This subject introduces students to an evidence-based framework for understanding the functions of human behaviour. This subject will focus on teaching students the techniques used to conduct a systematic analysis of behaviour that limits human performance. Students will also learn about the specific strategies that can be used to create meaningful and long-term change in human behaviour.
Changes due to Commonwealth Games: The University has marginally altered the timetable for the January semester of 2018 (181) to ensure that students have the opportunity to engage with the Commonwealth Games to be held in April 2018. The modified timetable has been designed to not impact on overall subject or program learning outcomes. Some subjects may be delivered in a slightly modified mode to accommodate the change. Specific arrangements will be included on the iLearn site for each subject. All changes to the class schedule have the full approval of University and Academic Unit administration and will not adversely affect student learning or assessment.
|Academic unit:||Faculty of Society & Design|
|Subject title:||Understanding and Changing Human Behaviour|
Delivery & attendance
|Attendance and learning activities:||Attendance is compulsory for this subject and students must attend all lectures. All lecture content is embedded in the application of new knowledge to practical scenarios and case studies, the knowledge gains that arise from these in-class activities cannot be replaced by reading the textbook for the subject. Therefore, students who elect to miss classes place themselves at risk of missing important and examinable subject content. Students who have legitimate reasons for non-attendance such as illness or unforeseen personal crisis should 1) contact the lecturer-in-charge via email to report their absence and 2) provide the lecturer-in-charge with a medical or similar certificate. Further, learning of new material will occur via direct exposure to practical problem-focused tasks, group interaction, and structured discussion. Students will be required to build their understanding of key concepts by engaging in active and on-topic participation throughout the subject. Learning Activities: Three-hour seminars will comprise of presentation of material via formal lecture, discussion of key concepts in small groups and class, and completion of problem-focused clinical exercises and case studies. Students will be encouraged towards active engagement and will be required to undertake activities such as note-taking, group-based discussion of key concepts and responding to direct questions from the lecturer-in-charge.|
|Prescribed resources:||No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.|
|[email protected] & Email:||[email protected] 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
This subject is not available as a general elective. To be eligible for enrolment, the subject must be specified in the students’ program structure.
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:
- To apply and evaluate the basic steps for analysing human behaviour and its maintaining variables.
- To develop effective expressive, receptive and written communication skills as these apply to the counselling and behaviour management environments.
- To design and implement an individualised behavioural intervention to improve one specific behavioural concern.
- To construct A-B-C data-collection tools to monitor changes in behaviour and to use these data to judge the extent of behaviour change.
- To identify and explain the ethical issues significant to working with clients to alter their patterns of behaviour.
|Oral Presentation §||Seminar Presentation||15%||Week 8||1, 2, 3, 4, 5.|
|Written Report||Written Self-report Case Study||40%||Week 11||1, 2, 3, 4, 5.|
|Paper-based Examination (Closed)||End of Semester Exam||45%||Final Examination Period||1, 2, 3, 5.|
- § Indicates group/teamwork-based assessment
- * 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.
|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.|
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.
Students must check the [email protected] 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.
Policy on plagiarism
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.
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.
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.
Historical foundation for working with behaviour and key models of behaviourism.
Description of form and function evaluations of behaviour. Implications of these evaluations in identifying the reasons for negative behaviour.
Key methods for developing data-collection tools important to collecting information at baseline and intervention.
Strategies for deciding on target behaviours. Setting short- and long-term goals to achieve positive behaviour change.
Identifying and analysing the distal and proximal events significant to triggering instances of behaviour.
Exploring modalities of overt and covert behaviour. Development of alternative positive responses.
Identifying and analysing possible functions of negative or self-defeating behaviour. Understanding the ways in which this behaviour can become a coping tool.
Description of key principles for ensuring effective self-regulation.
Review and evaluation of the elements required for a successful behaviour plan.
Preventing relapse and failure in the development of new behaviour. Strategies for encouraging clients to become an independent change agent.