correct completion of the template.
| Demonstrates high accuracy and correct completion of the template. | Demonstrates good accuracy and completion of the template. | Demonstrates adequate and some correct completion of the template. Template partially completed. | Demonstrates limited to no accuracy and understanding knowledge of significant risk, strengths and challenges. |
Goals Short-term and long-term goals are identified and discussed 10% | Demonstrates sophisticated discussion of short-term and long-term goals | Demonstrates high accuracy discussion of short-term and long-term goals | Demonstrates good accuracy and mostly correct discussion of short-term and long-term goals | Demonstrates adequate and some correct discussion of short-term and long-term goals | Demonstrates limited to no accuracy or correct discussion of short-term and long-term goals. No discussion of short-term and long-term goals |
Intervention Strategies Strategies are discussed for both the young person and their family. 15% | Demonstrates sophisticated accuracy and correct knowledge of legislation and frameworks. | Demonstrates high accuracy and correct knowledge legislation and frameworks. | Demonstrates good accuracy and mostly correct knowledge legislation and frameworks. | Demonstrates adequate and some correct knowledge legislation and frameworks. | Demonstrates limited to no accuracy or correctness legislation and frameworks. Does not discuss legislation or frameworks
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Referrals the students do their own research on community resources and support services that could assist the client and the family within a geographical location, (ideally the location they would like to work), emphasizing the importance of collaboration with external agencies or stakeholders depending on their case study. 10%
| Demonstrates sophisticated accuracy and correct knowledge of referrals to appropriate agencies / local stakeholders. | Demonstrates high accuracy and correct knowledge of referrals to appropriate agencies / local stakeholders. | Demonstrates good accuracy and mostly correct knowledge of referrals to appropriate agencies / local stakeholders. | Demonstrates adequate and some correct knowledge of referrals to appropriate agencies / local stakeholders. | Demonstrates limited to no accuracy or correct knowledge of referrals to appropriate agencies / local stakeholders. Does not discuss referrals to appropriate agencies / local stakeholders. |
Safety Plan Specify immediate actions that will be taken to ensure the child’s safety, such as removing them from a dangerous situation or providing safe alternatives (e.g., staying with a trusted family member or identify support network). 15%
| Demonstrates sophisticated understanding of practice issues involved in developing a safety plan. | Demonstrates high accuracy understanding of practice issues involved in developing a safety plan. | Demonstrates good understanding of practice issues involved in developing a safety plan. | Demonstrates adequate understanding of practice issues involved in developing a safety plan. | Demonstrates limited to no understanding of practice issues involved in developing a safety plan. Does not discuss safety plan. |
Referencing APA 7 format. Use of required six references with demonstration of understanding and purposeful use. 10%
| Demonstrates sophisticated use and appropriate references including the six mandatory references. | Demonstrates high accuracy and use and appropriate references including the six mandatory references. | Demonstrates good understanding and use and appropriate references including the six mandatory references. | Demonstrates adequate understanding and use and appropriate references including at least four of the six mandatory references. | Demonstrates limited to no understanding or use of appropriate references. |
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