ASSIGNMENT 1 REVIEW OF RESEARCH AND PRACTICE • This assignment requires you to explore how early intervention and prevention (EIP) programs positively impact communities, families and children (birth to 8 years) by critically analysing research and practice in Children experiencing toxic stress 
 LENGTH: 2000 WORDS ASSIGNMENT 1 DETAILS For this assignment you will produce an individual review of research and practice comparing how two projects positively influence communities’ capacities and families’ capabilities to support children’s (birth to 8 years) development, health and well-being. Further detail about the process of completing the assignment can be found below. In order to complete this assignment you need to: • Review the research and current practice related to Children experiencing toxic stress 
 • Use Siddiqi, Irwin and Hertzman’s TEAM-ECD framework (2007) as a basis for your review (this framework is your text and available on vUWS); 
 • Select two projects (one from each of the 2 categories below) relevant to your group’s focus area (Children experiencing toxic stress) to critically analyse and compare: 
 1 Research Project – this will be an Australian or international project (can be preschool, childcare or primary school settings) described in an academic journal article or research paper relevant to Children experiencing toxic stress. Do not include a copy of the report in your assignment but reference it appropriately in the reference list. 
 2 Practice Project – this will be a local community project providing relevant early intervention and/or prevention services(http://www.mandarinstars.com.au/why-learn-mandarin/ I have chosen this project-Mandarin Stars)in your group’s Local Government Area (Hurstville, Sydney, 2220 NSW This is an area populated with people from multicultural background, and majority of them are Chinese ,that’s why I have chosen the Mandarin Stars, this project help to improve children’s Chinese speaking from all different background so that toxic stress will be prevented/ intervened ). You will organise to personally interview a professional from the organisation face-to-face (about 30 minutes) and take a photograph (“selfie”) at the interview as evidence of your attendance (I will do the interview and selfie) . You will write a letter/email of appreciation to the service and include it in your assignment submission. In your assignment you will: • Very briefly describe the two early intervention and prevention projects you have selected (one from the research project and the other one from the Practice project (mandarin stars)). 
 • Identify the ways in which your selected focus ‘area of vulnerability’ (Children experiencing toxic stress) might influence children’s development, learning, health and well-being. 
 • Critically analyse the two projects using Siddiqi, Irwin and Hertzman’s TEAM-ECD framework (2007). You should identify which sphere(s) of influence the project is hoping to support and strengthen. 
 • Evaluate the extent to which each project supports communities’, families’ and children’s capacities to ameliorate the risk factors and nurture children’s learning, health and well-being. 
 • Compare the effectiveness, strengths and limitations of each project. 
 • Consider how each project engages ‘hard to reach’ families and responds to the diversity of the 
community. 
 • Use a range of reputable international and national research as references to support your analysis of the projects. 
 • Demonstrate professional and ethical conduct. 
 • Present your work professionally, demonstrating appropriate academic literacy including APA 
referencing. 
SOME INFORMATION TO HELP YOU PREPARE FOR ASSIGNMENT 1
The Assessment Success Guide found in the vUWS Assessment folder provides detailed information, 
guides and templates to help you complete this assignment successfully. 
 13 102102 CHILDREN FAMILIES COMMUNITIES 1H 2017 WHAT IS AN EARLY INTERVENTION AND PREVENTION (EIP) PROJECT? In order to understand what type of projects you will examine, you need to understand the concept of EIP, so make sure you complete your readings and explore the resources on vUWS. As a group discuss what you have read and your individual understanding of EIP. This is a very important first step and will save you time later. LEARN MORE ABOUT THE FOCUS AREA Develop an understanding of your focus ‘area of vulnerability’ (Children experiencing toxic stress) by discussing your individual research with your group. You might discuss the implications for children when they are living in an ‘at risk’ ‘adverse’ or ‘vulnerable’ situation, what and how the risk factors influence learning, the protective factors for children, and how the family and community might influence the child’s health and well- being positively. You also need to think about the types of services that might best ameliorate the risk factors, help families nurture their children or strengthen the child’s resilience. This will help you think about the type of projects you will research. Your text and readings will help here but you also need to do your own research using reputable sources. 1 RESEARCH PROJECT – FINDING A SUITABLE RESEARCH PAPER For this assignment you will analyse a national or international project described in an academic journal article or research paper so you will need to use your research skills to find a suitable paper. Be aware that “googling” has not been helpful with this in the past – you will need to use the library resources including the journal databases. In the vUWS assessment folder you will find resources to help you. Therefore, it is recommended that you review the Library’s online tutorials such as Successful Searching modules. 2 PRACTICE PROJECT - GATHERING INFORMATION ABOUT THE LOCAL COMMUNITY PROJECT Students often expect there will be a service in each LGA (Hurstville, Sydney, 2220 NSW) specifically developed to address the issues associated with their focus area vulnerability’ (Children experiencing toxic stress). Whilst there are some targeted services, many are universal so you will need to do some lateral thinking and investigation. Remember you are not reviewing a whole organisation just a discrete EIP project for children birth to eight and their families living in your LGA. Here is a basic plan of how to approach this task: When I asked students enrolled in the unit last year for tips to help the next group they said “Tell them to start early”. Researching the local area and finding a service willing to participate in the face-to-face interview can take several weeks so you must start the process in week 1. Remember the way you approach the service, your phone manner and your professionalism will impact your success so practice this step with your peers. It is a good idea to keep a list of places you have contacted, the date and time for future reference. Remember there are some services you are not permitted to contact because interview times have already been organised. Be prepared to be flexible and accommodating these services are very busy but the reward will be worth the effort. • With your group, identify the types of services in your allocated LGA that would be relevant to your area of focus. 
 • Some interview dates and times have already been organised (a list will be available on vUWS) and more information about how this will be organised will be discussed during the tutorials. Please do not contact the listed services individually. 
 • If you decide to find a project then as a group you need to decide who will contact which services. It is likely that this may take a little bit of time and you may need to contact a number of services as some staff work part-time, are very busy or the project may not be entirely suitable. Start this process early. 
 • Prepare a script so you know exactly what you will say when the phone is answered, be sure about what you are asking. 
 14 102102 CHILDREN FAMILIES COMMUNITIES 1H 2017 • Communicate on vUWS to ensure each group member arranges an interview. It is best if each person in the group investigates a different project or program. Another member of the group may accompany you to provide moral support and take notes for you. In some circumstances groups of students from different groups can do the interview together and use the same project for analysis. All students must type up the interview and analyse the data separately. If you go as a group you must each ask questions, but of course take time to be coordinated so you are not asking the same questions. 
 • Telephone to establish the appropriate person to contact, then send an email or letter of introduction to the service (this can be found in the Learning Guide) to arrange a 30 minute face- to-face interview. 
 • Learn more about the service through research and reviewing the organisation’s website and brochures. 
 • Develop interview questions that will assist you to gather information to fulfil the assignment requirements. You should ask about how this early intervention and prevention project supports children, families and the community and responds to the focus ‘area of vulnerability’. For instance what outcomes are they working towards, what are the indicators, strategies and measure that they use to evaluate how the program’s effectiveness. You should use the assessment criteria as a guide to the type of information you will gather. You are encouraged to do this as a group and use vUWS to collaborate when refining the questions. Bring your draft questions to the third tutorial so we can refine them further. 
 • At the interview complete the Permission to Interview (this form is on vUWS) and audio record the face-to-face interview. Take a photo of yourself at the interview (the interviewee does not need to be in the photo). 
 • Transcribe the interview and analyse this information. 
 • Send a letter or email of appreciation to your interviewee explaining what you gained from the 
experience. You will include this letter of appreciation in your submission for this assignment. 
 • Compare the information gathered at the interview to the research project 1, the Australian or international project you selected. 
 • Reference all information gathered appropriately using APA referencing style. For information gathered at the interview use the APA style for ‘personal communication’. 
 • Complete the checklist for Assignment 1 to ensure you meet the assignment requirements. You do not need to include this in your submission. The checklist is in the Assessment Success Guide – Assignment 1. 
Bring the name of the local project you are going to visit and a copy of your selected research paper to week 3 tutorial. You will also need to bring a draft copy of your interview questions. In the past students have found it helpful to check they are on the right track. This will be the only opportunity for you to verify you have the right project. 
WHAT DO I NEED TO SUBMIT? • a 2,000 word individual review of research and practice and reference list in APA style; 
 • An appendix which includes the following 4 items: 
 1) the signed permission slip (a copy of this is on vUWS); and
 2) an interview transcript including the questions asked;
 3) a photograph of you at the interview or at the organisation; and
 4) your email/letter of appreciation - a copy of the email/letter of appreciation you sent to 
the interviewee. 
 • You must combine all sections and submit as one document. 
 • Do not include your cover sheet. 
 15 102102 CHILDREN FAMILIES COMMUNITIES 1H 2017 • Submit an electronic copy of your final assignment to Turnitin by 9am, Monday 10th April, 2017 (include your reference list and appendix as listed below). 
 • Assignments submitted after the due date and time, without an approved extension, will be penalised 10% per day for late submission. 
You must keep a copy of your assignment. 
EXAMPLES OF ASSIGNMENT 1 
Past excerpts of assignments can be found in the assessment folder on the Unit’s vUWS site. 
ASSESSMENT CRITERIA • Succinct description of the two selected early intervention and prevention projects and how they respond to the focus area of vulnerability. (10 marks) 
 • Critical analysis and evaluation of the two selected projects using Siddiqi, Irwin and Hertzman’s TEAM-ECD framework (2007). (10 marks) 
 • Compares the extent to which the two early intervention and prevention projects support community capacity, family strengths and children’s learning, health and well - being. (10 marks) 
 • Competently integrates a range of relevant literature including the interview, reputable international and national research into the discussion. (10 marks) 
 • Presents work professionally, with clear academic writing and within the word limit. (5 marks) 
 • Uses the APA referencing style correctly for both in-text citations and reference list. (5 marks) 
ASSESSMENT STANDARDS 
The assessment standards outline what is expected for each of these criteria in order to pass this assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment.