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PSYC71-608: Psychopathology and Therapy: Families, Children and Adolescents September 2017 [Standard]

General information

This subject provides 48 hours of advanced training in the assessment, diagnosis, classification and treatment of common and severe mental disorders and psychopathology in children and adolescents. The disorders covered include anxiety and depressive disorders, externalising problems, adjustment disorders, developmental disorders (including autism spectrum disorders), and suicide and self-harm. In this subject students receive 10 hours of formal academic training in the mechanisms and aetiology of these disorders, including a critical examination of the major diagnostic systems and diagnostic criteria, 10 hours of formal academic training in the clinical, behavioural, and psychometric assessment of these problems, 24 hours of formal academic training in empirically validated psychological interventions, and 4 hours formal academic training in psychopharmacology as it applies to these disorders. At the end of this subject students should have developed the competence to reliably diagnose the disorders covered, and to plan and evaluate appropriate treatments.

Details

Academic unit:Faculty of Society & Design
Subject code:PSYC71-608
Subject title:Psychopathology and Therapy: Families, Children and Adolescents
Subject level:Postgraduate
Semester/Year:September 2017
Credit points:10

Delivery & attendance

Timetable: https://bond.edu.au/timetable
Delivery mode:

Standard

Workload items:
  • Lecture: x12 (Total hours: 24) - Lecture 1
  • Lecture: x12 (Total hours: 24) - Lecture 2
  • Personal Study Hours: x12 (Total hours: 72) - Recommended Study Hours

Resources

Prescribed resources:
  • APA (2013). Diagnostic and statistical manual of mental disorders.. 5th, Washington DC: American Psychiatric Press
  • Creed, T., Reisweber , J., & Beck, A.T. (2011). Cognitive Therapy for adolescents in school settings. New York: Guildford Press
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

Enrolment requirements

Requisites: ?

Nil

Restrictions: ? This subject is not available to
  • Study Abroad Students

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.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:
  1. Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention;
  2. Demonstrate knowledge and behaviour consistent with the ethical, legal and professional requirements of psychological practice;
  3. Demonstrate skills and knowledge of systematic psychological assessment;
  4. Demonstrate skills and knowledge regarding intervention strategies;
  5. Demonstrate the application of research knowledge and skills to psychological practice;
  6. Demonstrate excellent written communication skills.

Assessment

Assessment details

TypeTask%Timing*Outcomes assessed
Case Study Case report including process to gaining informed consent, assessment and conceptualization, Diagnosis DSM-5, and for and goals for therapy and recommended treatment plan and empirical evidence to support treatment approach by citing peer-reviewed articles. 35% Week 8 1, 2, 3, 4, 5, 6.
Case Study Case report including conceptualisation and diagnosis/es, process on how confidentiality and privacy issues and gaining informed consent, treatment plan and empirical support for the efficacy of CBT interventions selected. 35% Week 10 1, 2, 3, 4, 5, 6.
Paper-based Examination (Closed) Final End of Semester Exam 30% Final Examination Period 1, 2, 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 [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.

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

Principles and Practices of Therapy working with children and adolescents - Reading DSM-5 – Section 1

1, 2, 3, 4, 5.

Psychodynamic Therapy – GUEST LECTURE Reading - TBA

1, 2, 3, 4, 5.

Overview of Disruptive, Impulse-Control, and Conduct Disorders and ADHD: Assessment, diagnosis and treatment - Readings - DSM-5 – Section II pgs 59-66 & 461-481

1, 2, 3, 5.

Evidence-Based Psychosocial Treatment of Disruptive Behavior Disorders – Practice Elements - Readings -Chpts 1,3,4,5 (BFI Sanders & Dadds)

1, 2, 3, 4, 5.

Evidence-Based Psychosocial Treatment of Disruptive Behavior Disorders – Practice Elements - Readings Chpts 6 (BFI Sanders & Dadds)

1, 2, 3, 4.

Overview of Anxiety and Mood Disorders: Assessment, diagnosis and treatment Reading DSM-5 – Section II pgs 189-290; 123-188

1, 2, 4, 5.

Cognitive Behaviour Therapy with child/adolescent and family focusing on knowledge and skill competencies in assessment , formulation & treatment. Readings Chapters 1-4 Creed, Reisweber, & Beck

1, 2, 3, 4, 5.

Cognitive Behavioural Therapy with child/adolescent, adolescent and family focusing on knowledge and skill competencies in empirical evidence, assessment, formulation. Readings - Chapters 1-4 Creed, Reisweber, & Beck

1, 2, 3, 4, 5.

Psychopharmacology - GUEST LECTURE

1, 2, 3, 4, 5.

Mindfulness Techniques for Children & Teens - Reading TBA

1, 3, 5.

Suicidal ideation and trauma-informed practice and the impact of abuse and neglect and domestic violence on child/adolescent attachment.

1, 2, 5.

Assessment, diagnosis and treatment of Disorders of Early Development and Autism Spectrum Disorder

1, 2, 3, 4, 5.
Approved on: Jul 31, 2017. Edition: 1.1