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Assessment: Essay - Critique of substance-use interview
Task - Students will critique (not describe) a videoed substance-use interview (resource provided on the Moodle site in the folder entitled 'Assessment 1').
Students will view and then critique the interview in the video on the following elements using the literature (references):- The interviewer's initial contact with the person experiencing a substance-use disorder (the 'interviewee');- The level of rapport and respect the interviewer shows to the interviewee;- The interviewer's assessment of the interviewee's readiness to change;- The interviewer's identification of impact of substance use on the interviewee's health;-The interviewer's identification of impact of substance use on the interviewee's lifestyle.-The interviewer's identification of other stressors the interviewee may be experiencing; - The interviewer's level of overall engagement with the interviewee; - The way in which the interviewer concluded (ended) the interview
Headings are to be used in the essay. Each of the dot points above could be a heading (although these will need to be abbreviated). Students have been asked to critique' the interview techniques used by the interviewer, not just describe questions/comments used.Students are to explain and justify their responses using appropriate and scholar references, using the APA 6 referencing
Individual assessment (essay)
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This work is based on the critique of substance use interview. It is based on how the interview process should be conducted to identify the mental and physical health of a person with the disorder.
you have used as much as journal articles( references) to support the opinion If I got a sample of this same assignment I will forward you, so that it will be easy for you guys to understand it. If I got a sample of this same assignment I will forward you, so that it will be easy for you guys to understand it. ExpertsMind are reliable source for students who has limited time to do assignment on their own. It is a wonderful organisation that interested in students success. I really thankful to them.
Interviewer's assessment of readiness to change 10% Provided an insightful, well-supported and comprehensive critique of the interviewer's assessment of readiness to change using a high level of academic writing. Provided a detailed and well- supported critique of the interviewer's assessment of readiness to change using a moderately high level of academic writing. Provided a critique of the interviewer's assessment of readiness to change with logical discussion, the support of references and the use of a moderate level of academic writing. Provided a critique of the interviewer's assessment of readiness to change with limited discussion and referencing.Provided very minimal critique of the interviewer's assessment of readiness to change. Did not present information in an academic style. Lacked clear and logical structure and written expression. Did not critique the interviewer's assessment of the interviewee's readiness to
Provided very minimal critique of the interviewer's level of rapport and respect. Did not present information in an academic style. Lacked clear and logical structure and written expression. Did not critique the interviewer's rapport and respect shown to interviewee. Interviewer's rapport and respect 10%Provided an insightful, well-supported and comprehensive critique of the interviewer's level of rapport and respect using a high level of academic writing. Provided a detailed and well-supported critique of interviewer's level of rapport and respect using a moderately high level of academic writing. Provided a critique of the interviewer's level of rapport and respect with logical discussion, the Support of references and the use of a moderate level of academic writing. Provided a critique of the interviewer's level of rapport and respect with limited discussion and referencing. Provided very minimal critique of the interviewer's level of rapport and respect. Did not present information in an academic style. Lacked clear and logical structure and written expression. Did not critique the interviewer's rapport and respect shown to interviewee.
Interviewer's rapport and respect 10% Provided an insightful, well-supported and comprehensive critique of the interviewer's level of rapport and respect using a high level of academic writing. Provided a detailed and well-supported critique of interviewer's level of rapport and respect using a moderately high level of academic writing. Provided a critique of the interviewer's level of rapport and respect with logical discussion, the Support of references and the use of a moderate level of academic writing. Provided a critique of the interviewer's level of rapport and respect with limited discussion and referencing.
Interviewer's initial contact 10% Provided an insightful, well-supported and comprehensive critique of the interviewer's initial contact using a high level of academic writing.Provided a detailed and well-supported critique of interviewer's initial contact using a moderately high level of academic writing. Distinction Credit Provided a critique of the interviewer's initial contact with logical discussion, the support of references and the use of a moderate level of academic writing. Pass Provided a Critique of the interviewer's contact with limited discussion and referencing. Provided very minimal critique of the interviewer's initial contact. Did not present information in an academic Style. Lacked clear and logical structure and written expression-
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