PSYC21006 - Psychopathology II

General Information

Unit Synopsis

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

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

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2021

Term 2 - 2021 Profile
Rockhampton
Term 2 - 2022 Profile
Rockhampton

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. Portfolio 30%
2. Project (applied) 30%
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 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.6 (on a 5 point Likert scale), based on a 63.64% 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
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.
Recommendation
It is recommended that this problem-based learning approach be continued.
Action Taken
The problem-based learning format was continued in 2020.
Source: Student feedback
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.
Recommendation
Expand the current focus on Indigenous perspectives on psychopathology to include wider multicultural and regional and remote perspectives.
Action Taken
Greater attention was specifically given to indigenous, multi-cultural, regional and remote perspectives in the problem-based learning case studies in 2020.
Source: Student feedback via Moodle "Have your say".
Feedback
The Lecturer provided an abundance of information about psychopathologies that made students engage in critical thinking in discussions: this provided a platform for students to actively research psychopathology and to develop confidence.
Recommendation
Continue format of classes with case-based learning supplemented by lecturer input and class discussions.
Action Taken
Nil.
Source: Student feedback via Moodle "Have your say".
Feedback
Students enjoyed the opportunity to share their learnings with one another and to work as a team to figure out how best to care for the clients in each of the case studies.
Recommendation
Continue format of classes with case-based learning to encourage class engagement and teamwork.
Action Taken
Nil.
Source: Student feedback via Moodle "Have your say" and lecturer reflection.
Feedback
Students enjoyed the reflective assessment task to help them explore their strengths and preferences within the profession, however the weekly submissions were challenging for the lecturer to respond to in a timely manner.
Recommendation
Retain reflective journal assessment task but consider possible ways to streamline the feedback process.
Action Taken
Nil.
Source: Student feedback via Moodle "Have your say".
Feedback
Students reported that the Outreach Assignment took a lot of time and effort to complete, so it should be more heavily weighted.
Recommendation
Revise the Assessment Task weightings to give more weight to the Outreach Project.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Synthesise psychological knowledge and relevant international taxonomies to evaluate and classify psychological disorders in adults
  2. Apply advanced psychological theories of the aetiology, progression, precursors and sequelae of psychological disorders in adults
  3. 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 - Portfolio
2 - Project (applied)
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
6 - Ethical and Professional Responsibility
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Portfolio
2 - Project (applied)
3 - Online Test