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.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

PSYC670 Clinical Assessment and Intervention: Adult Disorders AND PSYC671 Clinical Assessment and Intervention: Childhood Disorders

Incompatible

PSYC662 Clinical Health Psychology and Psychopharmacology

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

Describe the role of psychological assessment and interventions in physical illness and health, with diverse populations of clients within clinical health psychology settings
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Explain the influence of genetic, physiological, c...

Learning Outcome 02

Explain the influence of genetic, physiological, cognitive behavioural and environmental factors in health and illness and to critically evaluate the complexities of the interrelationships between these factors
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Apply critical evaluation skills to models of heal...

Learning Outcome 03

Apply critical evaluation skills to models of health behaviour change, and develop programs aimed at health promotion and illness prevention for use within multidisciplinary teams
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11

Describe the basic principles of drug action and p...

Learning Outcome 04

Describe the basic principles of drug action and pharmacokinetics, and psychotropic medications which are commonly prescribed in the treatment of psychological disorders
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9

Critically reflect on personal perspectives and cu...

Learning Outcome 05

Critically reflect on personal perspectives and cultural worldview and corresponding implications for delivering culturally safe healthcare, particularly for Aboriginal and Torres Strait Islander peoples, and develop strategies for ongoing self-reflexivity in practice
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC8

Examine Australia’s historical and contemporary do...

Learning Outcome 06

Examine Australia’s historical and contemporary dominant Western cultural paradigm, assessing its influence on the health system, its shaping of health professional culture and impact on the healthcare experiences of Aboriginal and Torres Strait Islander peoples.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9

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 utilized, consistent with university assessment requirements. A range of assessment strategies is used including:

(1) A presentation (and a written summary for on-campus students) 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 written assignment aimed at enhancing students’ knowledge of appropriate psychological assessment strategies and the development of formulations and treatment plans for patients with health conditions. The assignment allows students to demonstrate critical analyses and syntheses of client information relevant to the practice of clinical health psychology.

(3) An exam to assess students’ knowledge of psychotropic medications and psychopharmacological principles, and their ability to communicate clearly and appropriately with patients and healthcare professionals about psychopharmacological issues.

All assessment tasks in this unit are graded hurdles to ensure that students are demonstrating achievement of all unit learning outcomes and demonstrating an appropriate level of knowledge and skills which are essential to the practice of clinical psychology in health settings. In order to pass this unit, students must pass all assessment tasks. The passing mark for each of the assessment tasks is 50%. If students fail their original submission (i.e., first attempt) they are provided with another 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%. A failure in any of these tasks indicates an inability to demonstrate clinical psychology professional competencies which is likely to translate to an unacceptable level of risk to clients the student will come into contact with on practicum and as a practicing psychologist. 

Overview of assessments

Assessment Task 1 - Recorded Presentation and Wri...

Assessment Task 1 - Recorded 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.

Weighting

Graded Hurdle (40%)

Learning Outcomes LO1, LO2, LO3, LO5, LO6
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Assessment Task 2 - Written Assignment To assess...

Assessment Task 2 - Written Assignment

To assess critical analysis and synthesis of information relevant to the practice of clinical health psychology.

Weighting

Graded Hurdle (40%)

Learning Outcomes LO1, LO2, LO3, LO5, LO6
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Assessment Task 3 - Online Examination To assess...

Assessment Task 3 - Online Examination

To assess knowledge of basic psychotropic medications and understanding of the principles of drug action and pharmacokinetics.

Weighting

Graded Hurdle (20%)

Learning Outcomes LO4
Graduate Capabilities GC1, GC2, GC3, GC7, GC8, GC9

Learning and teaching strategy and rationale

This unit uses an active learning approach presented through asynchronous activities such as discussion forums where students interact with peers and engage with online modules and readings via the online learning platform. This unit involves a minimum of 150 hours of self-study, learning activities and assessments. Students will be expected to take responsibility for their learning and to participate actively within online activities. The learning and teaching strategy include case-based learning, and reflective/critical thinking activities. This strategy provides 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. Active learning opportunities provide students with opportunities to practice and apply the skills taught in this unit. Collaboration with peers in the online environment will support students in considering, discussing and debating the content of the unit. Students receive regular and timely feedback on their learning, which includes information on their progress.

Representative texts and references

Representative texts and references

American Psychological Association (2019). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author. 

Bowling, A. (2014). Research methods in health: Investigating health and health services  (4th ed). Buckingham, UK: Open University Press.

Caltabiano, M. L., & Ricciardelli, L. A. (2013). Applied topics in health psychology . Chichester, UK: Wiley-Blackwell.

Dorrian, J., Thorsteinsson, E., Di Benedetto, M., Lane-Krebs, K., Day, M., Hutchinson, A., & Sherman, K. (2017). Health Psychology in AustraliaCambridge, UK: Cambridge University Press.

Huff, R. M., Kline, M. V. & Peterson, D. V. (Eds). (2015). Health promotion in multicultural populations: A handbook for practitioners and students  (3rd ed.). Thousand Oaks, CA: SAGE. Preston, J. D., O’Neal, J., & Talaga, M. C. (2021). Handbook of clinical psychopharmacology for therapists  (9th ed.). Oakland, CA: New Harbinger.

Schatzberg, A. F. & DeBattista, C. (2019). Manual of Clinical Psychopharmacology  (9th ed.). Arlington, VA: American Psychiatric Association.

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