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 - 2018
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
Some students commented that they would prefer to have the lecturer present on campus (vs teaching via ISL link).
Consider having Psychopathology II course taught by a Rockhampton based lecturer i.e. on campus (vs via ISL).
Feedback from Student comments
Students commented that they enjoyed the PBL format
Keep PBL format.
Feedback from Student comments
Some students felt that the reflective diary assessment task for Psychopathology I was too similar to the reflective diary assessment task in Clinic Team I
Perhaps consider changing the format/content of the reflective diary for Psychopathology I so that it doesn't overlap too much with Clinic Team I (e.g. perhaps consider using the original format I used in previous years asking students to also reflect on core APAC competencies they have met based on their learning in Psychopathology II.
- 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
There are no required textbooks.
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)
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.
h.g.madell@cqu.edu.au
Module/Topic
Introduction to course content and problem-based learning
Chapter
Reading material provided on Moodle for Week 1
Events and Submissions/Topic
Module/Topic
Unipolar and Bipolar Mood Disorders
Chapter
DSM-5 Chapters on Bipolar Disorders and Depressive Disorders
Events and Submissions/Topic
Submit weekly Reflective Journal piece relevant to the lecture and article presented during class.
Due Date: March 16th 5.00 pm AEST
Module/Topic
Anxiety Disorders
Chapter
- DSM-5 relevant chapters on Anxiety Disorders
- (ICD-10)
- Readings on Moodle
Events and Submissions/Topic
Submit Reflective Journal piece relevant to the lecture and article presented during class.
Due Date: March 23rd 5.00 pm AEST
Module/Topic
Learning and Communication Disorders and Intellectual Disability
Chapter
Events and Submissions/Topic
Submit Reflective Journal piece relevant to the lecture and article presented during class.
Due Date: March 30th 5.00 pm AEST
Module/Topic
Attention Deficit Hyperactivity Disorder and Attention Deficit Disorder
Chapter
- DSM-5 Neurodevelopmental Disorders (pp 59-66)
- ICD-10
- Readings on Moodle
Events and Submissions/Topic
Submit Reflective Journal piece relevant to the lecture and article presented during class.
Due Date: April 6th 5.00 pm AEST
Module/Topic
Time to do some work on assessments
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
- DSM-5 Chpt on Disruptive, Impulse-Control & Conduct Disorders (pp 461-475)
- ICD-10
- Readings on Moodle
Events and Submissions/Topic
Submit Reflective Journal piece relevant to the lecture and article presented during class.
Due Date: April 20th 5.00 pm AEST
Module/Topic
Child & Adolescent ASD
Chapter
- DSM-5 Neurodevelopmental Disorders (pp31-41, pp 50-58)
- ICD-10
- Readings on Moodle
Events and Submissions/Topic
Submit Reflective Journal piece relevant to the lecture and article presented during class.
Due Date: April 27th 5.00 pm AEST
Module/Topic
-
Trauma and Stressor related disorders
-
Childhood Abuse and Neglect and Complex Trauma
Chapter
- DSM-5 Trauma and Stressor related disorders (pp 265-290)
- ICD-10
- Readings on Moodle
Events and Submissions/Topic
Submit Reflective Journal piece relevant to the lecture and article presented during class.
Due Date: May 4th 2018 5:00 pm AEST
Module/Topic
Somatic and Sleep Wake Disorders
Chapter
Somatic Readings
-
ICD-10
-
DSM5 (pp. 309-328)
-
ICD-10
-
DSM5 Sleep Wake Disorders (361-422)
Events and Submissions/Topic
Submit Reflective Journal piece relevant to the lecture and article presented during class.
Due Date: May 10th 2018 5:00 pm AEST
Module/Topic
Feeding and Eating Disorders
Chapter
Events and Submissions/Topic
Submit Journal piece relevant to the lecture and article presented during class.
Due Date: May 18th 2018 5:00 pm AEST
Module/Topic
Chapter
-
ICD-10
-
DSM-5 (pp 355-360)
Events and Submissions/Topic
Submit Reflective Journal piece relevant to the lecture and article presented during class.
Due Date: May 25th 2018 5:00 pm AEST
Module/Topic
Indigenous Health
Chapter
Readings to be uploaded on Moodle
Events and Submissions/Topic
Submit Reflective Journal piece relevant to the lecture and article presented during class.
Submit Outreach assignment
Due Date: June 1st 2018 5:00 pm
Participation in class and group work Due: Week 12 Friday (1 June 2018) 5:00 pm AEST
Portfolio: including Outreach assignment, Co-facilitation and weekly reflective diary Due: Week 12 Friday (1 June 2018) 5:00 pm AEST
Module/Topic
Examination during university examination period
Chapter
Events and Submissions/Topic
Module/Topic
Examination during university examination period
Chapter
Events and Submissions/Topic
Please note that the main focus will be on DSM-5 classification system, the ICD-10 criteria will also be considered (where relevant) for each weekly paper case. This will improve familiarity 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, participation in meaningful class discussion.
• Posting and uploading relavant topics and materials on Moodle, in time for people to read and digest the material.
Week 12 Friday (1 June 2018) 5:00 pm AEST
Exam Week Friday (15 June 2018)
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 Wednesday, ahead of our discussion in class , 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).
- 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
1. Outreach Assignment (20%). The focus is on developing some psychological resource or product that is useful to your child or adolescent clients (and/or parents). Marks are awarded for identifying and addressing a clear issue, for providing a good justification of your product using the literature and for providing a useful comprehensive and professional looking product, creativity, and rationale for the product.
2. Co-facilitation (10%). Your role is to monitor the Moodle site along with the course convenor and respond to questions, help in ensuring questions are not too broad and to assess usefulness of questions/topic areas suggested on Moodle. In PBL, you role is to observe, help with the integration of knowledge, ask questions that stimulate discussion and summarise your observations/integration into your reflective journal by the end of the week that you were co-facilitating.
3. The reflective diary (20%) is aimed at getting you to explore your own personal journey in becoming a clinical psychologist and scientist practitioner. In particular one of the aims to help you make the link between your learning about the weekly case study, and your critical analysis of the case study, the class discussion around it and the presentation by the convener.
Week 12 Friday (1 June 2018) 5:00 pm AEST
Exam Week Friday (15 June 2018)
Outreach assignment assessment criteria:
Overall marks for product (psychological content and quality of material) /40. Creativity of material /10. Includes references, resource list, understandable to general audience/useful client resource /10.
Rationale – short 1-2 pages (approx. +/-1000words) includes: Choice of topic explained – why did you choose this subject, what population is it aimed at and how will it benefit this population including reference to theliterature? Marks out of /20
Rationale for format (webinar, PowerPoint) explained /10
Spelling, grammar,style, succinctness, reference list /10
Co-facilitation assessment criteria:
Sufficient monitoring and responding to Moodle questions and relevant feedback to peers, Integrating viewpoints, endeavouring to encourage and stimulate discussion/10
Reflective diary assessment criteria:
Has a story and a narractive /10
Is succinct and creative /10
Reflections are deep and move beyond description to exploring own emotional world, reactions, values, beliefs systems, and assumptions in relation to material covered /45
Includes critical analysis of the course content and the weekly discussions and other people's comments /20
Consideration of other peoples suggestions with examples /10
Spelling, grammar,style, succinctness, reference list /5
- 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
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?
