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Unit Synopsis
Effective and ethical communication is an essential skill for professionals such as psychologists, whose work involves engaging with diverse groups and potentially vulnerable communities. In this unit, you will explore and practise culturally responsive communication skills. You will develop practical capabilities in interviewing, active listening, and adapting communication styles to suit different audiences, including professional, academic, peer, community, and general‑population contexts. You will examine the importance of ethical conduct and communication across research, social, and clinical settings, including the use of technology, as well as the role of self‑care in maintaining ethical and effective practice. You will also reflect on your ongoing development as a communicator and consider how these skills apply to future work or study.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 4 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 4 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Students must be enrolled in CC42 Bachelor of Psychological Science (Honours)
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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 2 - 2026
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.
Assessment Tasks
To see assessment details from an earlier availability, please search via a previous term.
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
Term 2 - 2024 : The overall satisfaction for students in the last offering of this course was 52.94% (`Agree` and `Strongly Agree` responses), based on a 34% response rate.
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.
Source: SUTE data
There was confusion about what was required in the assessments.
Discuss assessment requirements in further detail in tutorials and review assessment brief to ensure it clearly explains the expectations in conjunction with the rubric. Include videos explaining the requirements of each assessment piece.
The assessment brief was reviewed and some adjustments were made to the wording. With the unexpected staffing issues it was not possible to record videos further explaining the assessments.
Source: SUTE data
Lectures were not perceived as being useful or linked to assessment.
Link the lecture content to real-world examples in tutorials and relate this to assessment pieces where possible.
The lecture content on various types of communication and communication strategies was linked to assessment pieces when possible.
Source: SUTE data
Feedback was not perceived as useful.
Provide more specific individual feedback on assessments as well as general feedback on common errors to allow for the provision of more feedback overall.
Feedback was provided to every student individually but additional summary feedback to the class as a whole was not provided due to the unexpected staffing issues.
Source: SUTE
Provide more resources in addition to the existing recorded presentations.
Provide more resources such as articles and links to relevant websites.
In Progress
Source: SUTE
The first and third linked assessments felt repetitive.
Review these two assessments. Make the differences between them in identifying short-term (Assessment 1) and then long-term (Assessment 3) skill development clearer.
In Progress
Source: SUTE
In Assessment 2 (demonstrating interview skills), consider also measuring the skills of the Interviewee, not just the Interviewer.
Broaden Assessment 2 so that the Interviewee's communication skills are also assessed.
In Progress
Source: SUTE
There was confusion as to how many peer feedback sheets were required to be submitted as it varied depending on group size.
Clarify the number of peer feedback sheets required to be submitted.
In Progress
To see Learning Outcomes from an earlier availability, please search via a previous term.