you you need to help redo the assignment. I failed it.Redo 1000 words commentaryRedo PowerPoint presentationPlease take on board everything the lecturer has said below.
The presentation, these comments are meant to guide you, so it is up to you how much you use, overall it is best to keep the idea small, and every slide needs a good range of current literature throughout the slides and voice over
You need to first slide to state your idea for change, your title reads a bit like a research question, could be: a proposal for a community group to support people with mental health needs from LTBGT+You then on the next slide present you idea for change, a community group for people from LGBTG+ with MH needsNext slide should present an academic rationale for the proposed idea, with supportive literature throughout all slidesThe next slide would discuss collaborating with the change makers using theory to support, for example the local church council for use of the church hall for the group, help from local charities, and collab with local MH trust for expert supportChange theory should be used to aid the collaboration and a discussion on action learning sets see learning outcomesYou should then present an academic discussion on how this proposal would be implemented in theoryAll main points should be critically analysed
Module Definition Form (MDF) Module code: MOD004716 Version: 1 Date Amended: 25/Mar/2015 1. Module Title Collaborative Mental Health Care 2a. Module Leader Julie Teatheredge 2b. School School of Nursing and Midwifery - Chelmsford 2c. Faculty Faculty of Health, Education, Medicine and Social Care 3a. Level 7 3b. Module Type Standard (fine graded) 4a. Credits 30 4b. Study Hours 300 5. Restrictions Type Module Code Module Name Condition Pre-requisites: None Co-requisites: None Exclusions: None Courses to which this module is restricted: None Generated on 05/11/2019, 00:40:36 Page 1 of 4 LEARNING, TEACHING AND ASSESSMENT INFORMATION 6a. Module Description The module focuses on collaborative working within mental health care drawing on examples of good practice from a global perspective. This module will develop understanding of collaborative working to enable high quality mental health care to be delivered. In order to do this the module will focus on models of collaborative working and exploration of roles and responsibilities in delivering quality care. Collaborative working involves a range of stakeholders and organizations. The inclusion of service users and their families/carers in decision making has been a major shift in care delivery, as has the move from a medical model to a social model. Underpinning this is the emphasis on recovery principles and not symptom management. The development of peer workers in the UK has also led to recognition of how individuals who have experience of mental health problems can contribute to the recovery of others. Emphasis on collaboration to prevent mental health problems is also growing. This includes work place and school based initiatives to enable individuals to develop tools for managing their own mental health. The delivery of the module will be through blended learning. Face to face learning will be supported by campus based lectures and workshops, while distance learning will be via a learning management system. The LMS will utilize discussion boards, E-tivities and guided reading. The module includes the use of action learning sets. Individual tutorial support is available: face to face and/or via email or telephone. Students will demonstrate; complex problem solving skills, analysis of the effectiveness of service delivery, ability to act pro-actively and collaboratively with others, identify and manage ethical dilemmas, depth of conceptual understanding by evaluating the service and suggesting alternatives. 6b. Outline Content * Collaborative working: theories and models * Case studies of good practice * Legal and ethical aspects of collaborative working * Service user involvement * Peer workers * Multi-agency working * Multi-disciplinary working * Action learning sets * Problem solving * Management of change * Evidence based practice 6c. Key Texts/Literature The reading list to support this module is available at: http://readinglists.anglia.ac.uk/modules/mod004716 6d. Specialist Learning Resources Virtual Learning Environment Generated on 05/11/2019, 00:40:36 Page 2 of 4 http://readinglists.anglia.ac.uk/modules/mod004716 7. Learning Outcomes (threshold standards) No. Type On successful completion of this module the student will beexpected to be able to: 1 Knowledge and Understanding Synthesize and critically evaluate theories of collaborative working in the management of contemporary mental health issues. 2 Knowledge and Understanding Demonstrate comprehensive knowledge of ethical and moral issues impacting on collaborative working 3 Knowledge and Understanding Critically analyze and evaluate models of management of change 4 Intellectual, practical, affective and transferrable skills Creatively demonstrate team and organizational working by implementing a work-based project leading to change either within an organizational context or for personal development 5 Intellectual, practical, affective and transferrable skills Utilizing action learning, reflect on collaborative working and consider innovative approaches to collaboration and how they could be implemented into mental health care settings 8a. Module Occurrence to which this MDF Refers Year Occurrence Period Location Mode of Delivery 2020/1 ZZB Template For Blended Learning Delivery Blended 8b. Learning Activities for the above Module Occurrence Learning Activities Hours Learning Outcomes Details of Duration, frequency and other comments Lectures 14 1-5 Combination of lectures and discussion groups Other teacher managed learning 24 1-5 On line activities, discussion forums, individual tutorial support Student managed learning 258 1-5 On line activities, discussion forums, blogs, Self-guided study and preparation of assignment TOTAL: 296 Generated on 05/11/2019, 00:40:36 Page 3 of 4 9. Assessment for the above Module Occurrence Assessment No. Assessment Method Learning Outcomes Weighting (%) Fine Grade or Pass/Fail Qualifying Mark (%) 010 Practical 1-2, 4 75 (%) Fine Grade 30 (%) 20 minute Presentation Assessment No. Assessment Method Learning Outcomes Weighting (%) Fine Grade or Pass/Fail Qualifying Mark (%) 011 Coursework 3, 5 25 (%) Fine Grade 30 (%) 1000 word commentary In order to pass this module, students are required to achieve an overall mark of 40%. In addition, students are required to: (a) achieve the qualifying mark for each element of fine graded assessment of as specified above (b) pass any pass/fail elements Generated on 05/11/2019, 00:40:36 Page 4 of 4 Module Definition Form (MDF) Module code: MOD004716 1. Module Title 2a. Module Leader 2b. School 2c. Faculty 3a. Level 3b. Module Type 4a. Credits 4b. Study Hours 5. Restrictions LEARNING, TEACHING AND ASSESSMENT INFORMATION 6a. Module Description 6b. Outline Content 6c. Key Texts/Literature 6d. Specialist Learning Resources 7. Learning Outcomes (threshold standards) 8a. Module Occurrence to which this MDF Refers Year Occurrence Period Location Mode of Delivery 8b. Learning Activities for the above Module Occurrence Details of Duration, frequency and other comments Learning Activities Hours Learning Outcomes 9. Assessment for the above Module Occurrence Assessment No. Learning Outcomes Fine Grade or Pass/Fail Qualifying Mark (%) Assessment Method Weighting (%) Assessment No. Learning Outcomes Fine Grade or Pass/Fail Qualifying Mark (%) Assessment Method Weighting (%) Collaborative mental health care Prevalence of Mental Illness among LGBTQ It’s important to remember that everyone has a gender and sexual orientation. Relationships can be romantic or physical in nature; sexuality refers to someone you are attracted to (Morgan, 2013). Gender identity is the subjective experience of being male, female, or neither, independent of your biological sex. A group of persons who are sexually or sexually oriented differently from the majority of people fit under the LGBTQ+ umbrella term. LGBTQ+ is not a mental illness or a problem, and this must be made clear (Russell & Fish, 2016). Despite the fact that LGBTQ+ is not a mental illness, many people have mental health issues as a result of their identity. Bisexual and transgender persons have the most serious mental health difficulties among LGBTQ+ people. Among all age categories, young LGBTQ+ individuals reported the most difficulty addressing mental health concerns. LGBTQ+ persons face a lot of unfavorable preconceptions, which makes it difficult for them to tell others about their identity. This includes rejection from coworkers and acquaintances, which may increase feelings of loneliness when individuals freely share this aspect of themselves. Surveyed by the Human Rights Campaign in 2016-2017, 28 % of LGBTQ adolescents reported feeling sad most or all the time in the preceding 30 days, compared to only 12 percent for non-LGBTQ children (HRC Foundation 2017). Evidence of need As many as 57% of LGBTQ+ people say they have been intimidated or harassed because of their sexuality or gender identity (Russell & Fish, 2016). On average 38 % of transsexuals say they've been insulted, and 28% believe that their gender identity or sexual orientation makes them untrustworthy or offensive statements. There are 22 % of transsexuals who say they have avoided physicians and medical therapy because they are afraid of it (Russell & Fish, 2016). Roughly 8 percent of LGBTQ+ people and over 27 percent of transgender people say they have been denied openly necessary mental healthcare. Evidence shows that the heterosexual preferences are overwhelming among heterosexual caregivers compared to lesbians and homosexuals. Collaborating with change makers Groups who can effectively collaborate with LGBTQ to improve their mental wellbeing and reverse the damage that has caused due to social stigmatizations includes the below. Government Government can be the highest impactful group in improving the status of mental health illness. Government can make LGBTQ people's well-being a multi-agency priority by establishing broad goals. Support LGBTQ people's economic and financial well-being via the promotion of inclusive employment practices and workplace regulations. Defend and improve the civil rights of LGBTQ individuals who are involved with the criminal justice system and law enforcement agencies. Ensure that schools and educational settings for LGBTQ students are inclusive, safe, inviting, and affirming (Medina et al., 2021). Media Media could be the biggest source through which the audience can depict the behaviors of another social group, but in case of LGBTQ society media has played a very negative role. In a setting of relative safety (i.e., users may block or accept anyone they wish) and control over anonymity, social media enables identity building and communication for LGBTQ+ adolescents (i.e., users can choose how much [if any] of their life is made public) (Craig et al., 2021). Youth can grow and explore their LGBTQ+ identities in ways that are not possible in offline groups because of the relative anonymity provided online. The LGBTQ characters represented in electronic media are either used for comedy or representing the grief part of a society. This makes up a negative perception of society about LGBTQ which highly influence the mental health of the vulnerable group. A participant's growing LGBTQ+ identity is safeguarded from premature revelation and socially relevant persons who may not be accepting of it by participating in anonymous social media activities (Craig et al., 2021). Media should take the responsibility of an equal and justified participation of a positive presentation of LGBTQ society. Lewin vs. Kotter Pre-implementation, during-implementation, and post-implementation stakeholders may use the Lewin model (1951) to address inevitable contextual (systemic) changes in a relatively linear way (Unfreezing is required for Movement). The stakeholders for collaborative change can get help from Lewin’s model of change for the sake of mental health of LGBTQ society (Mental Health America, 2020). One of the most popular change management models, Kotter's 8-Step Process, claims that situational as well as psychological components of change are handled in a series of dynamic, nonlinear processes (Manchester et al., 2014). Change can only be implemented and sustained when there is a positive atmosphere for change, the whole company is involved in the process, and everyone is on board. Using the idea, companies may identify and counteract individuals who are ill-prepared for change and procedures that are not built to handle and maintain it (Manchester et al., 2014). Force Field Analysis was recommended by Lewin in order to assess the pros and cons of the proposed modification. For example, Edgar Schein argues that "diagnostic" activities like as interviews and questionnaires are already effective therapies. Simply being conscious of the need for change might result in it (Smith, 2018). Creating "urgency" for change is the first step in the process. Without awareness, there can be no urgency. According to Tools Hero, a firm must thoroughly reveal the condition of affairs and explain why a change process is implemented.