Assessment 2 Overview | Video

Hey everyone, it's CLA here, and welcome to Assessment 2 prep. I know it feels too soon; you've only just got through Assessment 1. But unfortunately, it is indeed the time where we need to start looking into Assessment 2, so that you feel really prepped and ready to go for when it actually kicks off in week 10. Um, as with the first assessment, this is a pre-recording. Uh, the idea is that it gives you enough time to go through the recording, to really digest it and, at she formulates some questions which you can bring to the live Q&A next week. So please make sure you grab a pen and paper and jot down any questions as they come up for you, and bring them to the live webinar. Let's get going.

Yes, you will notice that I am moving around the screen; this is to make sure that you have full access and full sight of the screen. But don't worry, these slides will also be uploaded so you can refer to them later. Okay, so what are the main specifications around Assessment 2? Well, this is an essay-based, uh, assessment, so it isn't a case study like the first one. The due date is in week 10. The assessment itself is 2,400 words in terms of its length, which is a little shorter than the first assessment, so you've got to pack quite a lot in. Um, but as always at sayap, we have the 10% allowance, which means that with 2400 words, you can ex to 240 words to play with, which puts your final word count at 2,640.

Um, as I did with Assessment 1, can I please ask that you include your word count into your document, your assessment document? I'm really happy for that to appear wherever it needs to, whether it's on the front page, uh, contents page, or right at the end after conclusion. After conclusion probably makes the most sense. Um, your word count goes from the first line of your introduction to the last line of your conclusion and everything in between that, so it doesn't include your ref refs or any appendices, nor does it include your cover page or table of contents.

Um, in terms of the specifications of how much it's weighted, like the first assessment, it counts for 40% of your final mark, and again, it has a requirement of eight academic references. And again, just as a reminder, when I refer to academic references, what I'm really looking at is that they are credible, so they have come from a credible source, and typically blog sites and things like that are not considered credible sources. Um, nor are things like psych Central, uh, Psychology Today—all of those really useful informational websites, but they're not academically credible, and the criteria is that they haven't been peer-reviewed. Now, in this assessment, you might draw on statistics, um, when we look at issues around prevalence. I'll I'll talk to that in a moment. Then you can consult websites, but the type of websites I would expect you to consult would be things like Stats SA or official government websites where the statistics, rather than just drawn from a general, uh, website that where the stats haven't been vetted. Okay, so academic references: one is the credibility of the source, and two, it's to do with the dates, so we want to make sure that your references are within the last 10 years. Um, so 2014 and above would be, uh, an appropriate date. Um, and it's that's not to say you cannot include references from, let's say you found a wonderful quote from another another, um, reference area, reference website or website or Oxford dictionary or something like that, you found a really great quote, that's fine, just make sure it's it's in addition to the eight. Because as with the first assessment, and you will probably be familiar with this now, having gone through one assessment with me, I go through all your references, I make sure that they're credible, I make sure that they're not dated, and I make sure that you've got eight of those credible, non-dated references. And once you once you made sure you've ticked off that eight, if you've got additional ones that come from or dat websites or potentially non-credible sources, they you don't necessarily have the mark deduction.

The other important thing about, uh, the references is that you're very likely to draw on two particular references, um, or resources that are part of your module outline: one is a Duff and Habra reading, and the other is a Herston Risma book. In both cases, these are actually edited books. What that means is that Duffy and Habra are the editors; Herbst and Risma are the editors. Each you'll notice each chapter is authored by a different author. This is important because when you are referencing them, if you're referencing different chapters of an edited book, each one counts as a separate reference. Now that doesn't mean you can use eight chapters of Herbst and Risma and tick off, "I've covered eight academic references." You do need to use that within reason. Um, you do need to consult as many sources as you can.

Okay, so I hope that helps for the broad overview of this assessment. As always, let me begin with a snapshot of the actual assessment, um, so that you can get a sense of how it all holds together. What you'll notice about this assessment is there's a lot of moving parts to it. So with your word c, you need to be quite succinct because, given the fact that you've got a slightly, um, more, um, slightly shorter word count than in the first assessment. So what are you required to do? The first question asks you to explain the differences between crisis, a crisis incident, and a traumatic incident, and provide examples to support your explanation. Now, uh, this should sound familiar because you were asked to do this in your first very first asynchronous activity. Um, and also, um, what it's what what you're doing is you're locating the assessment. Now, this assessment typically draws on most of mostly on trauma, so you're going to be drawing on your material from predominantly week 4 to week 10, um, except so far as the explanation of a crisis incident. Otherwise, it's trying to tap into your understanding of trauma and and your ability to distinguish between crisis and trauma. But I'm going to break that down in in more detail. So it starts off quite broad: just locate us between what is the difference in this based on what you know from this module between crisis and trauma, um, and provide explanations. Then you're asked to discuss the potential effects of experiencing a traumatic incident compared to witnessing one here. Now we're starting to be more specific; we have honing in on trauma, and we're now asking you to actually tease out if there are differences between primary trauma—directly experiencing it: I experienced the trauma myself, it happened to me—versus witnessing it, which is a bit of a it can be considered a direct trauma because witnessing does fall under the C of one of the traumatic events under DSM. However, it's I haven't directly been impacted on it. Now we start looking at a South African context: so discuss the most common traumatic experience events experienced by South African citizens and refer to two specific examples of traumatic incidents. You may attach newspaper articles about these EV events as appendices to your assignment, so those newspaper articles would not be in your main the substance of your assignment. Um, so you can see now we're starting to move and tailor a little bit more to a specific and South African context. Again, remember I'm going to break these questions down one by one in a moment.

From there, you're asked to choose one of those most traumatic events, so one of the two examples that you've provided, you're going to pick one, um, so it's one of the events identified in the previous section, and discuss the impact of such an event using the theory you have learned in this module to support your analysis. So now you're picking and honing in on one of those events, and you're now going to think about what traumat what trauma theories have I covered, and how can I how will it help me make sense of this particular event? So now we we we're taking the example and applying it to take trauma theory and using that as a lens through which we see it. Again, I will explain more in a moment. Then again, you're going to select a crisis and trauma intervention model. I'm going to say stick with a trauma intervention model that you believe will be effective and assisting those affected by the traumatic event you have chosen. Explain why you have chosen this model; provide specific crisis and trauma intervention techniques that would be useful. So I know it can be confusing because you're looking at crisis, so technically crisis could be covered. My advice would be let's stick to traumatic events because we've already covered crisis intervention in your first assessment, so let's try your hand at using a traumatic event, um, and a traumatic model intervention Model, a trauma intervention model should I say. So you're going to take that same example as you used in the previous question, and you're now asked to apply an intervention strategy: how might you intervene with a client that might have experienced a trauma similar to the one or the same as the one that you have outlined? Um, and you're also going to give a rationale as to why you've chosen the trauma, uh, intervention approach that you have. And then lastly, you'll be looking at the importance of self-care when working with crisis and trauma, um, and include relevant research and readings from session 10 of the module. Now here you won't have fully covered all the material, so you might have to read ahead in order to properly plan and prepare for this section. But this is where we just explored the issue of self-care, which is covered in week 10. So you can see that how the how the the, um, the assessment is scaffolded is that it starts with us trying to locate the difference between crisis and trauma, and then moves us into trauma-specific elements of trauma, then into the South African context, then into trauma theory, then trauma intervention, and finally, how do we do self-care, which is more around the helper.

So now this brings us to the assessment breakdown, where where I'm going to cover a question-based analysis. I'm going to take each question and break it down in this more On's detail. This is where you may have some questions. I might not be able to address all of them proactively, and if you do, remember, jot them down and bring them to a live Q&A webinar next week. Let's kick off with question one. You're asked to explain the differences—note I've High I've bolded that difference—between a crisis incident and a traumatic incident, and provide examples to support your explanation. So what do you require, what is it that I would require that that you do here? So first of all, it's important to be able to provide a definition for crisis and trauma. Just on that note, be careful because you have already provided a definition for crisis in your first assessment, and you don't want it to be flagged as self-plagiarism, so you're going to have to reword it, paraphrase it, synthesize what you mean. But first of all, provide a definition of each: so what is a crisis? What is a trauma or traumatic event? Um, the important area, so that's kind of locating; it's always good to start with a definition or definitions. Then you are asked to note the differences between crisis and trauma. Um, so when you are looking at, um, at that particular component, it's not just a definition of each, but rather you, and you remember this came up in session one if I recall, um, that you actually look at this; there's actually a table that outlines—if you go back to the the session notes, um, and the PowerPoint—there's actually a table that outlines the key differences between these two concepts, and it is important that you are able to understand and distinguish them because remember these two can be often mistaken and used IND indiscriminately. So it's important that you tease out those differences; those may not you may need to add more; it won't be necessarily embedded in the definition, but tease out the differences between those two. And then, um, provide examples that highlight the crisis and trauma. So you don't have to provide a a hug huge range of them; you can provide one example and explain a little bit or give me a series of examples that would highlight what a trauma is and highlight what a what a crisis is. Um, again, remember we did this in our very first asynchronous activity. Um, I would say as a hint for crisis, it is quite important to stay away from examples that have trauma triggers. Now you will remember that we when we covered this module that in fact crisis can come from a traumatic event or it can come from a non-traumatic event. So by way of example, let's say you, uh, experienced you were, um, your community was affected by a flood; that could be considered a traumatic event or it could be considered a crisis. It would be a crisis if I was at work and my home got swept away, and this has caused financial devastation; that is a crisis. If my if I was at home at the time of the floods, my house got swept away, and I just barely escaped with my life, then that would be, um, a traumatic event. But if you're going to use that, then it's important to distinguish when you're talking about crisis and when you're talking about trauma. Um, very typically, I would say you can use crises that have no traumatic implications, which are actually generally easier to use and just quicker because then you can just list them, and it's easy and clear for me to see that you do understand what a crisis is. So things like relationship loss, failing exams, things like that, all those non-traumatic events that are still quite indicators of crisis.

Which then moves us to question two. Here you are asked to discuss the potential effects of experiencing a traumatic incident compared to witnessing one. Now this is actually based on the Atali et al. 2013 reading, although obviously you can read more widely. What I typically ask students to consider is that when you're talking about experiencing, I'm talking about direct exposure to the traumatic event: I myself was the person who had the trauma imposed upon me, so I am the one who is experienced it, as opposed to witnessing a traumatic event, which is when I I may still be traumatized by it, but I was witnessing it; it happened to someone else. Um, now it is important to note that witnessing a traumatic event is not the same as secondary or vicarious traumatization, particularly secondary traumatization. When you read the literature, you'll find it located in different places: sometimes there direct trauma, a type of direct trauma, or secondary trauma. But the danger with using with mistaking if it's secondary trauma is because it's actually quite a lot more specific than secondary trauma; secondary trauma can is something that counselors can experience, despite the fact that counselors very rarely actually directly see trauma themselves in their clients' lives, so they can experience because they hear about the trauma and hear about lots of traumas, whereas witnessing is only when you've actually seen a trauma. So please be a bit careful about distinguishing between those concepts.

Question three has quite a few components, um, attached to it, so your to discuss the most common traumatic events experienced by South African citizens and then refer to two specific examples of traumatic incidences. Um, it does add in the question that you may attach a news news, um, article about these events as appendices if you to your assignment if you wish to. So the word "may" means you don't actually have to, um, but you can, and it would be in the appendix. So what what are we really asking here? And there's a couple of components to this, and based on the fact that I've marked a lot of these assessments over the years, um, I can flag immediately one of the areas that is most commonly forgotten, and that is to provide—so the first thing you need to do is provide an overview of the most prevalent or common types of trauma in South Africa. This is discussed by Delaporte, for example, or you could take statistics from government websites, um, but you must have a focus on South African trauma statistics, um, so and you can and within that consider trauma in broad terms as well. So you can when we think of trauma in South Africa, very often we think of crime, so we list all the crime statistics, but of course trauma can be natural disasters; it could be something like co could have been a trauma; it can be, um, so health emergencies; it can be, uh, car accidents, which are not criminal per se, but still nonetheless traumatic. So I think it's really important that you dedicate—it doesn't have to be an extensive discussion; a paragraph should suffice—but some commentary on what are the most prevalent traumas in South Africa. Then you're going to narrow that down, and you're going to select two specific examples. I'd like those to be South African trauma, um, and they don't necessarily have to be crime. So you could, for example, say, "I want to do sexual, um, sexual assault or assault," that's a crime, and then you could do car accidents, which is a non-crime but nonetheless a trauma. But here I'm going to be asking you to be quite specific, um, although it's not necessary to include the newspaper article, it is really it is much easier to be referencing a newspaper article of a fairly recent trauma that has captured your attention and captured your, um, your imagination in terms of this of those two examples. One of them, remember, you're going to take through, and you're going to have to discuss in more length later, so but in this section you're going to need to give a short summary of what actually happened, what is what is the traumatic event that you're talking about. So you can look through the newspapers if something comes up to you, something comes to you, but talk about it in very specific terms. So you can, for example, talk about assault, but maybe in your in in this section talk about assault with a specific example of assault that has appeared in a newspaper article. This becomes really important later on, and I'll explain why. Um, in there you provide a broad outline of the events and how they and and another important part is how they meet the criteria of trauma because remember these have to be traumatic events. So to do that, it's important to draw on your original de, uh, uh, definition from the first question and show how this event does fulfill the criteria of a traumatic event. So it's not like DSM criteria, but how does it how it meets the criteria of your definition of trauma. Um, the other point I want to make on this section is that you don't, um, if you've included a newspaper article, it doesn't mean that you don't need to provide that brief outline because that's not the newspaper articles there for reference only, but it should not mean that you don't discuss; you still need to take that example and discuss it briefly. So this doesn't it doesn't take up a lot of space, but there's a lot of little moving parts. So just to summarize, in this question, you need to provide an overview of of the most common traumatic events in South Africa. You then need to identify two, uh, specific trauma examples that you've drawn from the news newspapers. I try and make them as specific as possible, um, describe those events, and demonstrate how they fulfill the criteria of trauma as per your definition. I hope that makes sense.

Moving on to question four: choose one of those traumatic events identified in the previous section and discuss the impact of such an event using the theory you have learned in this module to support your analysis. So here you're going to pick one of those two examples, and this will provide the basis for the following questions. Um, the reason earlier I said it's important to have a specific example with specific victims in mind is because this makes it a lot easier to answer this and the question five. So question four kind of almost it's important to almost have a trauma victim in mind, um, or trauma survivor in mind in order to fully immerse yourself in this particular question. When we think of trauma in very theoretical terms, like I don't know, um, said assault or car accidents in very broad terms, it becomes hard to apply a traa trauma lens and really see how it can add value to our understanding of trauma of an individual. So that's where the newspaper articles become helpful because they almost give you a snapshot, a person in mind that you might be tailoring this this particular question to. So you can then, with that trauma in mind, um, that example in mind, you can use, um, any of the theoretical approaches discussed in this module. I would say you do have to stick to the module material, so it shouldn't be outside this module; it should be tailored a a trauma theory from this module. The one that's probably the most simple to use is ecosystemic; we have covered the ecosystemic as as part of trauma, and that can be a really helpful model, particularly in a South African context where there's a lot of often systemic issues attached. Um, so then what you would do is you would discuss the ecosystemic model; you would then demonstrate how the example how using, let's say you're using the nanosystem, how is that portrayed in your example? How does it how can you make sense of the trauma you look exploring it through the the lens of the nanosystem, through the microsystem, through the macrosystem, or exosystems? You can then look at that. You are also welcome to use CBT, narrative, solution-focused intervention, or strength-based approaches; you can use any of those as, um, as your theoretical lens. But remember here to focus on on the theory rather than the intervention because that's the next question. So you're going to focus on the theoretical elements. So CBT that we, uh, behave as a can that are learned can be unlearned; that thoughts affect how we feel; those are kind of theoretical underpinnings of CBT, and so you can do it for each one of those. The purpose of this particular question is to demonstrate how the way we view trauma, depending on what lens we're using, what theoretical lens we're using, can influence how we understand the circumstances of a person who's experienced trauma, um, and how we can, um, snapshot into it into what their experience like. This is a very applied; it's an integration of theory and application, so it does need to be quite applied.

Question five now looks at at at at focusing on you that you can select a crisis and trauma intervention model. You'll see I've highlighted trauma; we did a crisis intervention in Assessment 1. So here my preference is that you actually use a trauma intervention model, even if you're more familiar with the crisis, although technically crisis and trauma intervention models can be used in in various cases and do nothing wrong with using a trauma a crisis intervention model with a trauma. For the purposes of this assessment, it's important to see that you are able to apply a trauma intervention model. So you're going to select—I'm going to say—a trauma intervention model that you believe will be affecting effective in assisting those affected by the traumatic event you have chosen. Explain why you have chosen the model and provide specific crisis and trauma—again, focus on trauma—intervention techniques that would be useful. So here you take that example that you had, and you're extending it even further, and again this is why having a newspaper article is so so incredibly helpful because then you actually have a survivor in mind; you're almost imagining if you were doing something on the Maracana Maracana, you can actually imagine the experience of a person who was at Maracana, and you can actually imagine how you might intervene with a person who's that had that experience. So we there is a focus on trauma intervention models, and the ones that you can that we've covered in this module are the Vitz trauma model, which is really lovely for a South African context, CBT, narrative, and then solution-focused or strength-based FOC strength-based interventions. It's your choice which one you want to use. Um, the the strength-based and the solution-focused can actually have quite a few different components and different steps to it, so those can be quite lengthy to describe on a step-by-step basis. But here what I'm wanting to do is for you to focus on intervention. So if you're using the Vitz trauma model, go with step one, step two, step three. If you're using CBT, what are the components of an intervention for CBT? Um, and then apply it; demonstrate how you would tailor that to the particular example you've got. So if you say if let's say you're looking at, um, narrative and they talk about, um, reframing, what are you going to reframe with the particular example you're looking at? If you're looking at the Vitz trauma model and you're looking at...

Um, um, generating meaning. How are you going to do that with this, with your particular example? So, this is again the hint: it's where you have a trauma survivor in mind, based on the newspaper article. Does make this less theoretical and more applied, which is what I'm looking for.

So this brings us to our final question, which is: discuss the importance of self-care when working with crisis and trauma, including relevant research and readings from session 10 of the module. Um, in this section, it doesn't take as much of the word count as, say, question four and five, because they're very applied and your integrating theory with application; they're always going to take up more space and more of your word count. However, this section does require you to cover a few different areas. So, in essence, what it's looking at is: what is the importance of self-care? And in order to establish that, I need to know what you mean by self-care. So, what do you, what do you, how do you interpret that? That comes from your session 10 module material. Um, another important part of this question would be: because in order to indicate the relevance of self-care, it's it's really important that you indicate what would happen if you don't engage in self-care. That's how we identify the importance of it; it's what happens when we don't. That's been covered in an earlier, um, an earlier reading, an earlier section, I think, if I'm recalling it's session six, um, off the top of my head, um, where we've talk where we speak about some of the impact of not taking care of yourself.

And then finally, and this really does speak to the readings that are covered in in session 10, is or week 10, is um, the practical tip that you would you would suggest a crisis or trauma counselor could use to improve self-care. So this can, um, you can, uh, um, identify the the tips and tools or practical application of that as you see fit and as it resonates with you, which then brings us to the end of this particular, of of of this particular assessment. So you've kind of covered all the different questions. Um, I hope that you, I'm I'm sure that you do still have questions, and as I said, those will be covered in our next webinar, um, which will be next week, the live Q&A. But, um, I hope that this has been helpful just in terms of breaking down what is important in the different sections. The tail end of this is going to feel like a little repeat of what we covered in the first assessment overview, but I'm going to put it in here nonetheless for your information, uh, which is more around the technicalities of how to, um, manage an assessment, manage your time, making sure that you that you are able to submit the best version of your assessment as you can. So this particular particular part of the, um, pre-recorded webinar, I guess, if I want a bit a way of describing it, is just covering the te the specific technicalities, um, and the things that I would suggest that you do in terms of in order to kind of achieve your best result in this particular, um, assessment. Okay. As before, I find myself in the center of a a scene with lots of things around me, um, but these are your tips in order to, um, manage your time, um, and I find that that that you know when we try and I know you've got multiple deadlines, particularly this assessment to you've probably got your you some in June, week nine or week 10 or all in week 10, and if they're all in week 10, they're all on the same day. So the advantage of doing this really early is that you can then start planning. So you can plan your assessment; you can plan kind of start pulling together which resources you think will be relevant, which resources will be relevant for which section; you can start looking for articles that resonate with you; you can start identifying, trying to identify particular theories that you are drawn to that you would like to use in order to help you both from a theoretical perspective and an intervention perspective.

Um, you set up an assessment folder; it's just usually really good to put everything in one folder so that you've got it all in one place, and you can't you don't lose it. When you find a good reading, throw it in the assessment folder. Um, make sure you read the instructions carefully. When I see students kind of deviate a little bit, it's because they've missed some of the nuances of the of the instruction. So things like the differences between crisis and trauma; differences is kind of important there; the prevalence rates of in the South African context and it's looking at it in general, not just within the context of the examples you've chosen to articulate. So really analyze the instructions; if you're not sure about anything, please reach out for support; that's what I'm here for. Um, you resource, read, annotate, and start your notes. So kind of as you're P pull pulling all your material together, you're probably making notes on articles that you found and things like that; you include those. Um, make sure you're engaging in critical thinking. So you need to decide, particularly because of the qu it's got quite a short word count of 2,400 words, what do you keep, what do you leave, what is kind of too much, where can you extract information that's real critical engagement with your material? Plan your assessment structure. Um, I'm okay if you want to do it by question by question, but just if you're going to use headings, make sure they're short key phrases of the question, not the whole question. Um, begin drafting; it's always good, ideally, to do a few drafts of an assessment because it just helps refine the flow of it, um, but remember I want to hear your voice, so it is important that your own you use your own academic voice. I'm not looking at the perfect academic voice; I want to hear what you think about these things. Um, do your final edits, uh, do final reference check. Very often you may have found a reading right before submission; make sure if you have and you've included included it in your Intex citations that you also included in the reference list. And then do a final proofread just to make sure you pick up any of those little, um, uh, spelling mistakes and grammatical errors, which brings us to the APA formatting tips.

Um, again, as you have said before, we, um, in Psychology, we always use the APA version seven; it's some latest version for referencing formatting, um, and this relates to your Intex citations, your formatting including headings and subheadings as well as your referen list and all your all your structural elements of your essay; so how you do a Content page or table of contents, how you know what is your line spacing, uh, do you use a hanging Dent or not in the reference list? That's all kind of covered from APA, and that's kind of what we look at, and as you know, I do look at APA quite strictly, um, and again, I know I mentioned it in the first assessment, but I am going to mention it again here so you don't have to go back and watch bits of that, but when we're looking at referencing and in-text citations, um, it's not the convention to write a whole paragraph and at the very end of the paragraph include the reference that you drew it from; um, that's not considered that's under citation, rather; it's important to locate it early on in the in the paragraph. So according to, um, daada or according to, um, whoever you've referenced, torter, um, and then and then cite the references or you know kind of put it in Brackets, either way, but make sure your Intex citations reflect the material that you've read. Um, it's okay to draw on other people's materials, but it is important to paraphrase correctly and to synthesize that material. And just while I'm on that, because although it's APA, it does speak to General citation in in a broader term, when you're citing, it's it's really important when we talk about paraphrasing in Psychology; it can get a bit confusing because in in your like role plays, paraphrasing is a lot of using that your client's words and then kind of just putting your own spin on it, but when we talking about academic paraphrasing, we're actually almost talking about synthesizing the information. So it's not even just replacing out a few words here and there with synonyms, rather because that's still potentially, um, idea plagiarism and can even fall into the category of it's it's what we call patchwork writing, rather; it's what what are they saying, how can I say that in my own words entirely? So I would always recommend that you kind of put the source text down, um, and then write it in your own words. It's not as important that you get it perfectly written in the most perfectly beautiful way, uh, as it is that I hear your own academic voice, and that's where a lot of your academic development comes from.

Just some other added conventions: don't include the heading of introduction, um, rather where that would appear you would put a brief heading of the of the essay in general, so maybe this is trauma essay, um, you just put a little brief, um, heading, uh, essay title, and then you move to your your, uh, level to subheading, which is kind of a a subheading that's put on the right, um, so don't use introduction; the first paragraph is assumed that that's the introduction. And yes, you can use personal pronouns of I, Me, Mine to reflect your own ideas and opinions, but don't use we because it isn't a shared assignment, um, and I didn't write it with you. So when you say things like we are going to be exploring, um, it's I'm going to be exploring, our yours. So personal pronouns are allowed, um, and in fact endorsed by APA version six, version seven, sorry.

As you know, sayap does allow for the use of generative AI, but it does require that you do so in an ethical way. Now what do I mean by ethical? It means that we're not cutting and pasting; we're not being over-reliant; we're using it in a way to enhance our learning experience rather than replace, um, having to do good old-fashioned research and writing. So, um, just make sure that if you are using AI, for example, if you're using it to vet information, um, that's difficult to understand, let's say one of the readings is quite difficult to understand and you've kind of included it and you want to it makes sense of it for you, it's important that you vet it for accuracy; make sure that the reading is still accurately capturing what was said by those authors because and for credibility because we know that a generative AI tools like chat GPT can hallucinate and give false facts. Uh, please don't rely on AI, um, oh, particularly generative AI like chat GPT to generate references; it tends to falsify them, um, which means that they are not necessarily references that can be found. Uh, for that reason, you are required, um, to provide either a hyperlink or DOI, um, number for each of your readings so that we can source them. If you do use it, if you do find that there's a particular turn of phrase used by generative AI that you particularly like and you actually want to use, maybe you want to use it as a quote or or then it's important to reference that you use it just like you would with any other source. Um, we never cut endorse cut and pasting; that is plagiarism or academic misconduct. So, so to to draw on a little bit, um, and and if you want to use it as, um, like a quotation or an Intex citation, that's fine, and there's some indications on how you can do that.

And then finally, and most importantly, if you have used generative AI to protect yourselves and to ensure that you don't get flagged by mistake, even though you may have used it ethically, um, please include your prompt sheet so that your educator, myself in this case, but any educator can go in and double check for any of your modules can check that you've used it ethically. So if you view something like, uh, chat GPT, it has a little hamburger sign, which is a three dots next to your chat, so where you've where you've used it, if you click on that, it gives you an opp option to share the link or to copy the link; you put that into where document uploaded; then when I click on that, I can only see that chat, the the the the section where you've dealt with this assessment, um, and that can give me an idea of whether you used it ethically. The other way you could do it is if it doesn't allow for that option of kind of capturing the chat, then it screenshots and just upload them; you can upload as many as you need to if you think Grammarly and Grammarly typically won't, um, won't flag to high on AI on your AI similarity schore or AI indic indicator, but what it will do is if you over-reliant on it, um, particularly Grammarly premium or Grammarly go, which has a AI in, um, sections, then it can create a style of writing that starts to mimic AI, the the writing that you get from generative AI. So just be careful; take screenshots wherever you can if you are yeah, whatever tools you're using, any paraphrasing tools, QuillBot, for example, take screenshots before you've changed it and after you've change it so that I can see, and this really is there to help avert the possibility of you being, um, flagged unfairly, um, if you actually haven't used, um, if you have used it ethically. In saying that, um, it is important that you submit those with your assessment; so not at the same in the same tab, you submit it in different places, but at the same time, before you like as you submit your assessment at the same time and not afterwards, because, um, if we find that there are no prompt sheets by the high AI school, then that is when you may find yourself in trouble from an academic integrity point of view.

Which brings me to the final checks, um, so you check your APA referencing, you proofread your document really carefully, your your assessment carefully; make use of formal and succinct academic language. I just on that, I think often times when I've chatted to students and they have been over-reliant on Grammarly, for example, Grammarly premium or, uh, using generative AI to rephrase or QuillBot to paraphrase, often when they get when students do get into trouble and there may of you happen to you at some point, it's when you are really, uh, questioning whether you have the right academic voice. Now there is no right academic voice; you we each develop our own academic voice. If I had to write an academic article and one of my colleagues had to write an acade you would hear and see the difference of between our academic voices, and part of what tertiary study is about is developing your own. So I would sooner see, um, you know, the odd spelling mistake or grammatical error or sounding a little clunky or clumsy, but it be yours then it be absolutely perfect but taken from another source. So just remember that when you're when you're preparing your assignment, and it's through that Journey where people correct your grammar and correct and go through that correction process that you start to develop your own unique voice. Check that all your references have been captured accurately, um, ensure that you've submitted your prompt sheets, and remember to please use the draft checker that is to pick up if there's any problems with your, um, paraphrasing, if you've done if you've slipped into patchwork writing and you didn't realize it or it sounds very similar to another source text; that's where you're going to pick that up and where you can correct it if you've if you've used a draft checker a little bit before your submission time. Okay, which brings me to the final slide, which is to say good luck. It has been an absolute honor going through this journey with you. I am here if you need any support, um, you reach out via WhatsApp, email, any way any mechanism that suits you; I'm here to support you; I'm here to help if you have questions; they haven't been answered in the Q&A; if they have questions that you didn't feel comfortable bringing to the Q&A, then please feel free to reach out to me; that's what I'm here for; that's what my job is, and I really want to support you in this process. So good luck with the final prep; we will meet next week and we can chat then, and, um, until until then, um, have a lovely lovely week; bye.