Overview
This unit is the second of two units in which you will learn how professional knowledge of research and psychological theory can be applied to practice related to low-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 low-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 PSYC21006.
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 - 2023
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 Unit evaluation responses
Students commented that they would like more balance between lecture, class discussions (including real-life clinical cases), and in-class presentation time.
From 2023, class time will be increased from 2 hours to 3 hours per week, as part of the new co-teaching arrangements between the Master of Clinical Psychology (CG17) and Master of Professional Psychology (CL68) courses. The teaching team will review class delivery to allow for more balance between lecture and presentation (clinical case discussion) components, including drawing on more clinical case examples.
Feedback from SUTE unit comments
Students commented that Term 2 (adult psychopathology) was a repeat of Term 1 (child psychopathology) assessments (i.e. presentations and handouts).
From 2023, rather than separating psychopathology by child and adult disorders, the new co-teaching arrangements between the Master of Clinical Psychology (CG17) and Master of Professional Psychology (CL68) courses will reflect a more integrated approach. This more fluid approach rather than child vs. adult psychopathology is more consistent with contemporary conceptualisations of psychological disorders (e.g., DSM-5). This will allow greater integration between theory and clinical presentation and ensure that assessment extends learning in both units.
Feedback from SUTE unit comments
Students commented that it would have been helpful to have more readings on each topic and to have them made available the weekend before class.
The teaching team will make readings available at the start of term and increase extra reading materials, where possible.
- 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 low 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 low 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 - Project (applied) - 0% | |||
| 2 - Portfolio - 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
Fifth Edition, Text Revision (2022)
Authors: American Psychiatric Association
American Psychiatric Association
Washington , USA
ISBN: 978-0-89042-576-3
Binding: Paperback
Additional Textbook Information
If you are a member of the APS you can access the DSM-5-TR online.
For those that are NEW members, the APS is offering free membership for FULL-TIME postgraduate psychology students.
For those that are EXISTING members, the APS has a special offer ($65) currently available for students enrolled in APAC-accredited courses.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
t.depauw@cqu.edu.au
Module/Topic
Introduction and Term Overview
CBL groups and tasks
Personality disorders
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Module/Topic
Personality disorders
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Case Presentations (in class) and resources as organised in week 1
Module/Topic
Obsessive compulsive and related disorders
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Case Presentations (in class) and resources as organised in week 1
Module/Topic
Schizophrenia spectrum and other disorders
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Case Presentations (in class) and resources as organised in week 1
Note: Professional Psychology students enrolled full-time will be in Cairns for a residential school this week
Module/Topic
Schizophrenia spectrum and other disorders
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Case Presentations (in class) and resources as organised in week 1
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Sleep disorders
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Case Presentations (in class) and resources as organised in week 1
Module/Topic
Disruptive, impulse-control, and conduct disorders
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Case Presentations (in class) and resources as organised in week 1
Module/Topic
Sexual and Gender disorders
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Case Presentations (in class) and resources as organised in week 1
Module/Topic
Feeding and eating disorders and elimination disorders
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Case Presentations (in class) and resources as organised in week 1
Module/Topic
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Case Presentations (in class) and resources as organised in week 1
Module/Topic
Term overview + additional content
Chapter
Check weekly schedule on Moodle for required additional readings.
Events and Submissions/Topic
Case Presentations (in class) and resources as organised in week 1
Module/Topic
Online Test
Chapter
No readings this week
Events and Submissions/Topic
Online test to be completed in class time.
Resources Due: Week 12 Friday (6 Oct 2023) 11:59 pm AEST
Case presentation Due: Week 12 Friday (6 Oct 2023) 11:59 pm AEST
Online Test Due: Week 12 Friday (6 Oct 2023) 12:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Project (applied)
You will be required to develop two (2) resources for a disorder allocated to you by the Unit Coordinator in week 1. You will develop one (1) resource that would be appropriate for a colleague, and another that would be appropriate for a client. The size of the resources should be suited for its purpose, as formatting and referencing of the resource should be appropriate. The aim of this task is to facilitate the learning of both you and your fellow students, in conjunction with developing some practical and helpful resources for your professional practice.
Week 12 Friday (6 Oct 2023) 11:59 pm AEST
Exam Week Friday (20 Oct 2023)
Upload through Assessment portal on Moodle.
Your resources will be assessed according to the following criteria:
- Integrate, interpret, and synthesise psychological data to inform case formulation, diagnosis and intervention,
- Guide evidence-based treatment planning in a culturally responsive manner,
- Apply advanced psycho-developmental knowledge to bio-psycho-social-spiritual models of mental health as they apply to the conceptualisation and communication of low prevalence psychological disorders in a culturally responsive manner.
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 low prevalence psychological disorders in a culturally responsive manner.
2 Portfolio
You will work in groups throughout the term to examine case scenarios in detail as part of a portfolio of work. Beginning in week 2, a student from each group will present a Case Presentation (maximum 20 minutes + question time) and facilitate class discussion (5-10 minutes). Groups and topics will be allocated by the Unit Coordinator in week 1. You will also complete one pre-recorded Psychoeducation Video (maximum 10 minutes). All content is to be submitted via Moodle before the beginning of class (09.00am), including a PowerPoint presentation , psycho-education video and completed Group Work Assessment Form. Marks for this assessment task will be based on class engagement (asking questions and adding to class discussions), submission of Group Work Assessment Form, the Case Presentation, and Psychoeducation Video.
Week 12 Friday (6 Oct 2023) 11:59 pm AEST
Upload presentation content through Assessment portal on Moodle by 9am Friday of the week allocated to you in week 1.
Exam Week Friday (20 Oct 2023)
You will receive your Case Presentation marks within 2 weeks of your submission.
Your Portfolio will be assessed according to the following criteria:
- Integrate, interpret, and synthesise psychological data to inform case formulation, diagnosis and intervention,
- Guide evidence-based treatment planning in a culturally responsive manner,
- Apply advanced psycho-developmental knowledge to bio-psycho-social-spiritual models of mental health as they apply to the conceptualisation and communication of low prevalence psychological disorders in a culturally responsive manner.
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 low prevalence psychological disorders.
- Apply advanced psycho-developmental knowledge to biopsychosocialspiritual models of mental health as they apply to the conceptualisation and communication of low prevalence psychological disorders in a culturally responsive manner.
3 Online Test
You will be required to complete an online test comprising vignette/scenario, direct question, or multiple-choice format. The test will be completed in class time and you will have three (3) hours to complete this test during that time period. All content covered up to week 12 in this unit is to be considered when reviewing for this test.
Week 12 Friday (6 Oct 2023) 12:00 pm AEST
This test will be completed in the class time
Exam Week Friday (20 Oct 2023)
Feedback will be uploaded through the assessment portal on Moodle
Your Online Test will be assessed according to the following criteria:
- Synthesise and apply psychological knowledge and relevant international taxonomies (i.e. Diagnostic and Statistical Manual of Mental Disorders-5 -TR and International Classification of Diseases-11),
- Evaluate and classify low prevalence psychological disorders,
- Apply advanced psycho-developmental knowledge to bio-psycho-social-spiritual models of mental health as they apply to the conceptualisation and communication of low prevalence psychological disorders in a culturally responsive manner.
No submission method provided.
- 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 low 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.
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?
