Overview
This unit is intended to provide clinical knowledge of the research, theory and practice related to adult psychopathology. This unit examines psychopathology in a variety of culturally diverse populations, including Aboriginal and Torres Strait Islander peoples. Specifically, this unit uses Case Based Learning to develop competencies in the application of diagnostic classification systems to adult disorders, including the critical evaluation of diagnostic systems of taxonomy.
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 - 2020
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 feedback
The problem-based learning format is perfect for this unit as it encourages people who are a little more shy to get involved and to gain experience in identifying and formulating cases. The lecturer queried us where required, which prompted us to think more deeply about the subject matter and was a very engaging experience. The lecturer's knowledge and 'soap-boxes' input into the class were great to have. More please: these are really good for us to know.
It is recommended that this problem-based learning approach be continued.
Feedback from Student feedback
The indigenous slant is very important and there is a lot of research to support it; there is also some research around differences between Rural and Remote clients and Urban clients which could also be included.
Expand the current focus on Indigenous perspectives on psychopathology to include wider multicultural and regional and remote perspectives.
- Synthesise psychological knowledge and relevant international taxonomies to evaluate and classify psychological disorders in adults
- Apply advanced psychological theories of the aetiology, progression, precursors and sequelae of psychological disorders in adults
- Apply advanced psycho-developmental knowledge to biopsychosocial models of mental health as they apply to the conceptualisation of psychological disorders in adults.
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 - Project (applied) - 20% | |||
| 2 - Portfolio - 40% | |||
| 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 - 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 - Project (applied) - 20% | ||||||||
| 2 - Portfolio - 40% | ||||||||
| 3 - Online Test - 40% | ||||||||
Textbooks
DSM5 Diagnostic and Statistical Manual of Mental Disorders
Edition: 5 (2013)
Authors: American Psychiatric Association
American Psychiatric Association
USA
ISBN: 978-0-89042-555-8
Binding: Paperback
Additional Textbook Information
| If you prefer to study with a paper copy, they are available at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code). eBooks are available at the publisher's website. |
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.
c.l.thompson@cqu.edu.au
Module/Topic
- Unit Overview
- Discussion and planning for Case Based Learning (CBL)
- Pharmacology and psychophysiology (online)
Chapter
- DSM-5 section 1, pp. 5 - 24
- ICD-10 chapter 5, pp. 8 - 23
Events and Submissions/Topic
- Planning for CBL. Nomination of facilitators for each of the 9 CBL classes and assignment to topics to research and present in class each week.
- 5P formulation for the case study for week 2.
- Access powerpoint slides on Moodle to review pharmacology and psychophysiology.
Module/Topic
- Depressive and Bipolar related disorders in adults
Chapter
- Relevant DSM-5 & ICD-10 chapter
Events and Submissions/Topic
Module/Topic
- Psychosis and related disorders
Chapter
- Relevant DSM-5 & ICD-10 chapter
Events and Submissions/Topic
- Upload your reflective journal for week 2.
Module/Topic
- Anxiety, OCD and related disorders
Chapter
- Relevant DSM-5 & ICD-10 chapter
Events and Submissions/Topic
- Upload your reflective journal for week 3.
Module/Topic
- No class this Friday
Chapter
Events and Submissions/Topic
- Upload your reflective journal for week 4.
- Submit outreach assignment via Moodle.
Outreach Project Due: Week 5 Thursday (13 Aug 2020) 4:50 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
- Trauma, stressor and dissociative disorders
Chapter
- Relevant DSM-5 & ICD-10 chapter
Events and Submissions/Topic
Module/Topic
- Feeding and eating disorders
- Gender dysphoria
Chapter
- Relevant DSM-5 & ICD-10 chapter
Events and Submissions/Topic
- Upload your reflective journal for week 6.
Module/Topic
- Substance related disorders (cross-unit PBL)
Chapter
- Relevant DSM-5 & ICD-10 chapter
Events and Submissions/Topic
- Upload your reflective journal for week 7.
Module/Topic
- Sexual dysfunction & paraphilias
Chapter
- Relevant DSM-5 & ICD-10 chapter
Events and Submissions/Topic
- Upload your reflective journal for week 8.
Module/Topic
- Neurocognitive disorders
Chapter
- Relevant DSM-5 & ICD-10 chapter
Events and Submissions/Topic
- Upload your reflective journal for week 9.
Module/Topic
- Personality disorders
Chapter
- Relevant DSM-5 & ICD-10 chapter
Events and Submissions/Topic
- Upload your reflective journal for week 10.
Module/Topic
- Review session
- Discussion of requirements of online test
Chapter
- No specific readings this week.
Events and Submissions/Topic
- Upload your reflective journal for week 11.
Module/Topic
- The online test will consist of two case studies with associated questions to be answered.
Chapter
Events and Submissions/Topic
-
The Online Test will be held on Friday morning of this week starting at 9 a.m.
Participation, Co-facilitation, Reflective Journal Due: Review/Exam Week Monday (12 Oct 2020) 4:55 pm AEST
Week 13 - Case Studies Test Due: Review/Exam Week Friday (16 Oct 2020) 12:01 pm AEST
1 Project (applied)
This assignment requires you to develop some psychological resource that is relevant to adult psychopathology, and that will incorporate a description, aetiology, assessment, intervention, prevention and ethical and/or cultural issues and that is created for a general audience. The primary purpose of the resource you create is to increase mental health literacy among your target audience.The project may cite research, but does not need to be in APA format.
Week 5 Thursday (13 Aug 2020) 4:50 pm AEST
Submit via Moodle
Week 7 Thursday (3 Sept 2020)
Via Moodle.
Product: Material is professionally presented, comprehensive and incorporates all relevant information, psychoeducation component, and DSM5 diagnostic criteria (criteria can be included as appendix or link to DSM5 criteria) and is a useful client resource. Marked out of 40.
Creativity of material /10.
Psychological content is present and understandable to a general audience. Marked out of 10.
Rationale: 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
Rationale for format (e.g. poster, webinar, powerpoint) explained. Marked out of 10.
Spelling, grammar, style, succinctness, reference list/resource list included /10
- Apply advanced psychological theories of the aetiology, progression, precursors and sequelae of psychological disorders in adults
- Apply advanced psycho-developmental knowledge to biopsychosocial models of mental health as they apply to the conceptualisation of psychological disorders in adults.
- Knowledge
- Cognitive, technical and creative skills
- Research
2 Portfolio
The portfolio has three parts:
1. Participation. This is your contribution to weekly presentations and discussions in class. Marked out of 10.
2. Co-facilitation of Case-Based Learning. You will be allocated to the co-facilitator role for one class.
3. Reflective journal. Each of the nine entries (as indicated in the schedule) should be approximately 250 -300 words and must be submitted weekly on Mondays in weeks 3 to 13.
Review/Exam Week Monday (12 Oct 2020) 4:55 pm AEST
Weekly submissions via Moodle.
Feedback will be provided via Moodle.
- Participation. Contribution to weekly presentations and discussions in class. Marked out of 10.
- Co-facilitation. Marked out of 10.
- Reflective journal. Submitted weekly. Marked out of 20.
- Synthesise psychological knowledge and relevant international taxonomies to evaluate and classify psychological disorders in adults
- Apply advanced psychological theories of the aetiology, progression, precursors and sequelae of psychological disorders in adults
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
3 Online Test
The online test will consist of two case studies with associated questions to be answered for each.
Review/Exam Week Friday (16 Oct 2020) 12:01 pm AEST
The test paper will be available for three hours, from 9:00 a.m. to 12.00 noon. Responses must be uploaded to Moodle by 12.01 p.m.
Feedback will be provided via Moodle.
Each question will be worth a set number of marks which will be indicated on the test paper. The test will be graded out of 100 marks and weighted to 40% of your grade.
- Synthesise psychological knowledge and relevant international taxonomies to evaluate and classify psychological disorders in adults
- Apply advanced psycho-developmental knowledge to biopsychosocial models of mental health as they apply to the conceptualisation of psychological disorders in adults.
- 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?
