Mental Health and Wellbeing

DAVID GAME COLLEGE

BTEC RQF HNC/D ASSESSMENT BRIEF

Course

HND Public Services

Academic Year

2022-2023

Unit Number & Unit Title

Unit 2: Mental Health and Wellbeing

Assignment Author

Jack Adams

Assessors

Jack Adams

Assignment Title

Mental health and wellbeing in public service

Date issued

September 2022

IV Name and Date

Kristina Ilieva 15/07/2022 

Formative Submission Deadline

Summative Submission Deadline

Group

Deadline

Group

Deadline

ALL GROUPS

24/10/2022

ALL GROUPS

12/12/2022

Good Academic Practice

DGHE considers an act of academic misconduct when a student attempts to benefit either for themselves or for another person by unfair or improper methods, regardless of it being intentional or unintentional. 

Examples include:

•             Purchasing work and presenting it as your own. 

•             Plagiarism is passing off someone else’s work as your own such as:

o   Using quotes without the use of quotation marks. 

o   Using images produced by another person without acknowledgement. 

o   Using data or ideas without acknowledgement. 

o   Copying another person’s work.

o   Getting someone to help you write parts of your submission as if it were your own.

•             Collusion is when two or more students working together without prior authorisation from the academic member of staff concerned (e.g. programme leader, lecturer etc.) to produce the same or similar piece of work and then attempting to present this entirely as their own individual submission.

It is important that you are clear about what you need to do for each assignment and how you can do it. If you are not sure about any rules regarding academic writing and referencing, guidance is available from many DGHE sources including Moodle, our Library and Study Skills Support teams and from your module leaders/personal tutor.

ASSIGNMENT BRIEF AND GUIDANCE

Purpose of this assessment

To test the students understanding of the principles of mental health in a public services setting and the importance of mental health promotion among public service workers.

Scenario

London Fire Brigade

Roger is a firefighter with the London Fire Brigade who responded to the Grenfell Tower incident in 2017. He often sees the image of a girl who died at the scene in his mind. He didn’t tell anyone about it for a long time but it was the first sign that something was wrong. Other experiences then began replaying in his mind: a plane crash with no survivors, horrific house fires, car wreckages. Once, at a family party, the faces of nearly every dead person he’d ever dealt with flashed across the front of his eyes and Roger burst into tears. More recently, tannoy announcements and high-pitch beeping sounds provoke anxiety attacks because the noises remind him of responding to emergency callouts.

NHS

Kim works for the NHS as a Nurse in an intensive care unit. During the COVID-19 pandemic, she was placed in Nightingale Hospital London which was set up to provide critical care to those severely affected by the virus. Kim recalls having to tell the families of Covid patients on ventilators that their loved ones’ lungs won’t recover. One particular conversation sticks in her mind telling an 85 year old man “we have done everything we can for your wife, she is suffering right now and all we can do for her is to make her comfortable”. Kim is mentally and physically exhausted and says she is now at breaking point.

Metropolitan Police Service

PC Danny Shaw is a police officer for the Metropolitan Police Service. A Taser-trained response officer with 24 years of experience, Danny has dealt with almost every crime imaginable. However, in 2020, Danny was called to a violent domestic dispute alone. Things escalated and Danny was attacked – someone tried to gouge his eye out. His eye became infected, leaving him temporarily blinded. He took a week off work but after returning, he started to experience flashbacks at night, waking up in a sweat and feeling like he had just relived that moment again. He also feels like everyone is out to get him and says that he is a nightmare to live with at home. Danny is now doubting whether he can do his job properly because he is now remembering the dozens of traumatic incidents he has handled and witnessed which he had previously “put in a box in his brain and left them”.

Critically analyse and reflect on one of the scenarios above as the welfare officer for the relevant emergency service.  

Task 1

Write a critical reflection that analyses mental health & wellbeing approaches that can be applied to your chosen scenario and reflect on how you would advise the individual and the organisation more broadly. The critical reflection should be structured as follows:

Introduction (250 words max.):

Briefly contextualise your scenario and signpost this around the focus of your critical reflection

Section 1: Factors that influence mental health and wellbeing (1,000 words max.):

Explore the link between physical and mental health

Assess social and psychological factors involved in your scenario

Review the PERMA model of wellbeing and evaluate how your emergency responder might benefit from it

Section 2: The value of early intervention (750 words max.):

Explore early warning signs of stress in your scenario and the ways in which the public service could offer support

Analyse how your emergency responder could benefit from early intervention

Section 3: Strategies to promote mental health & build resilience (750 words max.):

Appraise a local strategy that your emergency responder might use to cope with stress and a national strategy that the service might use to build resilience among its employees

Describe how your emergency responder’s mental health could be supervised and analyse the impact of policy in promoting emergency workers’ mental health more broadly

Conclusion (250 words max.):

Critically reflect on the main issues covered in this paper by applying a reflective model.

Appendix (Not included in the word count):

As the welfare officer, produce a plan of tips and techniques that could enhance your emergency responder’s mental health. This should be informed by your inquiry into this critical reflection and the details of the scenario. This plan can be formatted as a table and does not contribute to your word count.

References (Not included in the word count):

Accurate list of Harvard-style references. Whatever has been cited in-text must be referenced in here. Likewise, whatever is referenced here must be cited in-text.

This provides evidence for ALL learning outcomes.

Word count: 3,000 (+ / 10%)

Submission Format

This assignment should be submitted by Friday 12 December 2022. It should be written using 1.5 line spacing and font size 12.

You are required to make use of headings, paragraphs and sections as appropriate. All work must be supported with research and referenced using the Harvard referencing system. Use appropriate case studies, organisational examples and academic theory to support your findings.

This should be submitted to the relevant submission point on Moodle.

Formative Task

You have an opportunity to receive some formative feedback on this critical reflection by submitting a 1,000 word draft to the relevant ‘Formative task’ submission point on Moodle by 24 October 2022. This task will not be graded but will contain useful feedback.

The current Assignment Brief covers the following Learning Outcomes

Grading Criteria

Learning Outcomes

Pass

Merit

Distinction

Task No.

Evidence

LO1 Review the factors that influence mental health and wellbeing

P1 Explore the link between physical and mental health.

P2 Assess a range of social and psychological factors that impact on mental health and wellbeing of an emergency services employee.

M1 Review the characteristics of positive mental health in individuals.

D1 Evaluate the impact of positive mental health on the effectiveness of emergency response.

1

Mental and physical health issues; poverty; diet; smoking; exercise and mental health; trends; NGOs; PERMA.

LO2 Identify the value of early intervention in promoting positive mental health within the public services employment and the general population

P3 Review the significance of early experiences in childhood for mental health.

P4 Explore the early warning signs of mental stress in individuals and the support structure provided by public services organisations.

M2 Analyse the potential benefits of early intervention on individuals’ mental health and wellbeing, with reference to one emergency service.

LO2 and LO3

D2 Appraise a local or national strategy to promote the mental health and resilience of a specific group within the public services sector.

1

Theoretical perspectives of childhood development; research into stress; emergency responders’ perspective.

LO3 Assess strategies to promote mental wellbeing in the workplace

P5 Identify interventions that can be used to promote healthy methods to cope with stress.

P6 Review strategies that can be used to build resilience in individuals.

M3 Assess the potential benefits and limitations of the use of social media to promote mental health and wellbeing.

1

Mental Health Act; Loneliness strategy; social media research; Blue Light programme.

LO4 Review the measures that public service

employees can take to promote their own mental health and resilience.

P7 Describe the role of supervision in supporting the wellbeing of public services workers.

P8 Produce a personal plan to enhance own mental health awareness and wellbeing as a public services worker.

M4 Examine the impact of colleagues, friends and family on public services workers’ own mental health and wellbeing.

D3 Analyse the impact of policies that may promote mental health and wellbeing in a public services context.

1

Organisations set up to support emergency responders; individual support; social capital.

Student Achievements and Assessor Feedback

Student achievement and Assessor feedback for both formative and summative submissions will be recorded within Grademark Turnitin via Moodle and will be available for students to view as notified on Turnitin. Please use exclusively the grade classification below.

Assessment Grading Scale

Grade Classification

Numeric Value (on Grademark)

Grade Listed As

Distinction

75

D

Merit

65

M

Pass

45

P

Unclassified/ Referred

35

U

Alleged Academic Misconduct

0

SP

Student submission and declaration

The following declaration will be inserted in the Turnitin link for both formative and summative submissions:

I certify that by submitting the work for this assessment on Moodle (and via Turnitin) it is my own work and all research sources are fully acknowledged using the Harvard system of references. I certify that there are no personal or mitigating circumstances that have affected my work.’

By submitting such document, you acknowledge that your work is your own, and abides by the DGHE code of conduct, and Pearson regulations.

Please note that in case of academic malpractice DGHE reserves the right to decline to accept the work for assessment purposes, and/or conduct an investigation, which might result in an oral presentation, oral or written exam, or any other appropriate form of examination. Further information can be found in the academic integrity and misconduct policy, the assessment policy, and the student handbook.

Understanding what a command verb is

Your assignment will always have a series of questions or points that you will need to address. The first step in successfully addressing your assignment questions is by understanding what your lecturer wants from you, and this means understanding the command verb of the question.

What is a command verb?

This is constituted by an imperative verb that gives you a specific instruction.

What are the common command verbs your assignment has and what they mean?

The following is not a complete list however, it can help you to understand what is expected of you.

Explain = to describe a situation in detail or present relevant facts. E.g. To say it’s a chair, it’s descriptive but not explanatory, to say it’s a wooden chair, made of mango woods, that has four legs, and an arm rest, is to explain.

Assess = to evaluate the relevance of something. E.g. To say Brexit is an important event in the UK, is factual but not evaluative. To say that the impact of Brexit on the automotive industry is yet to be determined, but a likely estimate situates a loss of manufacturing plants, and consequently jobs in the UK, is evaluative.

Compare = to measure how similar or different something is. E.g. To say that surrealism is different from cubism, is to state a fact. However, to state that while both movements are considered modern art, cubism popularised by Picasso, breaks down the subject matter and reassembles it in an abstract form, while surrealism, popularised by Salvador Dali, focuses on the subconscious mind and portrays everyday objects in a unfamiliar setting.

Analyse = to examine something in detail. E.g. To say that the UK judicial system is complex is too simple however, to say that the UK judicial system is complex due to historical reasons, and that has led to separate jurisdictions with one system for England and Wales, another for Scotland, and another for Northern Ireland. In England Wales at the lower instance you have the magistrate courts and tribunals, followed by the crown court, and the county court, high court and court of appeal (detailing what are the key functions for each of these and how the interrelate with one another, and for the other judiciary systems, and finalising with the UK Supreme Court is to analyse a subject).

Don’t forget you can always refer to your lecturer for other verbs not included here or your study skills tutor.