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.
|Academic unit:||Faculty of Society & Design|
Delivery & attendance
|Prescribed resources:|| |
|[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
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.
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.
|Oral Pitch||Tutorial presentation||50%||Progressive||1, 2, 3, 5, 6.|
|Case Study||Students are required to submit a case report.||50%||Week 5||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.
|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.
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.
Introduction to Abnormal Psychology Rieger Chpt 1
Classification, assessment and treatment Rieger Chpt 1; DSM-5 – Section 1
Disorders of Childhood Rieger Chpt 14; 443-451 and 460-470 DSM-5 pgs 59-66 & 461-480 and Mental Health standards and APS Code of Ethics
Anxiety Disorders Rieger Chpt 2; DSM-5 pgs 189-234
Anxiety Disorders Rieger Chpts 3 & 4; DSM-5 pgs 235-290 and Biopsychosocial model
Mood Disorders Rieger Chpt 5; DSM-5 pgs 155-188
Mood Disorders Rieger Chpt 6; DSM-5 pgs 123-155
Personality Disorders Rieger Chpt 13; DSM-5 645-686
Psychotic Disorders Rieger Chpt 7; DSM-5 87-122
Addictive Disorders Rieger Chpt 10; DSM-5 pgs 481-590
Disorders of Childhood Rieger Chpt 14; Pages 453-460; 472-488; DSM-5 pgs 31-86
Aging and Psychological Disorders Rieger Chpt 15; DSM-5 591-644