You are viewing this page as a domestic student.
Change to International

You are a domestic student if you are an Australian citizen, a New Zealand citizen or the holder of an Australian permanent visa.

You are an international student whether you are within or outside Australia and you do not meet the domestic student criteria.

COVID-19 (coronavirus): Latest advice for the Bond community.

PSYC13-312: Psychopathology May 2022 [Standard]

General information

This subject develops knowledge of the major psychopathological disorders experienced by children, adolescents and adults. For each condition, the following topics are addressed: aetiology, characteristic symptoms, diagnostic features and synopsis of evidence-based treatment. 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 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
Subject code:PSYC13-312
Subject title:Psychopathology
Subject level:Undergraduate
Semester/Year:May 2022
Credit points:10

Delivery & attendance

Delivery mode:


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


Prescribed resources:
  • Reiger, E. (Ed) (2017). Abnormal Psychology: Leading researcher perspectives.. 4th, Sydney: McGraw-Hill Education
  • American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).. Arlington, VA.: American Psychiatric Association
  • Australian Psychological Society (2007). Code of Ethics.. Melbourne, Vic: APS
  • Ross, D.E (2000). A method for developing a Biopsychosocial formulation. Jan 6, 2022 12:00:00 AM.
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

Enrolment requirements

Requisites: ?


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: ?


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.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:
  1. Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in abnormal psychology,
  2. 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.
  3. Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
  4. Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
  5. Demonstrate interpersonal skills and teamwork.
  6. Demonstrate self-directed pursuit of scholarly inquiry in Psychology.


Assessment details

TypeTask%Timing*Outcomes assessed
Oral Pitch Tutorial presentation 50% Progressive 1, 2, 3, 4, 5, 6.
Case Study Students are required to submit a case report. 50% Week 5 1, 2, 3, 4, 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 [email protected] 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.

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.

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.

Subject curriculum

Overview of subject, definitions of psychopathology, ethics and introduction to diagnosis

1, 2, 3.

DSM-5 and ICD-11 defintions of mental disorder, culture and psychopathology, making a diagnosis

1, 2, 3, 6.

Externalising disorders in childhood; prevalence, theories and criteria for Oppositional defiant disorder, Attention-deficit hyperactivity disorder, and conduct disorder

1, 2, 4, 6.

Criteria for and theories of anxiety disorders; Phobias, panic disorder and social anxiety disorder

1, 2, 4.

Criteria for and theories of generalised anxiety disorder, obsessive-compulsive disorder, and post-traumatic stress disorder

1, 2, 4.

Overview of Major Depressive Disorder: Symptoms, Aetiology and treatment

1, 2, 5, 6.

Overview of Bipolar Disorder: Symptoms, Aetiology and treatment

1, 2, 5, 6.

Personality and Personality Disorder; Diagnosis and aetiology of PD

1, 2, 4, 5, 6.

Diagnostic criteria for schizophrenia, nature of delusions and hallucinations, aetiology and treatment

1, 2, 5, 6.

overview of substances of addiction, process and models of addiction, treatment considerations

1, 2, 5, 6.

Neurodevelopmental Disorders, intellectual impairment, selective mutism, depression in childhood, Autism spectrum disorder

1, 2, 4, 5, 6.

Lifespan issues, theories of Depression in older adults, dementia and differential diagnosis, treatment and management

1, 2, 4.
Approved on: Mar 11, 2022. Edition: 6.3