Overview
The focus of Psychopathology Il is on adult and older adult psychopathology. This unit is intended to provide knowledge in research, theory and practice related to adult (and older adult) psychopathology and examines the major psychopathologies in this population. Diagnosis and classification, various theories for the aetiology of adult and older adult 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 adult and older adult presentations and will also be encouraged to critically evaluate such systems and be aware of their limitations in the general adult population.
Details
Pre-requisites or Co-requisites
Pre-requisite PSYC21005 Psychopathology I
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 - 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 2 students wanted the reflective diary marks changed so they get feedback prior to week 12.
Reflective diary
I am happy provide formative (ie informal) feedback to students in week 6 re their journals.
- Describe the diagnostic criteria for common adult and older adult psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.
- Critically examine the essential features of common adult and older adult 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 adult and older adult disorders.
- Demonstrate relevant communication skills, and reflective professional and ethical practice consistent with a Clinical Psychologist role.
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
DSM5 Diagnostic and Statistical Manual of Mental Disorders
(2013)
Authors: APA
American Psychological Association
Washington Washington , DC , USA
Binding: Paperback
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 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
l.robillard@cqu.edu.au
Module/Topic
Unit Overview Psychophysiology/ pharmacology review.
Mood disorders
Chapter
ICD-10 ,DSM5 relevant pages
Events and Submissions/Topic
Module/Topic
Bipolar and Related Disorders
Chapter
Events and Submissions/Topic
Module/Topic
Schizophrenia
Chapter
Events and Submissions/Topic
Module/Topic
Anxiety Disorders OCD and Related Disorders
Chapter
Events and Submissions/Topic
Module/Topic
Trauma and Stressor Related Disorders
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Dissociative Disorders & Gender Dysphoria
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Sexual Dysfunctions and Paraphilias
Chapter
Events and Submissions/Topic
Module/Topic
Substance related disorders
Chapter
ICD-10 ,DSM5 relevant pages
Events and Submissions/Topic
Module/Topic
Neurocognitive Disorders
Chapter
Events and Submissions/Topic
Module/Topic
Personality Disorders
Chapter
Events and Submissions/Topic
Module/Topic
Wrap up session
Chapter
Events and Submissions/Topic
Reflection, Outreach assignment and Co-faciliation Due: Week 12 Friday (6 Oct 2017) 10:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
End of Year Exam
Chapter
Date and Location TBA
Events and Submissions/Topic
1 Group Work
This grade relates to your weekly participation 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 week day, ahead of our discussion on 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).
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 unit convenor and co-facilitator.
Week 12 Friday (6 Oct 2017) 10:00 pm AEST
It is expected that participation will occur throughout the semester and all postings will be complete by week 12.
Review/Exam Week Friday (13 Oct 2017)
I will finalise your participation grade before your final exam.
Please see requirements above.
- Describe the diagnostic criteria for common adult and older adult psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.
- Critically examine the essential features of common adult and older adult 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 adult and older adult 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 reflection (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.
- An assignment (20%), where the focus is on developing some psychological resource that is relevant to adult or older adult psychopathology, and that will incorporate the description (e.g., classification, epidemiology), aetiology, assessment, basic diagnostic criteria, intervention/prevention and ethical and/or cultural issues and that is created for a general audience.
- 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.
Week 12 Friday (6 Oct 2017) 10:00 pm AEST
Exam Week Friday (20 Oct 2017)
I will email work back to you
To be advised.
- Describe the diagnostic criteria for common adult and older adult psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.
- Critically examine the essential features of common adult and older adult 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 adult and older adult 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?
