PSYC21005 - Psychopathology I
Term 1 - 2017


All details in this unit profile for PSYC21005 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

The focus of Psychopathology l is on child and adolescent psychopathology. This unit is intended to provide knowledge in research, theory and practice related to child and adolescent psychopathology and examines the major psychopathologies in this population. Diagnosis and classification, various theories for the aetiology of child and adolescent 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 child and adolescent presentations and will also be encouraged to critically evaluate such systems and be aware of their limitations in the general child and adolescent population. This unit is part of the sequence of units that culminates in the degree of Master in Clinical Psychology. This unit is intended to provide basic knowledge in research, theory and practice related to child and adolescent psychopathology necessary for working as a Clinical Psychologist.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Academic Course = CG17

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).

Offerings

Term 1 - 2017
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

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.

Class Timetable

Assessment Overview

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 Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

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.

Feedback Source Recommendation
Really enjoyed the course and learnt a lot PBL is a fantastic way to learn. Student comments Keep PBL format.
On successful completion of this unit, you will be able to:
  1. Describe the diagnostic criteria for common child and adolescent psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.
  2. Critically examine the essential features of common child and adolescent 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 child and adolescent disorders.
  4. Demonstrate relevant communication skills, and reflective professional and ethical practice consistent with a Clinical Psychologist role.

It is essential that, at the end of the Masters of Clinical Psychology Course, graduates meet the requirements for practising as a clinical psychologist as defined by the Australian Psychological Society.

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

  • Professional Level
  • Advanced 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

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Group Work
2 - Portfolio
3 - Examination  

Prescribed Textbooks

Diagnostic and Statistical Manual of Mental Disorders DSM-5
Author/s: American Psychiatric Association Year: 2013
Edition: 5th Edition Publisher: American Psychiatric Association
Country: America
View textbooks at the CQUniversity Bookshop
Note:

For this course, we will be using a Problem Based Learning Approach. There is 1 required textbook, the DSM-5, 5th Edition (2013, APA).

Please note that Morrison's (2014) DSM-5 Made Easy is not a compulsory textbook but may assist you in understanding the DSM-5 and child psychopathology. I will using material from this textbook in my lecture notes.

I have also asked the library to order in an E-book copy of all textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Compulsory on campus attendance Rockhampton (see timetabling information) for access to ISL facilities for PBL workshops Wed mornings
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorLaurance Robillard (l.robillard@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Course Introduction Introduction to Problem-based learning

See Moodle for further information

Week 2 13-03-2017

Unipolar Mood Disorders

DSM-5 relevant chapters
(ICD-10)

See Moodle for further information

Week 3 20-03-2017

Anxiety Disorders

DSM-5 relevant sections
(ICD-10)

See Moodle for further information

Week 4 27-03-2017

Intellectual Disability, Learning and Communication Disorders

DSM-5 relevant sections
(ICD-10)

See Moodle for further information

Week 5 03-04-2017

ADD/ADHD

DSM-5 relevant sections

(ICD-10)

See Moodle for further information

Vacation Week 10-04-2017

Time to do some work on the Assignment! ;)

Week 6 17-04-2017

Disruptive, Impulse Control and Conduct Disorders

DSM-5 relevant sections

(ICD-10)

See Moodle for further information

Week 7 24-04-2017

ASD

DSM-5 relevant sections


(ICD-10)

See Moodle for further information

Week 8 01-05-2017

PTSD and Childhood Abuse and Neglect

DSM-5 relevant sections


(ICD-10) where relevant

See Moodle for further information

Week 9 08-05-2017

Sleep Disorders

DSM-5 relevant sections


(ICD-10)

See Moodle for further information

Week 10 15-05-2017

Feeding and Eating Disorders

DSM-5 relevant sections


(ICD-10)

See Moodle for further information

Week 11 22-05-2017

Elimination Disorders

DSM-5 relevant sections

(ICD-10)

See Moodle for further information

Week 12 29-05-2017

Wrap up

Group Work: Participation Mark Due Friday (02 Jun 17) 05:00 PM AEST
Portfolio: Relfection, Outreach and Co-facilitation Due Friday (02 Jun 17) 05:00 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

Examination during University examination period

Please note that while the main focus is on DSM-5, we will also consider ICD-10 criteria (where relevant) for each weekly case so that you are familiar with both classification systems.

1 Group Work

Assessment Title Group Work: Participation Mark
Task Description

This grade relates to your overall weekly participation, engagement and contribution as an active member of the class. Specifically, each week (to a maximum of 10%), you get 1% for:

·Presenting your material to the class in a succinct format. Participation in class discussion, including asking meaningful questions and providing relevant feedback re material discussed.

· Posting your topic area by the previous Friday

· Uploading your materials to the Moodle discussion site, by the relevant day prior to our discussion in PBL, in time for people to read and digest the material. To help your classmates, please write a succinct summary of what you have found and signpost the most relevant article (so people can read just one article if pressed for time).

· You are encouraged to engage with your peers on the Moodle site, however, monitoring of relevant questions/focus areas will be the responsibility of the course convenor and co-facilitator.

Assessment Due Date Week 12 Friday (02-Jun-2017) 05:00 PM AEST
Your marks are 'collected' throughout the term.
Return Date to Students Exam Week Friday (16-Jun-2017)
I will finalise your internal grades before the exam.
Weighting 10%
Assessment Criteria

As indicated above, your engagement and contribution each week results in a 1% accumulation towards your grade (to a maximum of 10%). I will be monitoring your weekly inputs and will give you feedback if the quality of your comments to your classmates can be improved. I expect you to make sure you have posted your material and comment(s).

Referencing Style American Psychological Association (APA)
Submission Hard copy

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Describe the diagnostic criteria for common child and adolescent psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.

2. Critically examine the essential features of common child and adolescent 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 child and adolescent disorders.

4. Demonstrate relevant communication skills, and reflective professional and ethical practice consistent with a Clinical Psychologist role.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership



2 Portfolio

Assessment Title Portfolio: Relfection, Outreach and Co-facilitation
Task Description

This assessment item involves three pieces:

- A reflective diary (20%) handed in at the end of the term, where you summarise your learning about yourself as a learner, a scientist-practitioner and an emerging clinical psychologist. You will be asked to draw about your weekly contributions to the class, your assignment and your observations. Further details about the reflective diary will be provided on the Moodle site.

- An outreach assignment (20%), where the focus is on developing some psychological resource that is relevant to child and/or adolescent psychopathology, and that will incorporate the description, aetiology, assessment/diagnostic criteria, and to a lesser extent intervention, ethical and/or cultural issues and that is created for a general audience. You will also include a short (1-2 page) rationale explaining your choice of topic and resource with reference to the literature. Further details about the assignment will be provided on the Moodle site.

- Being a co-facilitator (10%) of the class at the Problem Based Learning (PBL) sessions that are held weekly. Your role is to observe, help with the integration of knowledge, ask questions that stimulate discussion and summarise your observations/integration by the end of the week that you were co-facilitating. During the week you are co-facilitating, you will not be working on a separate presentation to the class. Each student will get a turn at co-facilitating a session.

Assessment Due Date Week 12 Friday (02-Jun-2017) 05:00 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting 50%
Assessment Criteria

Marking guides will be discussed and available to students on the Moodle site.

Referencing Style American Psychological Association (APA)
Submission Online
Hard copy

Hard copy. This will depend on the format of the outreach you choose. All written submissions are to be uploaded through Moodle and can also be emailed to the lecturer.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Describe the diagnostic criteria for common child and adolescent psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.

2. Critically examine the essential features of common child and adolescent 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 child and adolescent disorders.

4. Demonstrate relevant communication skills, and reflective professional and ethical practice consistent with a Clinical Psychologist role.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership



Examination

Outline Complete an examination
Date During the University examination period
Weighting 40%
Length 180 minutes
Details Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
No Calculators Permitted
Restricted
Students are allowed to bring in a DSM-5 textbook to the examination room. Electronic copies of DSM-5 are not allowed i.e. no laptops or phones allowed.
Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Describe the diagnostic criteria for common child and adolescent psychological disorders and evaluate the advantages and limitations of existing diagnostic systems.

2. Critically examine the essential features of common child and adolescent 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 child and adolescent disorders.

4. Demonstrate relevant communication skills, and reflective professional and ethical practice consistent with a Clinical Psychologist role.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility


© 2017 CQUniversity
Page generated by apps-prod-01.cqu.edu.au at Sun Mar 26 11:42:20 AEST 2017