PSYC20060 - Psychopathology and Formulation II

General Information

Unit Synopsis

This unit is the second 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 adulthood. 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 (using the Diagnostic and Statistical Manual (DSM) and International Classification of Diseases (ICD), 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 develop and present your case formulations.

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 No Residential School

Unit Availabilities from Term 3 - 2022

Term 2 - 2023 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 0%
2. Reflective Practice Assignment 0%
3. Online Test 0%

This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.

Past Exams

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Previous Feedback

Term 2 - 2021 : The overall satisfaction for students in the last offering of this course was 4.8 (on a 5 point Likert scale), based on a 41.67% 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: Student feedback
Feedback
Include a focus on broader literature, beyond the DSM.
Recommendation
Weekly topics will include the relevant DSM chapter, as well as a summary of recent research in the area. Key papers related to each chapter will be included in the reading list.
Action Taken
Research papers were included on the reading list, and recent research was included in the weekly lecture content.
Source: Student feedback
Feedback
The practical approach to learning case formulations, involving class interaction and group work, was a valuable learning experience.
Recommendation
Continue to integrate practical activities into weekly content so that students have the chance to practice these skills, and apply the knowledge they are learning.
Action Taken
Practical activities made up approximately 50% of each week's 2hr lecture. This included collaborative case formulations and differential diagnosis.
Source: Student feedback
Feedback
Weekly content should be uploaded one week prior to the lecture to allow students time to prepare.
Recommendation
Weekly content, including lecture notes and slides, to be uploaded to Moodle one week prior to the lecture.
Action Taken
Every effort was made to upload weekly content one week prior to the lecture. Content in the final weeks of the unit is guided by student interests and so these are often prepared in the week before the lecture, so cannot be uploaded in advance.
Source: Unit coordinator
Feedback
Students need more specific instructions about what is expected in terms of assignment content, but also written expression and overall presentation of work.
Recommendation
Allocate time early in delivery of the unit to go over the assessment criteria for each assessment piece, including expectations about the standard of written work expected at the post-graduate level.
Action Taken
The introductory lecture, which included details of all assessment pieces, included a discussion about the expectations for assignment content and the standard of written work that was expected in this unit.
Source: Student feedback
Feedback
Students reported that it was useful to adapt the lecture content to their interests, and to leave a couple of weeks of lectures open to the choice of the students and teaching staff.
Recommendation
Keep the final two lectures of the unit as open choice for students and teaching staff to collaboratively decide what content should be covered. This may include revisiting a topic already completed during the term, or a new topic that has not been covered.
Action Taken
Nil.
Source: Student feedback
Feedback
There are too many assessment items, and the requirement for each student to provide feedback to every other student for the psychoeducation video is unnecessarily onerous.
Recommendation
Teaching staff to review assessment items and consider reducing the number of assessment and/or feedback tasks.
Action Taken
Nil.
Source: Student feedback
Feedback
The Interprofessional Education (IPE) component was a valuable learning experience but was not well organised or explained to students.
Recommendation
Dedicate more time to explaining and discussing the IPE components of the unit to students, and checking in weekly with the students about their experience with the IPE component.
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 related to mental health issues experienced in adulthood.
  2. Apply relevant theoretical frameworks to case formulation for mental health disorders experienced during adulthood.
  3. Employ professional communication skills in a socially and culturally responsive manner.

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

  • 3.2 Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways,
  • 3.3 Employ professional communication skills, in a culturally responsive manner, with a range of socially and culturally diverse clients,
  • 3.5 Identify psychological disorders using a recognised taxonomy,
  • 3.6 Conduct professional interviews and assessments and synthesise information from multiple sources, including assessment of risk, to formulate a conceptualisation of the presenting issues to determine the most appropriate interventions, including management of risk, and
  • 3.14 Engage in self-reflective professional practice, taking account of the impact of their own values and beliefs, and taking appropriate actions as a result (APAC, 2019, p.13-14).

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