Overview
The focus of Psychopathology l is on child and adolescent psychopathology. This unit is intended to provide knowledge in research, theory and practice related to child and adolescent psychopathology and examines the major psychopathologies in this population. Diagnosis and classification, various theories for the aetiology of child and adolescent psychopathology are considered, and the implications for diagnosis, consultation, and treatment are addressed. Students will be expected to develop competence in the application of diagnostic classification systems to child and adolescent presentations and will also be encouraged to critically evaluate such systems and be aware of their limitations in the general child and adolescent population. This unit is part of the sequence of units that culminates in the degree of Master in Clinical Psychology. This unit is intended to provide basic knowledge in research, theory and practice related to child and adolescent psychopathology necessary for working as a Clinical Psychologist.
Details
Pre-requisites or Co-requisites
Academic Course = CG17
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 - 2017
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.
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 comments
Really enjoyed the course and learnt a lot PBL is a fantastic way to learn.
Keep PBL format.
Keep PBL
- Describe the diagnostic criteria for common child and adolescent psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.
- Critically examine the essential features of common child and adolescent disorders as well as the existing evidence on the phenomenology, epidemiology, etiology, risk factors and course of these disorders.
- Identify and critically evaluate psychological theories and models in relation to the onset and maintenance etiology of child and adolescent disorders.
- Demonstrate relevant communication skills, and reflective professional and ethical practice consistent with a Clinical Psychologist role.
It is essential that, at the end of the Masters of Clinical Psychology Course, graduates meet the requirements for practising as a clinical psychologist as defined by the Australian Psychological Society.
This unit links with APAC and APS standards and guidelines for accreditation of Master's Course in Clinical Psychology units.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Work - 10% | ||||
| 2 - Portfolio - 50% | ||||
| 3 - Examination - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 - Group Work - 10% | ||||||||
| 2 - Portfolio - 50% | ||||||||
| 3 - Examination - 40% | ||||||||
Textbooks
Diagnostic and Statistical Manual of Mental Disorders DSM-5
5th Edition (2013)
Authors: American Psychiatric Association
American Psychiatric Association
America
Binding: Paperback
Additional Textbook Information
For this course, we will be using a Problem Based Learning Approach. There is 1 required textbook, the DSM-5, 5th Edition (2013, APA).
Please note that Morrison's (2014) DSM-5 Made Easy is not a compulsory textbook but may assist you in understanding the DSM-5 and child psychopathology. I will using material from this textbook in my lecture notes.
I have also asked the library to order in an E-book copy of all textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Compulsory on campus attendance Rockhampton (see timetabling information) for access to ISL facilities for PBL workshops Wed mornings
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.
l.robillard@cqu.edu.au
Module/Topic
Course Introduction Introduction to Problem-based learning
Chapter
Events and Submissions/Topic
See Moodle for further information
Module/Topic
Unipolar Mood Disorders
Chapter
DSM-5 relevant chapters
(ICD-10)
Events and Submissions/Topic
See Moodle for further information
Module/Topic
Anxiety Disorders
Chapter
DSM-5 relevant sections
(ICD-10)
Events and Submissions/Topic
See Moodle for further information
Module/Topic
Intellectual Disability, Learning and Communication Disorders
Chapter
DSM-5 relevant sections
(ICD-10)
Events and Submissions/Topic
See Moodle for further information
Module/Topic
ADD/ADHD
Chapter
DSM-5 relevant sections
(ICD-10)
Events and Submissions/Topic
See Moodle for further information
Module/Topic
Time to do some work on the Assignment! ;)
Chapter
Events and Submissions/Topic
Module/Topic
Disruptive, Impulse Control and Conduct Disorders
Chapter
DSM-5 relevant sections
(ICD-10)
Events and Submissions/Topic
See Moodle for further information
Module/Topic
ASD
Chapter
DSM-5 relevant sections
(ICD-10)
Events and Submissions/Topic
See Moodle for further information
Module/Topic
PTSD and Childhood Abuse and Neglect
Chapter
DSM-5 relevant sections
(ICD-10) where relevant
Events and Submissions/Topic
See Moodle for further information
Module/Topic
Sleep Disorders
Chapter
DSM-5 relevant sections
(ICD-10)
Events and Submissions/Topic
See Moodle for further information
Module/Topic
Feeding and Eating Disorders
Chapter
DSM-5 relevant sections
(ICD-10)
Events and Submissions/Topic
See Moodle for further information
Module/Topic
Elimination Disorders
Chapter
DSM-5 relevant sections
(ICD-10)
Events and Submissions/Topic
See Moodle for further information
Module/Topic
Wrap up
Chapter
Events and Submissions/Topic
Portfolio: Relfection, Outreach and Co-facilitation Due: Week 12 Friday (2 June 2017) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Examination during University examination period
Chapter
Events and Submissions/Topic
Please note that while the main focus is on DSM-5, we will also consider ICD-10 criteria (where relevant) for each weekly case so that you are familiar with both classification systems.
1 Group Work
This grade relates to your overall weekly participation, engagement and contribution as an active member of the class. Specifically, each week (to a maximum of 10%), you get 1% for:
·Presenting your material to the class in a succinct format. Participation in class discussion, including asking meaningful questions and providing relevant feedback re material discussed.
· Posting your topic area by the previous Friday
· Uploading your materials to the Moodle discussion site, by the relevant day prior to our discussion in PBL, in time for people to read and digest the material. To help your classmates, please write a succinct summary of what you have found and signpost the most relevant article (so people can read just one article if pressed for time).
· You are encouraged to engage with your peers on the Moodle site, however, monitoring of relevant questions/focus areas will be the responsibility of the course convenor and co-facilitator.
Week 12 Friday (2 June 2017) 5:00 pm AEST
Your marks are 'collected' throughout the term.
Exam Week Friday (16 June 2017)
I will finalise your internal grades before the exam.
As indicated above, your engagement and contribution each week results in a 1% accumulation towards your grade (to a maximum of 10%). I will be monitoring your weekly inputs and will give you feedback if the quality of your comments to your classmates can be improved. I expect you to make sure you have posted your material and comment(s).
- Describe the diagnostic criteria for common child and adolescent psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.
- Critically examine the essential features of common child and adolescent disorders as well as the existing evidence on the phenomenology, epidemiology, etiology, risk factors and course of these disorders.
- Identify and critically evaluate psychological theories and models in relation to the onset and maintenance etiology of child and adolescent disorders.
- Demonstrate relevant communication skills, and reflective professional and ethical practice consistent with a Clinical Psychologist role.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Portfolio
This assessment item involves three pieces:
- A reflective diary (20%) handed in at the end of the term, where you summarise your learning about yourself as a learner, a scientist-practitioner and an emerging clinical psychologist. You will be asked to draw about your weekly contributions to the class, your assignment and your observations. Further details about the reflective diary will be provided on the Moodle site.
- An outreach assignment (20%), where the focus is on developing some psychological resource that is relevant to child and/or adolescent psychopathology, and that will incorporate the description, aetiology, assessment/diagnostic criteria, and to a lesser extent intervention, ethical and/or cultural issues and that is created for a general audience. You will also include a short (1-2 page) rationale explaining your choice of topic and resource with reference to the literature. Further details about the assignment will be provided on the Moodle site.
- Being a co-facilitator (10%) of the class at the Problem Based Learning (PBL) sessions that are held weekly. Your role is to observe, help with the integration of knowledge, ask questions that stimulate discussion and summarise your observations/integration by the end of the week that you were co-facilitating. During the week you are co-facilitating, you will not be working on a separate presentation to the class. Each student will get a turn at co-facilitating a session.
Week 12 Friday (2 June 2017) 5:00 pm AEST
Exam Week Friday (16 June 2017)
Marking guides will be discussed and available to students on the Moodle site.
- Describe the diagnostic criteria for common child and adolescent psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.
- Critically examine the essential features of common child and adolescent disorders as well as the existing evidence on the phenomenology, epidemiology, etiology, risk factors and course of these disorders.
- Identify and critically evaluate psychological theories and models in relation to the onset and maintenance etiology of child and adolescent disorders.
- Demonstrate relevant communication skills, and reflective professional and ethical practice consistent with a Clinical Psychologist role.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
Examination
Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
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?
