Overview
This unit is the first of two units in which you will learn how professional knowledge of research and theory can be applied to practice related to high-prevalence psychological disorders across the lifespan, inclusive of culturally diverse populations. As a result, you will learn to conceptualise contemporary psychology cases and to formulate a treatment plan to help your clients. Specifically, this unit uses case-based learning to develop competency in self-reflective practices and the application of diagnostic classification systems to high prevalence psychological disorders, including the critical evaluation of diagnostic systems of taxonomy.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CG17 Master of Clinical Psychology or CL68 Master of Professional Psychology. Anti-req PSYC21005.
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 1 - 2024
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).
Recommended Student Time Commitment
Each 6-credit Postgraduate 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
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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.
Students commented that there were too many readings for some weeks and it was not clear how they all complemented the lecture topic.
The weekly reading list will be reviewed to ensure the amount of pre-reading required is appropriate and that readings clearly link to the lecture topic.
Feedback from Student Evaluations, Moodle & Class.
Students enjoyed the case-based learning and group work approach, particularly in relation to the collaboration with peers.
Retain the case-based learning and group work approach.
Feedback from Student Evaluations, Moodle & Class.
Students reported finding the group assessment schedule confusing and difficult to follow.
The group assessment schedule will be reviewed to support clarity for students.
- Synthesise and apply psychological knowledge and relevant international taxonomies (i.e. Diagnostic and Statistical Manual of Mental Disorders and International Classification of Diseases) to evaluate and classify high prevalence psychological disorders.
- Interpret and synthesise psychological data to inform case formulation, diagnosis and intervention to guide evidence-based treatment planning in a culturally responsive manner.
- Apply advanced psycho-developmental knowledge to biopsychosocialspiritual models of mental health as they apply to the conceptualisation and communication of high prevalence psychological disorders in a culturally responsive manner.
Learning outcomes are drawn from specifications for study at level 9 as indicated by the Australian Qualifications Framework (AQF), program of study criteria as stated by the Psychology Board of Australia (PsychBA), and the following core competencies stated by the Australian Psychology Accreditation Council (APAC):
- 3.2 Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways,
- 3.3 Employ professional communication skills, in a culturally responsive manner, with a range of socially and culturally diverse clients,
- 3.5 Identify psychological disorders using a recognised taxonomy,
- 3.6 Conduct professional interviews and assessments and synthesise information from multiple sources, including assessment of risk, to formulate a conceptualisation of the presenting issues to determine the most appropriate interventions, including management of risk, and
- 3.14 Engage in self-reflective professional practice, taking account of the impact of their own values and beliefs, and taking appropriate actions as a result (APAC, 2019, p.13-14).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Portfolio - 0% | |||
| 2 - Project (applied) - 0% | |||
| 3 - Online Test - 0% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
Diagnostic and statistical manual of mental disorders : DSM-5-TR
Fifth edition, text revision (2022)
Authors: American Psychiatric Association.; First, Michael B., 1956- editor.; American Psychiatric Association, issuing body.
Washington, DC : American Psychiatric Association Publishing
Washington Washington , DC , America
ISBN: 9780890425770
Binding: Other
Additional Textbook Information
Diagnostic and Statistical Manual of Mental Disorders (DSM) 5th edition is able to be used however it is the responsibility of the individual learner to ensure they are familiar with any difference between editions and manage their assigned readings accordingly.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Webcam
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.m.carter@cqu.edu.au
Module/Topic
Introduction, Diagnosis and Case Formulation
Chapter
- Ingram, B. L. (2011). Clinical case formulations: Matching the integrative treatment plan to the client. John Wiley & Sons.
- DSM-5-TR Introduction.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday March 8th, 9 am - 12 pm (AEST)
Module/Topic
Attachment, Depressive Disorders and, Bipolar and Related Disorders
Chapter
- DSM-5-TR Bipolar & Related Disorders.
- DSM-5-TR Depressive Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday March 15th, 9 am - 12 pm (AEST)
Module/Topic
Chapter
Events and Submissions/Topic
No class due to Residential School
Module/Topic
Chapter
Events and Submissions/Topic
No class due to Good Friday
Module/Topic
Anxiety Disorders & Somatic Disorders
Chapter
- DSM-5-TR Anxiety Disorders
- DSM-5-TR Somatic Disorders
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday April 5th, 9 am - 12 pm (AEST)
Diagnostic handouts Due: Week 5 Tuesday (2 Apr 2024) 9:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Trauma and Stressor related disorders
Chapter
- DSM-5-TR Trauma and Stressor Related Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday April 19th, 9 am - 12 pm (AEST)
Module/Topic
Substance Use Disorders
Chapter
- DSM-5-TR Substance Use Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday April 26th, 9 am - 12 pm (AEST)
Module/Topic
Neuro-Developmental Disorders
Chapter
- DSM-5-TR Neuro-Developmental Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday May 3rd, 9 am - 12 pm (AEST)
Module/Topic
Neuro-Developmental Disorders
Chapter
- DSM-5-TR Neuro-Developmental Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday May 10th, 9 am - 12 pm (AEST)
Module/Topic
Neuro-Cognitive Disorders
Chapter
- DSM-5-TR Neuro-Cognitive Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday May 17th, 9 am - 12 pm (AEST)
Module/Topic
Disruptive, Impulse-Control and Conduct Disorders
Chapter
- DSM-5-TR Disruptive, Impulse-Control and Conduct Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday May 24th, 9 am - 12 pm (AEST)
Module/Topic
Final presentations and Assessment 3 preparation
Chapter
Events and Submissions/Topic
Lecture Friday May 31st, 9 am - 12 pm (AEST)
Case Presentation Due: Week 12 Friday (31 May 2024) 9:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This is a non-graded (Pass/Fail) unit and therefore, in accordance with CQUniversity's Assessment Policy and Procedure (Higher Education Coursework), all assessment tasks must be passed in order to pass this unit. The minimum pass rate for each assessment task is 70% for this unit. Students who have made a reasonable attempt to complete an assessment task initially will have one opportunity to re-attempt a failed assessment task. The mark achieved for the re-attempted assessment task will be recorded as the final mark.
1 Project (applied)
You will be required to develop two (2) diagnostic handouts for a disorder allocated to you by the Unit Coordinator in Week 1. You will develop one (1) diagnostic handout that would be appropriate for a colleague, and one (1) that would be appropriate for a client. The size and format should be suited for its purpose and referencing of all content (including images and diagrams) should be appropriate.
To successfully pass this assessment, you must receive a grade 70% or higher on both handouts. If a grade lower than 70% is given you will be given one (1) opportunity to re-submit to receive a passing grade. The re-submitted assessment piece will be due one (1) week after marks have been awarded. To pass this unit, all assessment pieces must be passed.
Week 5 Tuesday (2 Apr 2024) 9:00 am AEST
Both handouts are due by 9:00am (AEST) on Tuesday the 2nd of June via Moodle.
Week 7 Tuesday (23 Apr 2024)
Assessment for this task will be based upon:
- Clarity, accuracy, relevance and the practical use of the content that is included in the handout;
- The ability to communicate the content professionally to the relevant audience in a way that is visually appealing and demonstrates critical thinking;
- Overall understanding of the topic;
- Usefulness of information;
- and the display of cultural considerations for practice within Australia.
A more detailed marking rubric will be provided on Moodle.
- Interpret and synthesise psychological data to inform case formulation, diagnosis and intervention to guide evidence-based treatment planning in a culturally responsive manner.
- Apply advanced psycho-developmental knowledge to biopsychosocialspiritual models of mental health as they apply to the conceptualisation and communication of high prevalence psychological disorders in a culturally responsive manner.
2 Portfolio
You will work in groups throughout the term to examine case scenarios in detail. You will be assigned to your groups in Week 1 and begin working on your first allocated case study in Week 5 for delivery in Week 6. Each week, time will be provided in class for you to work on the allocated case study for delivery the following week. This process will continue up to and including Week 12.
Each week groups will be assigned a case study to work on together and that case study will be presented by the allocated Team Lead the following week. Each student will be allocated one of approx. 6 tasks (depending on group sizes) and each student will take turns in completing each task (and being the Team Lead). The Team Lead will hold a discussion with the Team Leads of the other groups during class time in their presenting week. This discussion will be an overview of the case study that their group worked on and provide an opportunity for other Team Leads to ask questions and comment on the presented case study. In addition, the Team Lead will submit a pre-recorded case presentation (and slides, maximum 5 slides including reference list and title) (maximum 15 minutes) on their allocated case study as well as submit a review of their group members' engagement, participation and quality of assistance provided in the activity.
Topics will be allocated by the Unit Coordinator in Week 1. Pre-recorded video, slides and group assessment form is to be submitted via Moodle before the beginning of class (09:00am AEST). Marks for this assessment task will be based on class engagement (asking questions, adding to class discussions and Teams Channel communication), group work review by group members and the pre-recorded case presentation.
All aspects of this assessment require a grade of 70% or higher to pass this assessment. If a grade lower than 70% is given you will be given one (1) opportunity to re-submit to receive a passing grade. The re-submitted assessment piece will be due one (1) week after marks have been awarded. To pass this unit, all assessment pieces must be passed.
Week 12 Friday (31 May 2024) 9:00 am AEST
Upload all components of the assessment to Moodle through the Assessment portal on Moodle by 9am (AEST) Friday of your allocated presenting week. The pre-recorded video will need to be uploaded to Moodle via Echo.
Week 12 Friday (31 May 2024)
You will receive your Case Presentation marks within 2 weeks of your submission.
Assessment for this task will be based upon:
- Group work collaboration;
- Ability to take on feedback;
- The facilitation and engagement of class discussions;
- The professional standard of communication shown in the delivery of content;
- and the conceptualisation of learning materials that are displayed in the case study presentation (class delivery and submitted recording).
A more detailed marking rubric will be provided on Moodle.
- Synthesise and apply psychological knowledge and relevant international taxonomies (i.e. Diagnostic and Statistical Manual of Mental Disorders and International Classification of Diseases) to evaluate and classify high prevalence psychological disorders.
- Interpret and synthesise psychological data to inform case formulation, diagnosis and intervention to guide evidence-based treatment planning in a culturally responsive manner.
3 Online Test
You will be required to complete an online test comprising vignette/scenario, direct question, and multiple-choice format questions. The test will be open in Moodle for 24 hours from 4:59pm (AEST) on Thursday the 6th June until 4:59pm (AEST) Friday the 7th of June. You will have three (3) hours to complete this test. All teaching content covered in the unit from Week 1 up to and including Week 12 (lecture and reading material) is assessable and should be reviewed when preparing for this test. If a grade lower than 70% is given you will be contacted by the Unit Coordinator for re-assessment. You will be given one (1) opportunity for re-assessment. Re-assessment must be completed within 1 week of marks being released. To pass this unit, all assessment pieces must be passed.
Review/Exam Week Friday (7 June 2024) 4:59 pm AEST
The online test will be open for 24hrs from 4:59pm (AEST) Thursday the 6th of June until 4:59pm (AEST) Friday the 7th of June for students to complete. Students will have 3 hours to complete the test once the test has begun.
Exam Week Friday (14 June 2024)
Feedback will be uploaded through assessment portal on Moodle.
- Recall information;
- Demonstrate clinical understanding of psychological disorders (presentation, diagnostic criteria, prevalence, development and outcomes);
- Accurately apply case conceptualisation models and theoretical frameworks to real-life scenarios of psychological disorders;
- Critically analyse;
- Make culturally appropriate considerations;
- Clearly articulate and justify your decisions.
- Synthesise and apply psychological knowledge and relevant international taxonomies (i.e. Diagnostic and Statistical Manual of Mental Disorders and International Classification of Diseases) to evaluate and classify high prevalence psychological disorders.
- Apply advanced psycho-developmental knowledge to biopsychosocialspiritual models of mental health as they apply to the conceptualisation and communication of high prevalence psychological disorders in a culturally responsive manner.
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?
