Relational Dynamics

COM566 Relational Dynamics
Assessment 2
COM566-RD Assessment 2
Page 1 of 6 January 2021
ASSESSMENT 2: Attachment Essay – Graduate Certificate (2000 words)
1.0 Assessment Brief

The following assessment task requires students to consider the attachment relationship between a client and
their therapist, based on Bartholomew & Horowitz’s (1991) four-category model of adult attachment. Students
are to relate this theory to the four-category model of infant attachment (Main & Solomon, 1986) and then to
describe the four adult attachment types as they might present in therapy. Suggestions for possible therapeutic
approaches should also be made.
References
Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category
model.
Journal of Personality and Social Psychology, 61(2), 226–244. https://doi.org/10.1037/0022-3514.61.2.226.
Main, M., & Solomon, J. (1986). Discovery of an insecure-disorganized/disoriented attachment pattern. In T.B.
Brazelton & M.W. Yogman (Eds.),
Affective development in infancy (pp. 95–124). Ablex Publishing.

1.1 Assessment Criteria

Students are required to research and submit a 2000-word essay which displays a clear understanding of:
(i)Main & Solomon’s (1986) four-category model of infant attachment
(ii) Bartholomew & Horowitz’s (1991) four-category model of adult attachment, and how the two
models are related to each other
Students are also required to:
(i)Describe how adults from each of the four attachment styles present in counselling and experience the
therapeutic relationship
(ii) Make some suggestions as to how a therapist might work with clients displaying each of the
attachment styles towards their therapist
Students may organise their essay by employing suitable section headings.
Students should write a clear, coherent and well-researched essay which:
(i) includes all relevant sections of an essay (introduction, body, conclusion, etc.);
(ii) complies with all Counselling Course Information Booklet relevant to the preparation and presentation
of an essay (provided in Exo);
(iii) is compliant with the Beginner’s guide to the APA 7
th ed. referencing style manual (provided in Exo),
including full in-text citation and inclusion of a reference list;
(iv) uses ideas and argument, demonstrating critical reading and critical thought (i.e. arguments are well
developed and presented), and evidencing comprehension and synthesis of ideas;
(v) demonstrates appropriate use and inclusion of relevant literature (a minimum of 10 seminal works
and/or contemporary peer-reviewed articles, chapters from academic works, books, etc.) showing
breadth and depth of research; and
(vi) abides by the word limit policy (no more than 10% over or under the word allowance).

Page 2 of 6
COM566 Relational Dynamics
Assessment 2
COM566-RD Assessment 2
Page 1 of 6 January 2021
1.3 Rubric

Student Name:
Assessment Task: Assessment 2: Attachment Essay
Student Number:

NB: A student may fail an assessment if they fail to meet a Passing standard with respect to any one, or a combination, of the Standards below.

Overall Quality of
Assessment
Fail
(< 50%)
A failing grade is given to
assessments which manifestly
do not reach accepted tertiary
standards
in terms of content,
organisation, conventions, or
presentation (as outlined
below).
Pass
(50-64%)
A passing grade is given to
assessments which
generally
reach accepted tertiary
standards
in terms of content,
organisation, conventions, or
presentation.
Credit
(65-74%)
A credit grade is given to
assessments which
reach, and
sometimes exceed, accepted
tertiary standards
in terms of
content, organisation,
conventions, or presentation.
Distinction
(75-84%)
A distinction grade is given to
assessments which
reach, and
often exceed, accepted tertiary
standards
in terms of content,
organisation, conventions, or
presentation.
High Distinction
(85%>)
A high distinction grade is given
to assessments which
almost
always exceed accepted tertiary
standards
in terms of content,
organisation, conventions, or
presentation.
Overall Grade

NB: Students should be aware that a raw mark attained for a piece of assessment may not be the same as the final mark and corresponding grade awarded by Excelsia College Moderation
Committe
Comments:
Lecturer Name:
Date:

Page 2 of 6

Assessment Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
Overall Content – 70% Demonstrates little or no ability
to understand the topic content
or to use it in developing a
response.
Demonstrates an understanding
of the topic content in
developing a response.
Demonstrates an accurate
understanding of the topic
content in developing a clear
response.
Demonstrates a sound critical
understanding of the topic
content in developing a well
argued response.
Demonstrates a thorough critical
understanding of the topic
content in developing an
insightful response
Clear understanding and
articulation of Main &
Solomon’s (1986) four
category of infant
attachment
Demonstrates little or no
understanding or articulation of
Main & Solomon’s (1986) theory
Demonstrates understanding and
articulation of Main & Solomon’s
(1986) theory, describing each of
the attachment styles
Demonstrates an accurate
understanding and articulation of
Main & Solomon’s (1986) theory,
clearly describing each of the
attachment styles
Demonstrates a sound critical
understanding and very effective
articulation of Main & Solomon’s
(1986) theory, clearly and
accurately describing each of the
attachment styles
Demonstrates a thorough critical
understanding and excellent
articulation of Main & Solomon’s
(1986) theory, very clearly and
accurately describing each of the
attachment styles
10%
Clear understanding of
Bartholomew & Horowitz’s
(1991) four-category theory
of adult attachment and
linking it to Main &
Solomon’s (1986) four
infant styles
Demonstrates little to no
understanding of Bartholomew &
Horowitz’s (1991) four-category
theory of adult attachment or
how it relates to Main &
Solomon’s (1986) four infant
styles
Demonstrates an understanding
of Bartholomew & Horowitz’s
(1991) four-category theory of
adult attachment and how it
relates to Main & Solomon’s
(1986) four infant styles
Demonstrates a clear
understanding of Bartholomew &
Horowitz’s (1991) four-category
theory of adult attachment and
how it relates to Main &
Solomon’s (1986) four infant
styles
Demonstrates a clear and
detailed understanding of
Bartholomew & Horowitz’s
(1991) four-category theory of
adult attachment and how it
relates to Main & Solomon’s
(1986) four infant styles
Demonstrates an exceptional
understanding of Bartholomew &
Horowitz’s (1991) four-category
theory of adult attachment and
how it relates to Main &
Solomon’s (1986) four infant
styles
20%
Clear description of how
adult clients with each of
the four attachment styles
might present in therapy
and how they might relate
to their therapist from an
attachment perspective
Provides little to no description
of how adult clients with each of
the four attachment styles might
present in therapy or how they
might relate to their therapist
from an attachment perspective
Provides a description of how
adult clients with each of the four
attachment styles might present
in therapy and how they might
relate to their therapist from an
attachment perspective
Provides a clear description of
how adult clients with each of
the four attachment styles might
present in therapy and how they
might relate to their therapist
from an attachment perspective
Provides a clear and
appropriately detailed
description of how adult clients
with each of the four attachment
styles might present in therapy
and how they might relate to
their therapist from an
attachment perspective
Provides a very clear and very
appropriately detailed
description of how adult clients
with each of the four attachment
styles might present in therapy
and how they might relate to
their therapist from an
attachment perspective
30%
Clear description of how a
therapist might work with
clients displaying each one
of these attachment styles
Provides little to no description
of how a therapist might work
with clients displaying these
attachment styles towards the
Provides a description of how a
therapist might work with clients
displaying each one of these
attachment styles towards the
Provides a clear description of
how a therapist might work with
clients displaying each one of
these attachment styles towards
Provides a very clear and
insightful description of how a
therapist might work with clients
displaying each one of these
Provides an exceptionally clear
and highly insightful description
of how a therapist might work
with clients displaying each one

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towards the therapist therapist therapist the therapist attachment styles towards the
therapist
of these attachment styles
towards the therapist
10%
Overall Presentation – 30%
Demonstrates appropriate
use and inclusion of
relevant literature showing
breadth and depth of
research and critical
thought.
Fewer than Twelve (12) out-of
date or recent but non-relevant
references, including few articles
from refereed journals or other
recognised and accepted
academic sources.
References have been
underutilised in text, with claims
lacking adequate or clear
citations.
Plagiarism is evident with
sections unacknowledged or
copied from websites.
Twelve (12) + recent and
relevant references, including
articles from some refereed
journals or other recognised and
accepted academic sources.
References have been
appropriately utilised in text,
with claims supported by
adequate citations.
Twelve (12) + recent, relevant
and well utilised references,
including articles from only
refereed journals or other
recognised and accepted
academic sources.
References have been well
utilised in text, with claims
supported by multiple citations.
Twelve (12) + recent, relevant
and extensively utilised
references, including articles
from only refereed journals or
other recognised and accepted
academic sources.
References have been
extensively utilised in text, with
claims supported by multiple
well-integrated citations.
Twelve (12) + recent, relevant
and comprehensively utilised
references, including articles
from refereed journals or other
recognised and accepted
academic sources.
References have been
comprehensively well utilised in
text, with claims supported by
multiple, skilfully synthesised
citations.
10%
Clear, coherent and well
written essay which
includes all relevant
sections as specified in the
assessment description
A poorly focused, and/or
incoherent essay, characterised
by disorganisation and/or missing
required sections.
A clear, coherent and well
organised essay which includes
all relevant sections as specified
in the assessment description.
A very clear, coherent and well
organised essay which includes
all relevant sections as specified
in the assessment description.
A very clear, concise and highly
coherent and very well organised
essay, which includes all relevant
sections as specified in the
assessment description.
An exceptionally clear, concise
and highly coherent essay,
critically organised, which
includes all relevant sections as
specified in the assessment
description.
10%
Is compliant with academic
conventions for (i) writing
as specified in the course
information booklet, and
(ii) referencing including
Academic conventions are
followed inconsistently or not at
all, with many notable errors
present.
Academic conventions are
adhered to throughout the essay,
with errors present.
The essay is acceptably
Academic conventions are well
adhered to throughout the essay,
with limited errors present.
The essay is well presented,
Academic conventions are
adhered to throughout the essay,
with very few errors present.
The essay is very well presented,
Academic conventions are
strictly adhered to throughout
the essay, with only the rare
error present.

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correct use of APA 7th ed.,
with (iii)all relevant
sections of an essay
present.
The essay is poorly presented,
demonstrating little care in
preparation and compilation, as
per specified academic
conventions.
presented, demonstrating care in
preparation and compilation, as
per specified academic
conventions.
demonstrating care in
preparation and compilation as
per specified academic
conventions.
demonstrating much care in
preparation and compilation as
per specified academic
conventions.
The essay is exceptionally
presented, demonstrating
particularly rigorous care in
preparation and compilation as
per specified academic
conventions.
10%