CQUniversity Unit Profile
PSYC11011 Psychology for Everyday Life
Psychology for Everyday Life
All details in this unit profile for PSYC11011 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This unit will introduce you to the various ways in which psychological theory and research can be applied to everyday life. It aims to equip you with the tools needed for your studies in psychology as well as a variety of career pathways. You will hear from guest speakers that cover specific skills from areas such as health psychology, positive psychology, coaching and counselling. The unit focuses on social innovation, exploring how to develop and implement effective solutions to challenging social and environmental issues in our community. There will also be some practical instruction on essay writing skills and critical thinking.

Details

Career Level: Undergraduate
Unit Level: Level 1
Credit Points: 6
Student Contribution Band: 10
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

There are no requisites for this unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 2 - 2019

Bundaberg
Online
Rockhampton

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Online Quiz(zes)
Weighting: 15%
2. Online discussion forum
Weighting: 20%
3. Annotated bibliography
Weighting: 15%
4. Written Assessment
Weighting: 50%

Assessment Grading

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.

Previous Student Feedback

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Student evaluations

Feedback

The format that the Unit Coordinator developed for this unit was very well appreciated by students who reported that the content was extremely interesting and engaging and that it greatly helped them in choosing their future electives. There was very positive feedback for the Unit Coordinators explanation of the course structure and for his encouragement and feedback"

Recommendation

The format of invited speakers, delivering lectures on a diverse range subjects and showcasing the variety of psychology pathways available seems to be greatly appreciated and the Unit Coordinator recommends that this format is retained.

Feedback from Student evaluations

Feedback

The need for critical thinking and research skills was also acknowledged by the students who expressed their thorough enjoyment.

Recommendation

Critical thinking and literature-search skills are fundamental for proper development of psychological knowledge and understanding. It is clear that this unit should continue to encourage both in order to lay the foundations for higher levels of study.

Feedback from Student evaluations

Feedback

In spite of the large cohort of around 200 students, the Unit Coordinator managed to maintained a high degree of interaction, giving clear instructions and timely responses.

Recommendation

It is vitally important that the coordinator of a large unit such as this maintains open contact with the students and is organised and prepared to respond quickly, keeping on top of e-mail and forum inquiries.

Feedback from Student evaluations

Feedback

There was general appreciation for the types of assessments in this unit. For example, students wrote that they enjoyed the opportunity to review each others work and that the Unit Coordinator provided very detailed information sheets to guide them through the process.

Recommendation

The assessments work well and the variety of assessments were chosen to reflect the practical skills commonly employed in research. It is recommended that the unit retain the balance of peer review, reflection, condensing and summarising complex information. The time allowed for assessments to be completed appears to be adequate and should be maintained.

Feedback from Student evaluations and personal observations

Feedback

A small number of students commented that they could not see the relevance of the lectures to the assessments and there was still confusion among some students about the fact that Assessment 3 is submitted before Assessment 4.

Recommendation

The first two lectures are concerned with the basic skills of critical thinking and essay writing and their relevance is clear, however subsequent lectures delivered by guest speakers are directly related to Assessment 2, the review and peer review. Although the Unit Coordinator believes these are important skills, the Coordinator will investigate the possibility of testing content from the guest lectures which seems to be the anxiety of those who raised the question. There are logical reasons for the ordering of the assessment, but the Unit Coordinator can see that this may lead to some confusion. The Unit Coordinator will investigate ways of either re-ordering or re-naming the assessments so that the logic of the order is clearer.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Apply psychological theory and research to a range of research and/or everyday problems
  2. Demonstrate understanding of social innovation and social change
  3. Communicate ideas effectively in writing and in adherence with APA style.


Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3
1 - Online Quiz(zes) - 15%
2 - Online discussion forum - 20%
3 - Annotated bibliography - 15%
4 - Written Assessment - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Online Quiz(zes) - 15%
2 - Online discussion forum - 20%
3 - Annotated bibliography - 15%
4 - Written Assessment - 50%
Textbooks and Resources

Textbooks

Prescribed

The Publication Manual of the American Psychological Association 6 (2012)

Authors: American Psychological Association
American Psychological Association
Online Online , U.S.
ISBN: 978-1-4338-0704-6
Binding: Website Link

Additional Textbook Information

The APA manual can be downloaded directly from the APA website https://www.apa.org/pubs/books/4210512 in either PDF form that can be saved and viewed directly on your device with any PDF reader or as a Kindle download by following the link to Amazon Kindle.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
George Stuart Unit Coordinator
g.stuart@cqu.edu.au
Schedule
Week 1 Begin Date: 15 Jul 2019

Module/Topic

Critical thinking and belief in the paranormal

Chapter

I have included readings for this section in the unit Moodle page.

Events and Submissions/Topic

Week 2 Begin Date: 22 Jul 2019

Module/Topic

Social Innovation 1

Chapter

Suggested readings may be supplied by speaker

Events and Submissions/Topic

Make sure you log into and complete the iChange module



Week 3 Begin Date: 29 Jul 2019

Module/Topic

Social Innovation 2

Chapter

Suggested readings may be supplied by speaker

Events and Submissions/Topic

Make sure you log into and complete the iChange module

Week 4 Begin Date: 05 Aug 2019

Module/Topic

Introduction to academic essay writing

Chapter

I have included readings for this section in the unit Moodle page.

Refer also to "The Publication manual of the American Psychological Association". I refer to it extensively both in the lecture and in my marking feedback. It is a book that will be useful throughout your Psychology degree and beyond.

Events and Submissions/Topic

Week 5 Begin Date: 12 Aug 2019

Module/Topic

Counselling skills

Chapter

Suggested readings may be supplied by speaker

Events and Submissions/Topic

Vacation Week Begin Date: 19 Aug 2019

Module/Topic


Chapter

Events and Submissions/Topic

Week 6 Begin Date: 26 Aug 2019

Module/Topic

Counselling skills 2

Chapter

Suggested readings may be supplied by speaker

Events and Submissions/Topic

Week 7 Begin Date: 02 Sep 2019

Module/Topic

Health psychology 1

Chapter

Suggested readings may be supplied by speaker

Events and Submissions/Topic

Week 8 Begin Date: 09 Sep 2019

Module/Topic

Health psychology 2

Chapter

Suggested readings may be supplied by speaker

Events and Submissions/Topic

Annotated bibliography for descriptive/reflective essay Due: Week 8 Monday (9 Sept 2019) 11:59 pm AEST
Week 9 Begin Date: 16 Sep 2019

Module/Topic

Coaching skills

Chapter

Suggested readings may be supplied by speaker

Events and Submissions/Topic

Descriptive/Reflective essay on your experience during participation in a CQUniversity study (or video viewing) Due: Week 9 Friday (20 Sept 2019) 11:59 pm AEST
Week 10 Begin Date: 23 Sep 2019

Module/Topic

Positive psychology 1

Chapter

Suggested readings may be supplied by speaker

Events and Submissions/Topic

Week 11 Begin Date: 30 Sep 2019

Module/Topic

Positive psychology 2

Chapter

Suggested readings may be supplied by speaker

Events and Submissions/Topic

Week 12 Begin Date: 07 Oct 2019

Module/Topic

Ethics in everyday life

Chapter

Suggested readings may be supplied by speaker

Events and Submissions/Topic

Social innovation- iChange module Due: Week 12 Friday (11 Oct 2019) 11:59 pm AEST
Review/Exam Week Begin Date: 14 Oct 2019

Module/Topic

No exam

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 21 Oct 2019

Module/Topic

No exam

Chapter

Events and Submissions/Topic

Peer reviewed discussion of Social Innovation Due: Exam Week Monday (21 Oct 2019) 11:59 pm AEST
Term Specific Information

PLEASE READ THESE NOTES CAREFULLY BEFORE THE BEGINNING OF TERM

As part of this unit, you are required to either participate in two studies, run by either staff or students in the Psychology department at CQUniversity, or to take an alternative form of participation, described later in this section (See Assessment 4). Although you won't receive any direct unit credit, participation in studies will form the basis of two of your assessments. These studies take a wide variety of forms, from 'live' experiments to online surveys etc. To find out what's on offer, go to the CQUniversity Psychology web site and look under the section 'Research Projects'. At the end of the survey or experiment, you will be given some information about the study that you can use to help you complete Assessments 3 and 4. Remember that studies are usually available for just the first 3 weeks of Term 2, though you may begin participation before the start of Term 2 if studies are available. Participation is an important part of learning, giving an insight into the design and execution of psychology studies, however you may choose not to participate in any studies (or you may miss the three week window and find there are no studies available) in which case you can instead view two of the assessment videos available on the PSYC11011 Unit Moodle page.


NB 1: In either case, it is important to take notes with regards your opinion about the purpose and nature of the study that you take part in or view on the video. While participating/watching, make some notes about what you are feeling and thinking, what you are asked to do and what was the purpose of the study (or what you think might be the purpose if it has not been made clear to you by the experimenter). How well do you think it has been implemented? Were there any clever or innovative methods used in the design? Are there any areas of the design you think might be improved? Consider also ethics, e.g. was there deception? Was there any misleading information? It may not be practical to take notes at the time, so be sure to make as many notes as you can immediately after your participation/viewing. Remember, you will use these notes as the basis for your Assessments 3 and 4, so don't forget to take them. I don't need verbatim text or lists of stimuli used/questions asked. Just your impression of the kinds of stimuli or the kinds of questions.


NB 2: In order to pass this unit, you must pass assessments 1 and 4

Assessment Tasks

1 Online Quiz(zes)

Assessment Title
Social innovation- iChange module

Task Description

As part of your University training, you are required to complete the iChange module looking at Social Innovation which includes a quiz. To begin the module, click here. You must work through the module and answer questions before continuing, though you can keep trying until you are successful. At the end you will receive a certificate that you will need to upload to the PSYC11011 Unit Moodle page as evidence of successful completion.


Number of Quizzes

1


Frequency of Quizzes

Other


Assessment Due Date

Week 12 Friday (11 Oct 2019) 11:59 pm AEST

Certificate of successful completion of the iChange module must be loaded up to the PSYC11011 Moodle page


Return Date to Students

Week 12 Friday (11 Oct 2019)

You will receive your certificate on successful completion of the iChange module


Weighting
15%

Minimum mark or grade
Successful completion of the iChange module

Assessment Criteria

Successful completion of the iChange module


Referencing Style

Submission
Online

Submission Instructions
Simply upload your iChange certificiate into the PSYC11011 Unit Moodle page.

Learning Outcomes Assessed
  • Demonstrate understanding of social innovation and social change


Graduate Attributes
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • Ethical practice

2 Online discussion forum

Assessment Title
Peer reviewed discussion of Social Innovation

Task Description

This is a two part exercise involving review and peer review.

Part 1 (Review): Select at least one of the lectures given in this unit (apart from the two lectures on Social Innovation) and write a 500+/-50 explaining how these ideas might be implemented in a Social Innovation context. Please note, there are no right or wrong ideas here.

Part 2 (Peer Review): Choose a review from a fellow student and comment on the following criteria (100 words+/-50):

  • Adherence to the word limit
  • Succinctness of description and arguments
  • Clarity of arguments
  • Level of critical analysis


Assessment Due Date

Exam Week Monday (21 Oct 2019) 11:59 pm AEST

Posts may be marked throughout the term. If your post receives a pass, you will receive a mark in gradebook. If you have completed only half (review or peer review) and you pass this part, your score will show only half marks until you have completed the second part.


Return Date to Students

Exam Week Friday (25 Oct 2019)

Marks will be visible in Gradebook. See also peer feedback


Weighting
20%

Minimum mark or grade
A pass must be obtained for both parts

Assessment Criteria

Each part of the assignment is worth 10% of the total marks for the unit and will be awarded in an all or nothing fashion. Marks will only be awarded to what are considered by the unit coordinator to be 'serious attempts'. The following criteria would constitute non-serious attempts and would receive a zero grade:

  • Nonsensical, abusive or irrelevant (non topic related) comments
  • Deviance from specified word limits


Referencing Style

Submission
Online

Submission Instructions
Enter your posts in the Assessment 2 forum post section of the PSYC11011 Unit Moodle page

Learning Outcomes Assessed
  • Apply psychological theory and research to a range of research and/or everyday problems
  • Demonstrate understanding of social innovation and social change


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy

3 Annotated bibliography

Assessment Title
Annotated bibliography for descriptive/reflective essay

Task Description

This is a two part exercise in which you will post an annotated bibliography and peer review of a fellow student's annotated bibliography. The purpose of the annotated bibliography is to provide the foundation for the descriptive/reflective essay in Assessment 4.

Part 1 (Annotated bibliography): Select one of the studies/videos from your participation/viewing in Assessment 1 and write a 150+/-50 word annotated-bibliography on the topic that can be used as the basis for your descriptive/reflective essay (Assessment 4). You need to find a minimum of 4 citations (references) for papers/journal articles or book chapters that are relevant to the topic of the study you participated in/video you observed and provide a very brief summary of the contents of each article and how it will be relevant useful for your reflective essay.

Part 2 (Peer Review): Choose a review from a fellow student and comment on the following criteria (150 words+/-50):

  • Adherence to the word limit
  • Relevance of the citations chosen
  • Sufficiency of detail of the evaluations
  • Succinctness of the evaluations

In order to maximise the peer review feedback, there should be no more than one review per submission. If a review already exists for one participant, please review another wherever possible!


Assessment Due Date

Week 8 Monday (9 Sept 2019) 11:59 pm AEST

Enter your posts in the Assessment 2 forum post section of the PSYC11011 Unit Moodle page


Return Date to Students

Week 8 Friday (13 Sept 2019)

Marks will be visible in Gradebook. See also peer feedback


Weighting
15%

Minimum mark or grade
A pass must be obtained for both parts

Assessment Criteria

Each part of the assignment is worth 10% of the total marks for the unit and will be awarded in an all or nothing fashion. Marks will only be awarded to what are considered by the unit coordinator to be 'serious attempts'. The following criteria would constitute non-serious attempts and would receive a zero grade:

  • Nonsensical, abusive or irrelevant (non topic related) comments
  • Deviance from specified word limits


Referencing Style

Submission
Online

Submission Instructions
Enter your posts in the Assessment 3 forum post section of the PSYC11011 Unit Moodle page

Learning Outcomes Assessed
  • Communicate ideas effectively in writing and in adherence with APA style.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy
  • Ethical practice

4 Written Assessment

Assessment Title
Descriptive/Reflective essay on your experience during participation in a CQUniversity study (or video viewing)

Task Description

Having completed the studies or watched the videos, you must write a 1500 word descriptive/reflective account of one of those studies/videos. When writing this assignment, please keep referring back to the learning outcomes (specific outcomes that you are expected to achieve having completed this unit) and Graduate Attributes (overarching generic learning outcomes that refer to transferable, non-discipline specific skills that you are expected to achieve having completed this unit) in this Unit Profile, because these are what you’ll be assessed on. Your essay should involve both description (what took place, what was the sequence of events, what were the materials, etc.) and reflection (how did you interpret your experience as a participant/observer, how did you interpret the aims of the study? Did you feel the study accurately assessed its stated aims?). This may appear somewhat different to other written assignments but a great deal of academic writing combines elements of description and reflection. We pose a question, investigate that question, describe what we did and how we did it, then reflect on the meaning of what we found. In this assignment, you’re not posing a research question, though a question was posed by the researcher. Depending on the extent of the information provided by the experimenter/video, you may or may not be fully aware of what that question was (and that’s one thing you can write about) but I’m less interested in knowing the answer to their research question, more interested in a description of your personal and subjective experience as a participant, your reflections on that process and anything you may have learnt from the process. Parts of this reflection should be supported by your own literature research, finding studies that support either the topic in general, or the specific hypothesis that you believe was being tested. NB For the purposes of this assessment, you do not need to know the outcome of the study. In the case of participation, this may not be available until long after the assessment deadline.

I want you to describe not only the experience as you perceived it, but also your thoughts and feelings at the time, and any subsequent thoughts. Your experience needs to be set in context since it is still based on someone else’s investigation of a research question. For this reason, I do want you to describe something about that research question (either known or surmised). If you were supplied with adequate information (and you should have been given some), then you need to describe this in your own words. The experimenter/owner of the survey should have at least given enough information at the beginning in order to allow you to give your informed consent, but was there enough information? Can you give your ‘informed’ consent if you don’t fully know what the study will be about? If the researcher didn’t ‘inform’ you, then there is something to write about straight away (this could be an ethical problem and discussing this could be a demonstration of critical thinking, c.f. Graduate Attribute 3). Then you can ask yourself ‘did they, at any point, let me know what they were looking for?’ If the answer is still no, then you can give your interpretation of what you thought they were looking for, based on the information available. The following will help you structure your essay and refers explicitly to each of the Unit Learning Outcomes.

 

Introduction 

Give some historical background to the area, setting the scene, c.f. context. Research is not conducted in a theoretical vacuum and there must have been some theoretical and/or empirical basis for conducting the study. What was that theoretical basis? Was it made explicit or was it necessary for you to deduce it for yourself? If it was the latter, you can include information here that you believe is relevant. You may use here some or all of the 4 citations that you researched for Assessment 3. Often with a survey or an experiment, there is an attempt to disguise the purpose of the questions, but was the purpose obvious to you? Don’t worry if this doesn't match what the experimenter had intended, i'm interested in your views. I want to see you expressing your (critical) thinking and there are no extra marks for for correctly guessing the ‘true’ hypothesis being investigated by the researcher. Whether you’ve been told, or had to determine for yourself, what the study was about, this is an opportunity for you to do some research. I’m hoping that you will read at least some original journal articles, but book chapters are acceptable (c.f. Assessment 3). Where possible, try to link your thoughts about the study to theoretical aspects of psychology that you may have encountered elsewhere. For example, after taking part in a study on self-esteem, is there anything you learnt about self esteem elsewhere in the course, or indeed from any other source? You could go further and ask if there is anything that you’ve learnt elsewhere that might have an effect on self esteem, but which wasn't questioned in the study (c.f. Graduate Attribute 3, critical thinking). Whenever you state a ‘fact’ (e.g. "90% of adults experience acute anxiety at some point in their lives") remember to support it with a citation. Someone did this research and showed this to be the case and you need to acknowledge that source (c.f. Learning Outcome 3, APA formatting). I’ve set a minimum requirement of 4 with regards the number of citations in order to meet the criteria, but there won’t be more marks given for 'extra' citations per se. For additional citations, I would prefer to see journal articles or other primary sources, but secondary sources are acceptable for this unit. All citations must be properly formatted and listed in an American Psychological Association (APA) formatted reference section (see the APA style manual and the resources on the unit Moodle page, c.f. Learning Outcome 3). Your personal opinion is different and doesn’t need to be supported in the same way, but you do still need to make it clear on what basis you formed this opinion or how you logically came to this opinion.

 

Main body

When you come to write about your experience of taking part in the study (or watching the video), I would like you to give a description of what you took part in (or saw), with as much procedural information as you can, including a description of experimental items or materials and an overview of the design, so far as you were aware of it. But I’m most interested in your interpretation of the study and your reaction to it. For example, how taking part in this study (or watching the video) informed your thinking or learning? How has your previous learning influenced your approach to this study? How might your previous views and beliefs have influenced your approach to this study? (Graduate Attribute 3, critical thinking). Like other forms of academic writing, you should construct this essay logically and systematically. Use sub-headings if you feel they’re useful, though they’re not a requirement. APA format must be used throughout. (c.f. Learning Outcome 3), but remember this is also about your subjective experience, so I would expect you to describe your thoughts, feelings and concerns. The latter (if you have any) may extend to ethical concerns or issues about the type of questions and the effect they may have on a person. For example, does the need for knowledge justify the questions asked/procedures performed?

 

Conclusions

Here is a chance to hone your critical thinking skills (c.f. Graduate Attribute 3). In these final paragraphs, you can summarise the preceding section and speculate about how the research might be extended. What other questions might be explored, related to those in the study you took part in (video you watched)? What limitations were there to the study so far as you could see? Finally, like other sections, the reference section must be formatted according to APA format (Learning Outcome 3).


Assessment Due Date

Week 9 Friday (20 Sept 2019) 11:59 pm AEST

Please submit through the PSYC11011 Moodle page. Please submit in MSWord as this makes it easier to give feedback


Return Date to Students

Review/Exam Week Friday (18 Oct 2019)

Marked essays with feedback will be uploaded into Gradebook and you will be able to download or view a copy.


Weighting
50%

Assessment Criteria

The essay must be formatted throughout using APA format, including a title page. Sub-headings may be used, but are not necessary. Citations must be used throughout to support all reported findings, theories or quotations, though direct quotations should be avoided where possible. The word count will include all words from and including the first word of the essay (including title page) to the last word of the conclusions, and includes any in-text citations or captions within the text, but does not include references or appendices. An assignment which does not fall within 10% above or below the specified word count will be subject to a word count penalty of 2% for every 50 words above or below, up to 10% of the total possible grade for the assignment. Words in assignments that exceed 10% of the word-count are not assessed/marked and this may also affect the marks given.


Your essay will be assessed according to the following marking scheme which will be used to assess the Unit Learning Outcomes. The total final mark is out of 60 which will be converted to a proportion of the 50% total assignment marks available for this unit. Marks will be awarded from 0 - 15 for each of the following criteria, with the exception of length which is negatively marked.


1. Length: A negative marking scheme will be used to deduct 2 marks for every 50 words over or under the allowable word length.

2. Evidence of critical thinking: Work displays evidence of critical thought by evaluating, analysing and examining the major assumptions surrounding the topic material. (e.g. using research to find contradictory evidence, highlighting confounds, self-reflection and questioning one’s own assumptions).

3. Evidence of Literature search and appropriate use of citations with evidence of synthesis of ideas and knowledge: Essay shows evidence of a literature review that utilises appropriate and relevant resources. The 4 references from Assessment 3 should be included in Assessment 4. Citations are included in-text, indicating to the reader the source of the ideas/material obtained. References are not simply ‘tacked-on’ in order to pad out the paper but rather they support, refute or bolster the main point/s of the paper.

4. Rational/logical development of arguments: Essay is set out according to a logical pattern. There is no single right way to do this, however what is important is that the argument/s must be presented in a fashion whereby the reader can easily follow their progression and development.

5. Effective communication style and structure: The essay must be presented in APA format, including the following elements…

  •         Title page: Showing author name, affiliation, etc. (see APA manual for details).
  •         Title: Must have a title that describes well the topic to be discussed.
  •         Introduction: Not more than one paragraph, giving the reader some historical background and setting the scene.
  •         Main Body: Develop the main themes of your chosen topic here using citations of research, personal reflection and critical         thinking.
  •         Conclusions: One or two paragraphs summarising the preceding section and, most importantly, giving your assessment of         the status and possible future directions of the area in terms of research development.
  •         Reference section: Must include full references for all citations used in the essay.


Referencing Style

Submission

No submission method provided.


Learning Outcomes Assessed
  • Apply psychological theory and research to a range of research and/or everyday problems
  • Communicate ideas effectively in writing and in adherence with APA style.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • Ethical practice

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?