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PSYC20054 - Psychopathology and Formulation I

General Information

Unit Synopsis

This unit is the first of two units which focus on mental disorders across the lifespan and case formulation. In this unit you will explore mental disorders most prevalent in childhood and adolescence. A problem-based learning approach will be used, providing you with the opportunity to engage in self-reflective practice and synthesise your knowledge and application of mental disorder classification, diagnosis, and case formulation. The study of mental disorders will involve exploration of genetic, biological, psychological, and social factors. The role of these factors will be considered in the development of mental disorders and possible intervention pathways. You will employ professional communication skills in a socially and culturally responsive manner to present your case formulations. This unit will include a three day residential in the first week of term which is compulsory for all students to attend.

Details

Level Postgraduate
Unit Level 9
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 CL68 Master of Professional Psychology

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 Compulsory Residential School
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Unit Availabilities from Term 2 - 2019

Term 1 - 2020 Profile
Mixed Mode
Term 1 - 2021 Profile
Mixed Mode
Term 1 - 2022 Profile
Online
Term 1 - 2023 Profile
Online
Term 1 - 2024 Profile
Online

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Presentation 40%
2. Reflective Practice Assignment 20%
3. Online Test 40%

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

Past Exams

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Previous Feedback

Term 1 - 2023 : The overall satisfaction for students in the last offering of this course was 29.41% (`Agree` and `Strongly Agree` responses), based on a 89.47% 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: Teaching staff
Feedback
The time allocated to content delivery was time pressured. This impacted active student engagement of the content by having limited time for discussion and reflections.
Recommendation
Reduce the time allocated to case presentations and consider provision of pre-recorded content so that students can reflect and ask questions during classes.
Action Taken
Time allocated to case presentations were reduced. Pre-recorded lecture content was not viable however visual media resources were used to assist class discussions and reflections.
Source: Unit evaluation responses
Feedback
Students commented that time limits impacted the amount of time being allocated to group work when content ran over.
Recommendation
Teaching team to review the content and the timing of presentations to allow additional time for group collaborations.
Action Taken
To allow additional time for group collaborations, the teaching team reviewed the content and the timing of presentations and ensured that 1 hour of class time was provided for group work.
Source: Unit evaluation responses
Feedback
Students commented that the amount of readings between weeks were inconsistent.
Recommendation
Teaching team to review reading requirements for consistency across topics and weeks.
Action Taken
The teaching team reviewed readings across topics and weeks with consistency improved by subtracting/adding readings accordingly.
Source: Student Evaluations.
Feedback
Students commented that there were too many readings for some weeks and it was not clear how they all complemented the lecture topic.
Recommendation
The weekly reading list will be reviewed to ensure the amount of pre-reading required is appropriate and that readings clearly link to the lecture topic.
Action Taken
Nil.
Source: Student Evaluations, Moodle & Class.
Feedback
Students enjoyed the case-based learning and group work approach, particularly in relation to the collaboration with peers.
Recommendation
Retain the case-based learning and group work approach.
Action Taken
Nil.
Source: Student Evaluations, Moodle & Class.
Feedback
Students reported finding the group assessment schedule confusing and difficult to follow.
Recommendation
The group assessment schedule will be reviewed to support clarity for students.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Demonstrate advanced knowledge of mental disorder diagnostic criteria relevant to mental health issues experienced during childhood and adolescence
  2. Apply relevant theoretical frameworks to case formulation for mental health disorders experienced during childhood and adolescence
  3. Employ professional communication skills in a socially and culturally responsive manner.

Learning outcomes are drawn from core competencies stated by the Psychology Board of Australia (PsychBA), program of study criteria as stated by the Australian Psychology Accreditation Council (APAC), and specifications for study at level 9 as indicated by the Australian Qualifications Framework (AQF).

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Presentation
2 - Reflective Practice Assignment
3 - Online Test
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
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
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Presentation
2 - Reflective Practice Assignment
3 - Online Test