Unit rationale, description and aim
Many clinical psychologists work in health settings to assist patients with acute or chronic illnesses, and to prevent or tackle emotional problems and disorders that can arise during ill health. This unit is designed to provide a detailed study of health psychology, behavioural medicine and rehabilitation principles and procedures, and their evidence-based applications in clinical health settings. It will cover psychosocial processes associated with health and illness, health-promoting behaviours, and the application of evidence-based psychological interventions targeting health and illness. There will be a particular focus on psychological assessments and interventions for major health problems (e.g., drug and alcohol, obesity problems), including motivational interviewing and relapse prevention. Effective and professional collaboration with other health professionals within a multidisciplinary team will also be addressed. In addition, as knowledge of psychopharmacology is essential to working effectively in health and mental health settings and with medical professionals, the unit will also provide students with a basic understanding of empirically validated psychopharmacological treatments for psychological disorders. Students will also acquire knowledge of the basic principles of drug action and pharmacokinetics, and the common indications, contraindications and adverse effects of psychotropic medication. The aim for the health psychology component of this unit is to provide students with essential knowledge and analytic and practical skills to support the practice of clinical psychology in health settings. The aim of the psychopharmacology component is to provide students with a basic understanding of empirically validated psychopharmacological treatments for psychological disorders.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the role of psychological assessment and ...
Learning Outcome 01
Explain the influence of genetic, physiological, c...
Learning Outcome 02
Apply critical evaluation skills to models of heal...
Learning Outcome 03
Describe the basic principles of drug action and p...
Learning Outcome 04
Analyse one’s own perspectives and cultural world ...
Learning Outcome 05
Discuss and understand the history of Australia’s ...
Learning Outcome 06
Content
Topics will include:
Clinical Health Psychology:
- Current models of health psychology and behavioural medicine and rehabilitation principles and procedures
- Biopsychosocial contributions to health and illness; implications for both prevention and treatment
- Social determinants of health and their relationship to the aetiology and culturally responsive assessment and treatment of health problems in Aboriginal and Torres Strait Islander people
- The nature of emotional responses as part of a complex set of interactions of genetic, physiological, behavioural and environmental factors influencing physical health
- An overview of the body’s physical systems relevant to common chronic illnesses
- Models of stress and coping and associated prevention and intervention models
- The role of beliefs and behaviours in health, illness and chronicity
- Pain and pain management
- Diet, exercise and obesity
- Sleep loss and sleep disorders
- Research on health-impairing and health-protecting behaviours
- Sexual health and reproduction
- Dying and bereavement
- Patients’ engagement with the healthcare system
- Professional and organisational implications of working in multi-disciplinary teams.
Psychopharmacology:
- Drug nomenclature, drug action, and pharmacokinetics
- Psychotropic medication for mood disorders
- Psychotropic medication for anxiety disorders
- Psychotropic medication for psychosis
- The appropriate application of psychopharmacological knowledge to improve patient management and effective communication with other health providers
Assessment strategy and rationale
In order to best enable students to demonstrate unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with university assessment requirements. All assessment tasks in this unit are graded hurdles or hurdle tasks because students must meet psychological practice standards set by the Psychology Board of Australia and the Australian Psychological Accreditation Council and failure may lead to an unacceptable level of risk to clients the student will come into contact with on practicum and when working as a psychologist. A range of assessment strategies is used including:
(1) A graded hurdle presentation and written summary aimed at enhancing and assessing students’ knowledge of biopsychosocial factors and psychological interventions relevant to the management of physical health conditions. In addition, the presentation will allow students to develop skills in public speaking, teamwork, and experience in the delivery of information to colleagues.
(2) A hurdle examination to assess students capacity to demonstrate case formulation and treatment planning skills specific to clinical cases the Health Psychology context. Students will be given the option to re-sit the examination on one additional occasion should they fail the examination on their first attempt.
(3) A graded hurdle psychopharmacology assessment to examine students’ knowledge of psychotropic medications and psychopharmacological principles, and their ability to communicate clearly and appropriately with patients and healthcare professionals about psychopharmacological issues.
To pass this unit, students must demonstrate achievement of every unit learning outcome and pass all assessment tasks. The passing mark for each of the graded hurdle assessment tasks is 50%. If students fail their original submission on the graded hurdle or hurdle task (i.e., first attempt) they are provided with one additional opportunity to pass the assessment task (i.e., second attempt). If the student passes the second attempt, the highest mark that they can achieve on that assessment task is 50%.
Overview of assessments
Assessment Task 1 - Presentation and Written Summ...
Assessment Task 1 - Presentation and Written Summary
To assess knowledge of psychological assessments and interventions relevant to the management of chronic diseases and physical health related issues with reference to the current models of health psychology.
Graded Hurdle (60%)
Assessment Task 2 – Examination This practical e...
Assessment Task 2 – Examination
This practical examination allows students to demonstrate case formulation and treatment planning skills specific to the Clinical Health Psychology context.
Hurdle (Pass/Fail)
Assessment Task 3 - Examination To assess knowle...
Assessment Task 3 - Examination
To assess knowledge of basic psychotropic medications and understanding of the principles of drug action and pharmacokinetics.
Graded Hurdle (40%)
Learning and teaching strategy and rationale
Postgraduate students in psychology are expected to be independent learners; this is reflected in an approach which puts students at the centre of their learning through participation in discussions. This unit therefore uses an active learning approach delivered in face-to-face mode with 4 contact hours per week, or equivalent in intensive mode, and is presented through a combination of lectures, workshops and web-based learning. Students will be expected to take responsibility for their learning and to participate actively within class activities. Learning and teaching strategies used in lectures and workshops include case-based learning, group activities, and reflective/critical thinking activities. This range of strategies will provide students with appropriate access to required knowledge and understanding of unit content, and opportunities for development of competency in clinical health psychology. Web-based learning allows for further self-directed learning of additional content.