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PSYC21006 - Psychopathology II

General Information

Unit Synopsis

The focus of Psychopathology Il is on adult and older adult psychopathology. This unit is intended to provide knowledge in research, theory and practice related to adult (and older adult) psychopathology and examines the major psychopathologies in this population. Diagnosis and classification, various theories for the aetiology of adult and older adult psychopathology are considered, and the implications for diagnosis, consultation, and treatment are addressed. Students will be expected to develop competence in the application of diagnostic classification systems to adult and older adult presentations and will also be encouraged to critically evaluate such systems and be aware of their limitations in the general adult population.

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 3 - 2019

Term 2 - 2020 Profile
Rockhampton
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. Group Work 10%
2. Portfolio 50%
3. Examination 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. Describe the diagnostic criteria for common adult and older adult psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.
  2. Critically examine the essential features of common adult and older adult disorders as well as the existing evidence on the phenomenology, epidemiology, etiology, risk factors and course of these disorders.
  3. Identify and critically evaluate psychological theories and models in relation to the onset and maintenance etiology of adult and older adult disorders.
  4. Demonstrate relevant communication skills, and reflective professional and ethical practice consistent with a Clinical Psychologist role.

This unit links with APAC and APS standards and guidelines for accreditation of Master's Course in Clinical Psychology units.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Group Work
2 - Portfolio
3 - Examination
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4
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
1 - Group Work
2 - Portfolio
3 - Examination