General Information
This subject develops knowledge of the major psychopathological disorders experienced by adolescents and adults, as explained in Diagnostic and Statistical Manual of Mental Disorders psychiatric classification system. These subject covers aetiology, characteristic symptoms, diagnostic features and synopsis of evidence-based treatment of several clinical disorders. The subject covers predominant paradigms for understanding psychopathology with particular emphasis on the biopsychosocial approach. Ethical issues regarding the applied practice of psychology are introduced with reference to Psychology Board of Australia Code of Conduct and Professional Competencies.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC13-312 Subject title: Psychopathology Subject level: Undergraduate Semester/Year: September 2026 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- 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
- Ronald J. Comer,Jonathan S. Comer Psychopathology: Science and Practice. 12th, MacMillan
- American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).. n/a, Arlington, VA. American Psychiatric Association
- Australian Psychological Society (2007). Code of Ethics.. n/a, Melbourne, Vic APS
Journals
- Ross, D.E (2000). A method for developing a Biopsychosocial formulation. Journal of Child and Family Studies 1-6
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC13-312 |
| Subject title: | Psychopathology |
| Subject level: | Undergraduate |
| Semester/Year: | September 2026 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | Books
Journals
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|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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 |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
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. All Psychology programs are accredited in the sequence presented and designed to provide students with learning and graduate outcomes in line with APAC accreditation standards. In order to meet these outcomes, students in the Undergraduate program should complete PSYC11, then PSYC12, and finally PSYC13 subjects in the order sequenced. |
| 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,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
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 AI category Essay Written paper- Literature Review 50.00% Week 9 1, 2, 3, 4, 6 Presentation Tutorial presentation 50.00% In Consultation 1, 2, 3, 4, 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.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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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 | AI category |
|---|---|---|---|---|---|
| Essay | Written paper- Literature Review | 50.00% | Week 9 | 1, 2, 3, 4, 6 | |
| Presentation | Tutorial presentation | 50.00% | In Consultation | 1, 2, 3, 4, 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.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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 student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Introduction: brain anatomy and function
Introduction to clinical disorders, ethical considerations, brain anatomy and physiology.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
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Trauma and Posttraumatic stress disorder (PTSD)
Provides an understanding of different kinds of trauma.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
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Substance use disorders
Alcohol and drug abuse and their relation to personality disorders.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
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Mood disorders and depression
Why do some develop mood disorders and depression?
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
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Psychotic disorders: Schizophrenia
Causes of psychotic disorders.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
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Sleep function and dysfunction
Why do we sleep? And what happens when we have sleep problems?
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
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Movement disorders, traumatic brain injury and Parkinson’s disease
Introduction to movement disorders and discussion on traumatic brain injury and Parkinson’s disease.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
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Memory and Alzheimer’s disease
Introduction to memory function and memory decline in Alzheimer's disease.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
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Pharmacological interventions
Introduction to how Pharmacological interventions work for different clinical disorders.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
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An alternative to Pharmacology: Deep Brain Stimulation & Transcranial Magnetic Stimulation
The use of Deep Brain Stimulation and Transcranial Magnetic Stimulation for clinical treatment.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
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Cognitive behavioural therapy (CBT)
How does CBT work? Ethical considerations. Is it effective? And why?
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
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Other Behavioural interventions and considerations for clinical practice
Discussing other commonly used behavioural interventions.
SLOs included
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.