Overview
This unit is intended to provide clinical knowledge of the research, theory and practice related to child and adolescent psychopathology. In this unit you will examine psychopathology in a variety of culturally diverse populations, including Aboriginal and Torres Strait Islander peoples. Specifically, you will use Case Based Learning to develop competencies in the application of diagnostic classification systems to child and adolescent disorders, including the critical evaluation of diagnostic systems of taxonomy.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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 - 2022
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 Unit and Teaching Evaluation
This unit benefited from a small cohort, everyone was able to contribute to each other's learning.
Continue group work in a small group format with the Masters of Clinical Psychology students.
Feedback from Student Unit and Teaching Evaluation
Videos that were recommended were helpful and complimented the content discussed in lectures.
Continue updating Moodle with relevant and current research material using various learning modalities.
- Synthesise psychological knowledge and relevant international taxonomies to evaluate and classify psychological disorders in children and adolescents
- Apply advanced psychological theories of the aetiology, progression, precursors and sequelae of psychological disorders in children and adolescents
- Apply advanced psycho-developmental knowledge to biopsychosocial models of mental health as they apply to the conceptualisation of psychological disorders in children and adolescents.
The Learning Outcomes for this unit align with the 2019 Australian Psychology Accreditation Council accreditation guidelines for aetiology and conceptualisation of clinical psychology.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Portfolio - 30% | |||
| 2 - Project (applied) - 30% | |||
| 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 - First Nations Knowledges | |||
| 9 - 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 | 9 | |
| 1 - Portfolio - 30% | |||||||||
| 2 - Project (applied) - 30% | |||||||||
| 3 - Online Test - 40% | |||||||||
Textbooks
Diagnostic and Statistical Manual of Mental Disorders (DSM-5)
- Fifth Edition (2013)
- Authors: American Psychiatric Association
- American Psychiatric Association
- Arlington Arlington , Virginia , Unitied States of America
- ISBN: 9780890425558
- Binding: Paperback
ICD- 10: International statistical classification of diseases and related health problems : tenth revision,
- Edition: 2nd ed. (2004)
- Authors: World Health Organisation
- World Health Organisation
- Geneva Geneva , France , France
- ISBN: 9241546530 (v.2)
- Binding: eBook
Additional Textbook Information
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.
h.g.madell@cqu.edu.au
c.l.thompson@cqu.edu.au
Week 1 - Introduction to Psychopathology I
Begin Date: 07 Mar 2022Module/Topic
- Introduction to unit content and Case-Based Learning (CBL).
Chapter
See Moodle for Optional readings and clips
Events and Submissions/Topic
Week 2 - Mental Health from an Indigenous Australian perspective
Begin Date: 14 Mar 2022Module/Topic
-
Mental Health from an Indigenous Australian perspective
Chapter
See Moodle for Optional readings and clips
Events and Submissions/Topic
Week 3 - Anxiety Disorders
Begin Date: 21 Mar 2022Module/Topic
- Anxiety Disorders.
Chapter
Events and Submissions/Topic
Week 4 - Unipolar and Bipolar Mood Disorders
Begin Date: 28 Mar 2022Module/Topic
- Unipolar and Bipolar Mood Disorders.
Chapter
See Moodle for Optional readings and clips
Events and Submissions/Topic
Week 5 - ADHD and Elimination Disorders
Begin Date: 04 Apr 2022Module/Topic
- Attention Deficit Hyperactivity Disorder.
- Child and Adolescent Elimination Disorders.
Chapter
Events and Submissions/Topic
Vacation Week
Begin Date: 11 Apr 2022Module/Topic
Chapter
Events and Submissions/Topic
Week 6 - Conduct Disorders, Disruptive, Impulse Control Disorders
Begin Date: 18 Apr 2022Module/Topic
- Conduct Disorder and Oppositional Defiant Disorders.
Chapter
See Moodle for Optional readings and clips
Events and Submissions/Topic
Submit Outreach assignment
Due Date: April 22nd 2022, 5pm AEST
Outreach Assignment Due: Week 6 Friday (22 Apr 2022) 5:00 pm AEST
Week 7 - Autism spectrum disorder
Begin Date: 25 Apr 2022Module/Topic
- Child & Adolescent ASD.
Chapter
Events and Submissions/Topic
Week 8 -PTSD and other stress disorders
Begin Date: 02 May 2022Module/Topic
- Trauma and Stressor related Disorders.
- Childhood Abuse and Neglect and Complex Trauma.
Chapter
See Moodle for Optional readings and clips
Events and Submissions/Topic
Week 9 - Intellectual Disability, Learning and Communication Disorders
Begin Date: 09 May 2022Module/Topic
- Learning and Communication Disorders and Intellectual Disability.
Chapter
See Moodle for Optional readings and clips
Events and Submissions/Topic
Week 10 - Somatic and Sleep Wake Disorders
Begin Date: 16 May 2022Module/Topic
- Somatic and Sleep Wake Disorders.
Chapter
See Moodle for Optional readings and clips
Events and Submissions/Topic
Week 11 - Feeding and Eating Disorders Elimination Disorders
Begin Date: 23 May 2022Module/Topic
- Feeding and Eating Disorders.
Chapter
Events and Submissions/Topic
Week 12 - Online test
Begin Date: 30 May 2022Module/Topic
Chapter
Events and Submissions/Topic
Submit Online Test.
Due Date: June 2nd 2022, Midday AEST
Participation and co-facilitation Due: Week 12 Friday (3 June 2022) 11:45 pm AEST
Online Test in Class Due: Week 12 Thursday (2 June 2022) 12:00 am AEST
Review/Exam Week
Begin Date: 06 Jun 2022Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 13 Jun 2022Module/Topic
Chapter
Events and Submissions/Topic
Copies of the ICD-11 (available online: ICD -11) and DSM 5 (available Psychology Clinic on Rockhampton North Campus)
1 Portfolio
1. Participation assessment (20%) relates to your overall weekly participation, engagement and contribution as an active member of the class. Specifically each week (to a maximum of 20%), you get 2% for:
- Presenting your material to the class, participation in meaningful class discussion.
- Posting and uploading relevant topics and materials on Moodle, in time for people to read and digest the material. Relevant topics include 1. ICD 11 & DSM-5 criteria for diagnosis 2. DSM-5 specifiers & subtypes: level of distress &/or impairment, comorbidities & associated factors. 3. Differential diagnosis, cultural, medical & substance use considerations. 4. Professional issues (including ethical/legal). 5. Risk&/or protective factors 6. Other conditions that may be of focus (DSM-5 pp. 715-732). 7. Trajectories & course of disorder 8. Treatment options for disorder 9. Formulation, which will include, for example, the 5 P formulation (Presenting, Predisposing/aetiology, Precipitating, Perpetuation, Protective/Positives) & the bio-psycho-social-cultural aspects of the formulation. 10. Other formulation models to explain how the disorder manifests & maintains.
2. Co-facilitation (10%). For one week in the term, your role is to monitor the Moodle site along with the unit convenor and respond to questions, help in ensuring questions are not too broad, to assess the usefulness of questions/topic areas suggested on Moodle and provide a synopsis on Moodle of the material presented in class, for the group to access. In Case-Based Learning (CBL), your 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.
Week 12 Friday (3 June 2022) 11:45 pm AEST
Submitted via Moodle, following Assessment Criteria
Exam Week Friday (17 June 2022)
Marked assignments will be returned two weeks after the due date
1. Participation Assessment
Each week (to a maximum of 20%), you get 2% for:
- Presenting your material to the class in a succinct format.
- Participation in class discussion, including asking meaningful questions and providing relevant feedback regarding 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).
2. Co-facilitation Assessment (to a maximum of 10%)
- Consistent monitoring and responding to Moodle questions and relevant feedback to peers (3/10 marks).
- Integrating viewpoints (4/10 marks)
- In lecture co-facilitation (3/10 marks)
No submission method provided.
- Synthesise psychological knowledge and relevant international taxonomies to evaluate and classify psychological disorders in children and adolescents
- Apply advanced psychological theories of the aetiology, progression, precursors and sequelae of psychological disorders in children and adolescents
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
2 Project (applied)
Outreach Assignment (30%). The focus is on developing a psychological resource or product that is useful to a child or adolescent client (and/or parents). Marks are awarded for identifying and addressing a clear issue, providing a good justification of your product, using the literature, providing a useful comprehensive and professional looking product that would appeal to youth.
Week 6 Friday (22 Apr 2022) 5:00 pm AEST
Criteria outlined in Marking Matrix on Moodle
Week 8 Friday (6 May 2022)
Results posted up on Moodle
1. Outreach assignment assessment criteria (Overall: 30%):
- Creativity of material, reasons for product developed and literature support for such a product (40/100 marks)
- Word choice in the product itself and in the 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 the literature? (20/100 marks)
- Conclusion in rationale for the creation of the product (20/100 marks)
- Spelling, grammar, style, succinctness, reference list (20/100 marks)
No submission method provided.
- Apply advanced psychological theories of the aetiology, progression, precursors and sequelae of psychological disorders in children and adolescents
- Apply advanced psycho-developmental knowledge to biopsychosocial models of mental health as they apply to the conceptualisation of psychological disorders in children and adolescents.
- Knowledge
- Cognitive, technical and creative skills
- Research
3 Online Test
Online test
The test will be 3 hours long with 15 min perusal time and you will be allowed to bring in a DSM-5 for use during the test. You will need to record your responses in a word document which you then upload into Moodle. You can use either two word documents (one for each case study) or one document to record all your responses.
Given it is an online test, you will be able to access the web and are able to use information external to the DSM 5 and ICD 11. However, if you are using external sources where possible provide a quick reference. It need not be in APA format, a web link will suffice.
The test will consist of 2 case studies which will be the same format as the case studies provided for CBL and discussed in CBL. The 2 cases will be based on common child-related presenting issues not including Bipolar Disorders or Sleep disorders).
One case study will focus on an internalising disorder, one case study will focus on an externalising disorder.
Consistent with the case studies provided in class, the cases will be complex (i.e. there may be more than one diagnosis, and possible co-morbid conditions).
Each case will be worth 20 marks and will have 5-6 questions. Each question will indicate the total marks allocated to it.
The questions will be related to the topic areas covered in the course and in your summaries although you will not be asked about prevention, obstacles, assessment or treatment options.
Attendance on campus is required unless contravening COVID-19 guidelines.
Week 12 Thursday (2 June 2022) 12:00 am AEST
Online test
Exam Week Friday (17 June 2022)
2 weeks after submission
Possible areas assessed include:
- Diagnostic criteria, specifiers, subtypes, differential diagnosis and comorbidity – for example, you may be asked to come up with a main diagnosis, or you may be asked to provide a few diagnoses and to indicate which criteria the person meets as well as examples from the text to justify your response(s). If you are asked to provide differential diagnoses, you may be asked to provide a few differential diagnoses, criteria for the diagnoses and examples from the text to justify your responses. The same applies to subtypes and comorbidity.
- Risk and protective factors – you may be asked to provide risk and/or protective factors and examples.
- You may be asked to provide possible outcomes/trajectories based on the presenting issues.
- You may be asked to provide ethical and/or professional issues associated with the case.
- You may be asked to provide hypotheses and a formulation (but not including prevention, assessment or treatment).
- Synthesise psychological knowledge and relevant international taxonomies to evaluate and classify psychological disorders in children and adolescents
- Apply advanced psycho-developmental knowledge to biopsychosocial models of mental health as they apply to the conceptualisation of psychological disorders in children and adolescents.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
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?
