Overview
This unit is the second of two units which focus on mental disorders across the lifespan and case formulation. In this unit you will explore mental disorders most prevalent in adulthood. A problem-based learning approach will be used, providing you with the opportunity to engage in self-reflective practice and synthesise your knowledge and application of mental disorder classification, diagnosis, and case formulation. The study of mental disorders will involve exploration of genetic, biological, psychological, and social factors. The role of these factors will be considered in the development of mental disorders and possible intervention pathways. You will employ professional communication skills in a socially and culturally responsive manner to develop and present your case formulations.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CL68 Master of Professional Psychology
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
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 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.
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.
- Demonstrate advanced knowledge of mental disorder diagnostic criteria related to mental health issues experienced in adulthood
- Apply relevant theoretical frameworks to case formulation for mental health disorders experienced during adulthood
- Employ professional communication skills in a socially and culturally responsive manner.
Learning outcomes are drawn from core competencies stated by the Psychology Board of Australia (PsychBA), program of study criteria as stated by the Australian Psychology Accreditation Council (APAC), and specifications for study at level 9 as indicated by the Australian Qualifications Framework (AQF).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Presentation - 40% | |||
| 2 - Reflective Practice Assignment - 20% | |||
| 3 - Online Test - 40% | |||
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 | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Presentation - 40% | ||||||||
| 2 - Reflective Practice Assignment - 20% | ||||||||
| 3 - Online Test - 40% | ||||||||
Textbooks
Diagnostic and statistical manual of mental disorders
Fifth edition (2013)
Authors: American Psychiatric Association
American Psychiatric Association
Arlington Arlington , VA , United States
ISBN: 978-0-89042-555-8
Binding: Paperback
Treatment plans and interventions for depression and anxiety disorders
Second edition (2012)
Authors: Leahy, R. L., Holland, J. F., & McGinn, L. K.
Guilford Press
New York New York , NY , United States
ISBN: 978 1 60918 649 4
Binding: Paperback
Publication manual of the American Psychological Association
Sixth edition (2009)
Authors: American Psychological Association
American Psychological Association
Washington Washington , DC , United States
ISBN: 978-1-4338-0561-5
Binding: Paperback
The handbook of adult clinical psychology: An evidence based practice approach
(2016)
Authors: Carr, A., & McNulty, M.
Routledge
London London , United Kingdom
ISBN: 978 1 1388 0630 6
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
d.canoy@cqu.edu.au
Module/Topic
Introduction and Term Overview
Mood Disorders and Case Formulation
Chapter
Readings are posted in weekly tab on Moodle
Events and Submissions/Topic
Module/Topic
Anxiety Disorders and Somatic Symptom Disorder
Chapter
Readings are posted in weekly tab on Moodle
Events and Submissions/Topic
Student Handouts and overviews:
Biploar I and II
Major Depressive Disorder
Specific Phobia
Social Anxiety Disorder
Panic Disorder
Generalised Anxiety Disorder
Agoraphobia
Substance/Medication-induced Anxiety Disorder
Module/Topic
Post-traumatic stress disorder and Substance Related and Addictive Disorders
Chapter
Readings are posted in weekly tab on Moodle
Events and Submissions/Topic
Student Handouts and overviews:
Post-Traumatic Stress Disorder
Substance related and Addictive Disorders
Case Study
Module/Topic
Toward Clinical and Cultural Competence
Chapter
Readings are posted in weekly tab on Moodle
Events and Submissions/Topic
Guest lecture by Sheree Wallis
Module/Topic
Personality Disorders
Chapter
Readings are posted in weekly tab on Moodle
Events and Submissions/Topic
Student handouts and overviews:
Antisocial Personality Disorder
Borderline Personality Disorder
Obsessive-Compulsive Personality Disorder
Case Study
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Schizophrenia Spectrum and other Psychotic Disorders
Chapter
Readings are posted in weekly tab on Moodle
Events and Submissions/Topic
Student handouts and overviews:
Schizophrenia
Module/Topic
Neurocognitive Disorders
Chapter
Readings are posted in weekly tab on Moodle
Events and Submissions/Topic
Student handouts and overviews:
Major or Mild Neurocognitive Disorder due to Traumatic brain injury
Major or Mild Neurocognitive Disorder due to Alzheimer's Disease
Module/Topic
Sexual and Gender Disorders
Chapter
Readings are posted in weekly tab on Moodle
Events and Submissions/Topic
Student handouts and overviews:
Gender dysphoria
Sexual dysfunctions
Module/Topic
Sleep Disorders
Chapter
Readings are posted in weekly tab on Moodle
Events and Submissions/Topic
Module/Topic
Psychoeducation Presentations
Chapter
No readings this week
Events and Submissions/Topic
Psychoeducation presentations in class
Reflective practice Due: Week 10 Monday (23 Sept 2019) 9:00 am AEST
Module/Topic
Psychoeducation Presentations
Chapter
No readings this week
Events and Submissions/Topic
Full time students will be in Rockhampton for Residential School
Module/Topic
Online Test
Chapter
No readings this week
Events and Submissions/Topic
Online Test Due: Week 12 Wednesday (9 Oct 2019) 3:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Presentation
Diagnostic Handout: (marked out of 25)
You will be required to develop two diagnostic handouts - one for your colleagues and another that would be helpful to provide to a client. Handouts are to be at least one A4 page, but no more than two. A list of references must be included (whilst in APA format, the list does not need to be double line spacing or size 12 font). The aim of this task is to facilitate both your, and your fellow students learning in conjunction with developing some practical and very helpful resources for your professional practice.
You will provide a brief overview of your handouts during class time (5 min max).
Individual student topics will be randomly chosen by the Head of Course in Week 1 and provided to students. Topics will be chosen from the disorders covered in this unit this term.
Psychoeducation Presentation: (marked out of 15)
You will be required to deliver one psychoeducation presentation (10 to 15 min). You will use the knowledge gathered throughout the term to demonstrate how you would provide psychoeducation to an adult regarding a particular disorder. You may use tools/resources already constructed to aid your presentation if you wish.
You may choose from the following list:
Post-traumatic stress disorder - Sleep disorder - Bipolar - one of the Anxiety disorders
Week 12 Wednesday (9 Oct 2019) 5:00 pm AEST
Handouts and presentations will be delivered throughout the term with students presenting on different weeks. All presentations must be complete by week 12.
Week 12 Wednesday (9 Oct 2019)
Feedback will be provided to student on the day of delivery.
Assessment criteria for Diagnostic Handout will be out of 25 marks:
Quality and usefulness of handout for target audience - 6 marks
- clarity
- layout and presentation
- readability
Explains diagnosis clearly - 5 marks
Evidence of critical thginking and synthesis of information - 4 marks
Presentation of overview within time limit - 2 marks
Delivery of overview - 2 marks
References - 6 marks
- Quality
- APA format
Assessment criteria for Psychoeducation Presentation will be out of 15 marks:
Deliver psychoeducation in a manner that would be appropriate to the intended client - 4 marks
Evidence of critical thinking and synthesis of information (e.g. diagnostic features, client, treatment options) - 5 marks
Presentation within time limit - 2 marks
Style of delivery - 2 marks
References - 2 marks
- Demonstrate advanced knowledge of mental disorder diagnostic criteria related to mental health issues experienced in adulthood
- Employ professional communication skills in a socially and culturally responsive manner.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Reflective Practice Assignment
You will be required to engage in reflective practice throughout the term in relation to your learning and consider how it relates to components of your practice framework. You will be required to write two reflections (each to be 800 to 1,000 words in length). It is expected any feedback provided in Term 1 (PSYC20054) will be incorporated to show growth in your work.
An Information Sheet and Marking rubric will be provided on Moodle in week 1.
Week 10 Monday (23 Sept 2019) 9:00 am AEST
Reflective task 1 is due in Week 6 and Reflective task 2 is due in Week 10.
Week 12 Monday (7 Oct 2019)
Feedback and grade will be uploaded through Moodle
Demonstrated clear consideration of each stage of reflective practice - 6 marks
Tied reflection to components of practice framework - 2 marks
Demonstrated critical reflection, including reflexivity (critical reflection of self) - 2 marks
Each reflective task item is worth 10%. The complete Reflective Practice Assessment is worth 20% of your overall unit grade.
- Apply relevant theoretical frameworks to case formulation for mental health disorders experienced during adulthood
- Employ professional communication skills in a socially and culturally responsive manner.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
3 Online Test
You will be required to complete an online test during normal class time in week 12. All content covered in this unit is to be considered when reviewing for this test.
Question format may be a vignette/scenario or direct question. Responses will be drawn from five possible options.
Week 12 Wednesday (9 Oct 2019) 3:00 pm AEST
Online test to be completed in Week 12 class time
Week 12 Wednesday (9 Oct 2019)
Quiz will be marked immediately through moodle
The marks awarded for questions will range from one to five, depending on the type of question.
- Demonstrate advanced knowledge of mental disorder diagnostic criteria related to mental health issues experienced in adulthood
- Apply relevant theoretical frameworks to case formulation for mental health disorders experienced during adulthood
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
- Leadership
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?
