General Information
This subject develops knowledge of the major psychopathological disorders experienced by children, adolescents and adults. For each disorder the following topics are addressed: aetiology, characteristic symptoms, diagnostic features and a synopsis of evidence based treatment. Predominant paradigms for understanding psychopathology are covered with particular emphasis on the biopsychosocial approach. Ethical issues regarding the applied practice of psychology are introduced with reference to the APS "Code of Ethics" and the "National Practice Standards for the Mental Health Workforce". This subject introduces the Diagnostic and Statistical Manual of Mental Disorders psychiatric classification system, and students apply and evaluate this system using a case study approach.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC13-312 Subject title: Psychopathology Subject level: Undergraduate Semester/Year: September 2017 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: -
Resources
Prescribed resources: Books
- Reiger, E. (Ed) (2014). Abnormal Psychology: Leading researcher perspectives.. 3rd, Sydney McGraw-Hill Education
- American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).. n/a, Arlington, VA. American Psychiatric Association
Journals
- Rosenhan, D.L (1973). On being sane in insane places. Science 250-8
- Ross, D.E (2000). A method for developing a Biopsychosocial formulation. Journal of Child and Family Studies 1-6
- Spitzer, R.L (1975). On Pseudoscience in Science, Logic in Remission, and Psychiatric Diagnosis: A Critique of Rosenhan's "On Being Sane in Insane Places“. Journal of Abnormal Psychology 442-452
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC13-312 |
| Subject title: | Psychopathology |
| Subject level: | Undergraduate |
| Semester/Year: | September 2017 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: |
| Prescribed resources: | Books
Journals
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|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Evaluate psychologists behaviour in psychological research and other professional contexts in relation to the APS Code of Ethics and the complimentary Ethical Guidelines, as well as the Australian National Practice Standards for the Mental Health Workforce,
- Communicate effectively in a variety of formats and in a variety of contexts,
- Understand and apply psychological principles to personal and social issues.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Paper-based Examination (Closed) Final Exam 50.00% Final Examination Period 1,2,3,4,5,6 Oral Pitch Tutorial presentation 20.00% Week 1 1,2,3,5,6 Case Study Students are required to submit a 3000 word case report worth 30 marks based on the case study provided.The template that students are required to use for the case report will be provided. 30.00% Week 9 1,2,3,5,6 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Paper-based Examination (Closed) | Final Exam | 50.00% | Final Examination Period | 1,2,3,4,5,6 |
| Oral Pitch | Tutorial presentation | 20.00% | Week 1 | 1,2,3,5,6 |
| Case Study | Students are required to submit a 3000 word case report worth 30 marks based on the case study provided.The template that students are required to use for the case report will be provided. | 30.00% | Week 9 | 1,2,3,5,6 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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Week 1
Introduction to Abnormal Psychology Rieger Chpt 1.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Understand and apply psychological principles to personal and social issues.
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Week 2
Classification, assessment and treatment Rieger Chpt 1; DSM-5 – Section 1.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Understand and apply psychological principles to personal and social issues.
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Week 3
Disorders of Childhood Rieger Chpt 10; DSM-5 pgs 59-66 &461-480.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Understand and apply psychological principles to personal and social issues.
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Week 4
Anxiety Disorders Rieger Chpt 2; DSM-5 pgs 123-188.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Communicate effectively in a variety of formats and in a variety of contexts,
- Understand and apply psychological principles to personal and social issues.
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Week 5
Anxiety Disorders Rieger Chpt 2; DSM-5 pgs 123-188.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Understand and apply psychological principles to personal and social issues.
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Week 6
Mood Disorders Rieger Chpt 3; DSM-5 pgs 189-234.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Communicate effectively in a variety of formats and in a variety of contexts,
- Understand and apply psychological principles to personal and social issues.
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Week 7
Mood Disorders Rieger Chpt 3; DSM-5 pgs 189-234.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Communicate effectively in a variety of formats and in a variety of contexts,
- Understand and apply psychological principles to personal and social issues.
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Week 8
Personality Disorders Rieger Chpt 9; DSM-5 481-590.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Communicate effectively in a variety of formats and in a variety of contexts,
- Understand and apply psychological principles to personal and social issues.
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Week 9
Disorders of Childhood Rieger Chpt 10; DSM-5 33-41; 50-59.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Communicate effectively in a variety of formats and in a variety of contexts,
- Understand and apply psychological principles to personal and social issues.
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Week 10
Psychotic Disorders Rieger Chpt 4; DSM-5 pgs 387-422.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Communicate effectively in a variety of formats and in a variety of contexts,
- Understand and apply psychological principles to personal and social issues.
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Week 11
Addictive Disorders Rieger Chpt 7; DSM-5 645-684.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Communicate effectively in a variety of formats and in a variety of contexts,
- Understand and apply psychological principles to personal and social issues.
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Week 12
Aging and Psychological Disorders & Mental health standards Rieger Chpt 11; DSM-5 87-122 TBA: Lecture Notes.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Describe, apply and evaluate the different research methods used by psychologists,
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Communicate effectively in a variety of formats and in a variety of contexts,
- Understand and apply psychological principles to personal and social issues.