PSYC503 - Mental Health and Psychological Disorders

Year

Credit points

Campus offering

Prerequisites

PSYC500 Introduction to Psychology: Science and Practice

Unit rationale, description and aim

A key area of research and practice within psychology is the domain of abnormal behaviour and psychological distress. Abnormal behaviour is therefore a fundamental topic within the broad body of knowledge of psychology. This unit examines theory and research in the field of abnormal psychology and investigates contemporary understandings of the concepts of abnormality, mental health and wellbeing. The unit covers diagnostic systems frequently used to classify disorders, methodologies used to research psychopathology, and presents models of aetiology in abnormal behaviour. The major mental disorders are introduced and their primary diagnostic features described. Treatment issues are also discussed insofar as they relate to aetiology. Ethical and cross-cultural consideration will also be examined in relation to these topics. This introduction is designed to highlight key theories and seminal research, thus providing an overview of current understandings of abnormal psychology. The aim of this unit is to introduce and describe key concepts within abnormal psychology, including the classification, diagnosis and treatment of 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.

Content

Topics will include:

• Definition and history of concepts of abnormality, mental disorders and psychopathology
• Cultural and historical notions, and models of psychopathology
• Overview of concepts of mental health and wellbeing            
• Determinants of Aboriginal and Torres Strait Islander peoples’ social and emotional wellbeing
• Formal and informal classification systems, common misconceptions and myths
• Models of and research in aetiology
• Ethical and legislative frameworks (including privacy and human rights)
• Problems of childhood and adolescence
• Major mental disorders e.g. schizophrenia, bipolar disorder, major depression, S.A.D., eating disorders, obsessive compulsive disorders, phobias, sexual disorders, dissociative syndromes, personality disorders, somatoform disorders, stress and illness, addictions, neurological disorders
• Therapies in abnormal psychology and consumer and carer participation in the care of psychological disorders

Learning and teaching strategy and rationale

Teaching and learning strategies utilised in this unit will support students in meeting the aims and achieving the learning outcomes relevant to this unit as well as to the broader course learning outcomes. This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline, and opportunities to practice and apply their learning in situations similar to their future professions. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous discussions, interact with peers through these discussion forums, and engage with online modules and readings via the online learning platform. Activities encourage students to bring their own examples to demonstrate understanding and application, and to engage constructively with their peers. Collaboration with peers in the online environment will support students in considering, discussing and debating the content of the unit. These learning and teaching strategies assist students in developing their knowledge and application, analysis, synthesis and evaluation of that knowledge in the field of mental health and psychopathology. Students will receive regular and timely feedback on their learning, which includes information on their progress.  

Assessment strategy and rationale

In order to pass this unit, students must:

• demonstrate the achievement of all learning outcomes
• complete and submit all of the assessment tasks
• obtain an aggregate mark of at least 50%

The assessment tasks have been designed to allow students to demonstrate the achievement of the learning outcomes of the unit and develop the associated graduate attributes. The assessment strategy for this unit allows students to demonstrate their acquisition of knowledge, as well as the application of that knowledge. The written assignments provide a valid and authentic learning and assessment opportunity. The film critique utilises feature films depicting psychological disorders as a stimulus for students to apply their knowledge of abnormal psychology to “real-world” situations. Referral letters are used by practitioners in various settings to refer individuals for specialised assistance; in this task students will demonstrate their ability to write professionally, identify key issues and incorporate appropriate knowledge. Recall of key knowledge concepts is assessed via multiple choice questions in the final exam. Short answer questions in this exam provides students with an opportunity to demonstrate their grasp of key concepts and their ability to synthesise information learnt throughout the course in meaningful ways

Overview of assessments

Representative texts and references

American Psychiatric Association (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). American Psychiatric Association

Australian Psychological Society (2012). Guidelines for the provision of psychological services for, and the conduct of psychological research with, Aboriginal and Torres Strait Islander people of Australia. Ethical guidelines (11th ed.). Australian Psychological Society.

Barlow, D. H. & Durand, V. M. (2023). Psychopathology: An integrative approach to mental disorders (9th ed.). Cengage.