Overview
You should be able to critically examine the various models of mental health, specific intervention strategies and the role of social workers and allied health professionals within mental health services. You should be able to integrate knowledge of the role of community, culture and models of mental health in the provision of evidence based strategies that promote mental health practice consistent with professional values and ethics. You should be able to evaluate the socio structural context of mental health and the implications for various client groups and determine how these elements translate into various models for intervention.
Details
Pre-requisites or Co-requisites
Successful completion of 48 credit points in any course.
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 - 2019
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 Undergraduate 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 Have your say survey
Some students reported that they would like to see the content included in the residential school- in a face to face environment.
Social work team to consider mental health content being including in the curriculum review at planning day.
- Analyse the social construction of mental health.
- Critically evaluate models of mental health, their corollary intervention strategies and the professionals' role in delivering those various models and strategies.
- Critically evaluate the use of current mental health status and assessment tools.
- Integrate social work/allied health strategies within an interdisciplinary context using professional values and ethics.
- Critically evaluate different models for mental health practice with individuals, families and communities.
- Propose relevant effective and culturally appropriate evidence based strategies for intervention.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Written Assessment - 25% | ||||||
| 2 - Written Assessment - 50% | ||||||
| 3 - Written Assessment - 25% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | ||||||
| 2 - Problem Solving | ||||||
| 3 - Critical Thinking | ||||||
| 4 - Information Literacy | ||||||
| 5 - Team Work | ||||||
| 6 - Information Technology Competence | ||||||
| 7 - Cross Cultural Competence | ||||||
| 8 - Ethical practice | ||||||
| 9 - Social Innovation | ||||||
| 10 - 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 | 10 | |
| 1 - Written Assessment - 25% | ||||||||||
| 2 - Written Assessment - 50% | ||||||||||
| 3 - Written Assessment - 25% | ||||||||||
Textbooks
Social Work Practice in Mental Health: An Introduction
2nd Edition (2015)
Authors: Bland, R., Renouf, N., Tullgren, A.
Allen & Unwin
Crows Nest Crows Nest , NSW , Australia
ISBN: 9781743314753
Binding: Paperback
Mental Health in Australia: Collaborative Community Practice
3rd Edition (2012 )
Authors: Meadows, G., Grigg,, M., Farhall, J., McDermott., F., Fossey., E., Singh, B. (ed.)
Oxford University Press
Melbourne Melbourne , Victoria , Australia
ISBN: 9780195574883
Binding: Paperback
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
p.cesare@cqu.edu.au
Module/Topic
The history of mental illness
The lived experience
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Concepts in mental health
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Psychiatric illnesses
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Psychiatric assessment
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Assessment and management of suicide risk
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Multi-disciplinary teams
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Models of care in mental health
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
The policy and legal context
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
The assessment is designed to develop student knowledge about mental health issues.
You are required to watch the audiovisual material and answer the questions in relation to the audio visual. The audiovisual can be located on Moodle and titled Assessment Item 1. The audiovisual material is 1 hour in duration.
Your readings should inform your questions and where relevant, cite the literature. Responses to each question should be no more than 150 words each.
Questions:
- What were some of the symptoms that Millie demonstrated and what impact did these have on Tina and Susan as children; and on Millie's relationship with Alan?
- What were Millie's negative symptoms and what medication was she prescribed for these symptoms?
- Discuss the degree of insight or understanding each family members had in the past and have now in relation to Millie's illness and treatment? Examine these family members - Millie's ex-husband, Alan; Susan; Tina; and Millie herself?
- To what degree was Alan's response to Millie's attempted suicide, he product of the era (mid 1960s)? Refer to the Australian context.
- What role did mental health providers play in ensuring Millie's safety and the safety of her children.
- How do you believe Millie's children, Susan and Tina, understood their mother's illness when they were young? Your answer should be informed by theories of child development.
- In what ways did Alan hinder/and or help her progress towards recovery?
- In what ways did Millie hinder/and or help her progress toward recovery?
- What coping strategies and resources are displayed by each of Millie's daughters presently?
- How does the historical framework of schizophrenia inform attitudes towards recovery for someone such as Millie?
Week 4 Friday (9 Aug 2019) 11:55 pm AEST
Week 6 Friday (30 Aug 2019)
Electronic Feedback
|
Marking
Criteria |
High
Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
Demonstrates an understanding of
contemporary
mental health issues 10 marks |
Advanced understanding demonstrated which integrates academic literature
and observations from the audio visual |
Very good understanding demonstrated which integrates academic literature
and observations from the audio visual |
Good understanding demonstrated which integrates academic literature
and observations from the audio visual |
Adequate or
basic understanding demonstrated which integrates academic literature
and observations from the audio visual |
Inadequate or inappropriate understanding which integrates academic literature
and observations from the audio visual |
|
Demonstrates a capacity
for critical analysis of the
presenting issues in the audio visual 10 marks |
Advanced critical analysis of the presenting issues in the audio
visual. Identifies and evaluates all
of evidence and provides new or
critical insights, analyses
assumptions and how this influences understanding of the context, and considers the implications of the
critical analysis |
Very good analysis of the presenting issues in the audio visual. Identifies and evaluates most of the
evidence and provides expected insights, considers assumptions; and considers
the implications of the critical analysis |
Good analysis of the presenting issues. Identifies and evaluates some of the
evidence. Gives consideration to obvious
assumptions and provides some insights; and considers some of the
implications of the critical analysis |
Adequate analysis of the presenting issues. Presents some
evidence. Does not question evidence
thoroughly, questions some assumptions but is not clear on the relevance or
implications of the critical analysis |
Demonstrates a lack of awareness of critical analysis and
thinking. The presenting issues are not clearly stated; information is not
interpreted; evidence is considered fact without question; and implications
considered are simplistic |
|
Demonstrates consultation of the literature relevant to the
assignment topic |
Advanced literature review, with includes strong academic research;
and comprehensive research |
Very good literature
review with includes academic research that varies in quality; and |
Good literature review which includes some academic research and a
few references |
Adequate
literature review which includes limited academic research and a few
references |
Inadequate or
inappropriate literature review with reliance on internet sources or
irrelevant and inappropriate references. |
|
Adheres to the word
limit. Demonstrates consultation of
literature relevant to the
assignment topic.
Demonstrates synthesis and integration of
literature, correct spelling (Macquarie) and punctuation, with appropriate
citation and referencing (Harvard CQU) and adheres to the word limit. 5 marks
|
Excellent in all
aspects |
Very good overall |
Good overall |
Adequate overall |
Inadequate
or inappropriate overall |
|
|
|
|
|
|
Total /25 |
- Analyse the social construction of mental health.
- Critically evaluate models of mental health, their corollary intervention strategies and the professionals' role in delivering those various models and strategies.
- Critically evaluate the use of current mental health status and assessment tools.
- Integrate social work/allied health strategies within an interdisciplinary context using professional values and ethics.
- Critically evaluate different models for mental health practice with individuals, families and communities.
- Propose relevant effective and culturally appropriate evidence based strategies for intervention.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
You are required to examine the Coroner’s report located on the Moodle site to identify the problems associated with the treatment and care of Ms X. You need to make reference to some of the key concepts that underpin contemporary mental health services. The concepts are as follow:
- Continuity of care
- Psychiatric assessment
- Suicide risk assessment and management
- Multi-disciplinary teamwork
- Family and carers' roles' in the treatment and care of loved ones
The course material and readings introduce you to some of the key concepts that underpin contemporary mental health services. The Coroner’s report covers some of these concepts and the problems associated with the treatment provided to Ms X. The report is located on Moodle and titled Assessment Item 2.
Week 8 Friday (13 Sept 2019) 11:55 pm AEST
Upload electronically to moodle
Week 10 Friday (27 Sept 2019)
Electronic Feedback
|
Marking
Criteria |
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
Demonstrates
an understanding of the core concepts and relevance to the delivery of best
practice in mental health care 20 marks |
Advanced understanding demonstrated. Comprehensive definitions are provided and a
comprehensive analysis of the literature is explored in relation to the
relevance of these concepts in mental health care delivery. |
Very good understanding, discussion and relevance explained. Very
good analysis of the literature is explored. |
Good understanding, discussion
and relevance explained. Good
analysis of the literature is explored. |
Adequate application, discussion and relevance explained. Adequate analysis of the literature
is explored. |
Inadequate application, discussion and relevance explained.
Inadequate or absent analysis of the literature is explored. |
|
Demonstrates
an ability to critically analyse the relevance
of the concepts in relation to the problems associated with the treatment
and care of Ms X 25 marks |
Advanced critical analysis of the presenting issues. Identifies and evaluates all of evidence and provides new or critical insights, analyses assumptions and how this
influences understanding of the context,
and considers the implications of the critical analysis |
Very good analysis of the presenting issues. Identifies and evaluates most of the
evidence and provides expected insights, considers assumptions; and considers
the implications of the critical analysis |
Good analysis of the presenting issues. Identifies and evaluates some of the
evidence. Gives consideration to
obvious assumptions and provides some insights; and considers some of the
implications of the critical analysis |
Adequate analysis of the presenting issues. Presents some
evidence. Does not question evidence
thoroughly, questions some assumptions
but is not clear on the relevance or implications of the critical
analysis |
Demonstrates a lack of awareness of critical analysis and
thinking. The presenting issues are not clearly stated; information is not
interpreted; evidence is considered fact without question; and implications
considered are simplistic |
|
Demonstrates
consultation of literature relevant
to the assignments topic. Demonstrates
synthesis and integration of literature, strength and logic of argument,
correct spelling (Macquarie) and punctuation, with appropriate citation and
referencing (Harvard) and adheres to the word limit 5 marks |
Advanced literature review, which includes strong academic research;
and research undertaken exceeds expectations |
Very good
literature review with includes academic research that varies in
quality; comprehensive research
undertaken |
Good literature review which includes some academic research and a
few references and reasonable research undertaken |
Adequate
literature review which includes limited academic research and adequate
research undertaken |
Inadequate or
inappropriate literature review with reliance on internet sources or irrelevant
and inappropriate research undertaken |
|
TOTAL |
|
|
|
|
/50 |
- Analyse the social construction of mental health.
- Critically evaluate models of mental health, their corollary intervention strategies and the professionals' role in delivering those various models and strategies.
- Critically evaluate the use of current mental health status and assessment tools.
- Integrate social work/allied health strategies within an interdisciplinary context using professional values and ethics.
- Critically evaluate different models for mental health practice with individuals, families and communities.
- Propose relevant effective and culturally appropriate evidence based strategies for intervention.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
You are required to identify two models of mental health
care within Australia or internationally.
Examine the following for each of the models:
- Examine the social-political and historical development of
the model
- Examine the core features and principles of service delivery
- Examine the professionals’ role in mental health service
delivery
- Examine the strengths and challenges of the model
- Examine the implications for social work practice
- Case Management (Western countries)
- Open Dialogue (Finland and Internationally)
- Peer support (Western countries)
- Hearing Voices (Western countries)
- Assertive Outreach Teams (Western countries)
- Home Treatment Team (UK)
- Headspace (Australia)
- Early Intervention in Psychosis Teams (UK)
Week 12 Friday (11 Oct 2019) 11:55 pm AEST
Electronic submission via moodle
Exam Week Friday (25 Oct 2019)
Electronic Feedback
|
Marking Criteria |
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
Demonstrates an understanding of the features and principles of each mental health model 5 marks |
Advanced understanding
demonstrated. Comprehensive overview
is provided and the analysis of the literature is comprehensive |
Very good understanding demonstrated.
Very good overview is provided the analysis of the literature is very good |
Good understanding demonstrated. Good overview is provided and the analysis
of the literature is good |
Adequate understanding demonstrated. Adequate analysis of the literature is
explored |
Inadequate understanding demonstrated. Inadequate or absent analysis of the
literature |
|
Demonstrates an understanding of the professionals’ role in mental health service delivery 4 marks |
Advanced understanding
demonstrated. Comprehensive overview
is provided and the analysis of the literature is comprehensive |
Very good understanding demonstrated.
Very good overview is provided the analysis of the literature is very good |
Good understanding demonstrated. Good overview is provided and the analysis
of the literature is good |
Adequate understanding demonstrated. Adequate analysis of the literature is
explored |
Inadequate understanding demonstrated. Inadequate or absent analysis of the
literature |
|
Demonstrated ability to critically evaluate the
socio-political and historical development of the model 4 marks |
Advanced critical analysis of the
presenting issues. Identifies and
evaluates all of evidence and provides
new or critical insights, analyses
assumptions and how this influences understanding of the context, and considers the implications of the
critical analysis |
Very good analysis of the presenting
issues. Identifies and evaluates most
of the evidence and provides expected insights, considers assumptions; and
considers the implications of the critical analysis |
Good analysis of the presenting
issues. Identifies and evaluates some
of the evidence. Gives consideration
to obvious assumptions and provides some insights; and considers some of the
implications of the critical analysis |
Adequate analysis of the presenting
issues. Presents some evidence. Does
not question evidence thoroughly, questions some assumptions but is not clear on the relevance or
implications of the critical analysis |
Demonstrates a lack of awareness of
critical analysis and thinking. The presenting issues are not clearly
stated; information is not interpreted; evidence is considered fact without
question; and implications considered are simplistic |
|
Demonstrated ability to critically evaluate the
success and challenges of the model of care 4 marks |
Advanced critical analysis of the
presenting issues. Identifies and
evaluates all of evidence and provides
new or critical insights, analyses
assumptions and how this influences understanding of the context, and considers the implications of the
critical analysis |
Very good analysis of the presenting
issues. Identifies and evaluates most
of the evidence and provides expected insights, considers assumptions; and
considers the implications of the critical analysis |
Good analysis of the presenting
issues. Identifies and evaluates some
of the evidence. Gives consideration
to obvious assumptions and provides some insights; and considers some of the
implications of the critical analysis |
Adequate analysis of the presenting
issues. Presents some evidence. Does
not question evidence thoroughly, questions some assumptions but is not clear on the relevance or
implications of the critical analysis |
Demonstrates a lack of awareness of
critical analysis and thinking. The presenting issues are not clearly
stated; information is not interpreted; evidence is considered fact without
question; and implications considered are simplistic |
|
Demonstrated ability to critically evaluate the
implications for social workers 4 marks |
Advanced critical analysis of the
presenting issues. Identifies and
evaluates all of evidence and provides
new or critical insights, analyses
assumptions and how this influences understanding of the context, and considers the implications of the
critical analysis |
Very good analysis of the presenting
issues. Identifies and evaluates most
of the evidence and provides expected insights, considers assumptions; and
considers the implications of the critical analysis |
Good analysis of the presenting
issues. Identifies and evaluates some
of the evidence. Gives consideration
to obvious assumptions and provides some insights; and considers some of the
implications of the critical analysis |
Adequate analysis of the presenting
issues. Presents some evidence. Does
not question evidence thoroughly, questions some assumptions but is not clear on the relevance or
implications of the critical analysis |
Demonstrates a lack of awareness of
critical analysis and thinking. The presenting issues are not clearly
stated; information is not interpreted; evidence is considered fact without
question; and implications considered are simplistic |
|
Demonstrates consultation of literature relevant to the
assignments topic. Demonstrates synthesis and integration of
literature, strength and logic of argument, correct spelling (Macquarie) and
punctuation, with appropriate citation and referencing (Harvard) and adheres
to the word limit 4 marks |
|
|
|
|
|
|
TOTAL |
|
|
|
|
/25 |
- Analyse the social construction of mental health.
- Critically evaluate models of mental health, their corollary intervention strategies and the professionals' role in delivering those various models and strategies.
- Critically evaluate the use of current mental health status and assessment tools.
- Integrate social work/allied health strategies within an interdisciplinary context using professional values and ethics.
- Critically evaluate different models for mental health practice with individuals, families and communities.
- Propose relevant effective and culturally appropriate evidence based strategies for intervention.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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?
