Overview
This unit is the first of two units in which you will learn how professional knowledge of research and theory can be applied to practice related to high-prevalence psychological disorders across the lifespan, inclusive of culturally diverse populations. As a result, you will learn to conceptualise contemporary psychology cases and to formulate a treatment plan to help your clients. Specifically, this unit uses case-based learning to develop competency in self-reflective practices and the application of diagnostic classification systems to high prevalence psychological disorders, including the critical evaluation of diagnostic systems of taxonomy.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CG17 Master of Clinical Psychology or CL68 Master of Professional Psychology. Anti-req PSYC21005.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Unit evaluation responses
Students stated that they felt like the unit could benefit from inter-unit collaboration regarding the use of formulation to inform psychometric assessment and intervention planning.
It is recommended that the teaching team review the teaching schedule to strengthen the flow of content between units.
Feedback from Unit evaluation responses
Students stated that they were unsure if the inclusion of a test (Assessment 3) was really required for this unit.
It is recommended that the teaching team review Assessment 3 to ensure the use of a test is the most appropriate assessment modality for the aligned learning outcomes.
Feedback from Unit evaluation responses
Students stated that they found it uncomfortable and challenging having to manage the time limit for the in-class presentations themselves.
It is recommended that the teaching team provide students with strategies to assist them in managing their adherence to the time limit during their in-class presentations.
- Synthesise and apply psychological knowledge and relevant international taxonomies (i.e. Diagnostic and Statistical Manual of Mental Disorders and International Classification of Diseases) to evaluate and classify high prevalence psychological disorders.
- Interpret and synthesise psychological data to inform case formulation, diagnosis and intervention to guide evidence-based treatment planning in a culturally responsive manner.
- Apply advanced psycho-developmental knowledge to biopsychosocialspiritual models of mental health as they apply to the conceptualisation and communication of high prevalence psychological disorders in a culturally responsive manner.
Learning outcomes are drawn from specifications for study at level 9 as indicated by the Australian Qualifications Framework (AQF), program of study criteria as stated by the Psychology Board of Australia (PsychBA), and the following core competencies stated by the Australian Psychology Accreditation Council (APAC):
- 3.2 Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways,
- 3.3 Employ professional communication skills, in a culturally responsive manner, with a range of socially and culturally diverse clients,
- 3.5 Identify psychological disorders using a recognised taxonomy,
- 3.6 Conduct professional interviews and assessments and synthesise information from multiple sources, including assessment of risk, to formulate a conceptualisation of the presenting issues to determine the most appropriate interventions, including management of risk, and
- 3.14 Engage in self-reflective professional practice, taking account of the impact of their own values and beliefs, and taking appropriate actions as a result (APAC, 2019, p.13-14).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Portfolio - 0% | |||
| 2 - Project (applied) - 0% | |||
| 3 - Online Test - 0% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
Diagnostic and Statistical Manual of Mental Disorders
Edition: 5-TR (2022)
American Psychiatric Association
US
ISBN: 9780890425763
The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR), is the most comprehensive, current, and critical resource for clinical practice available to todays mental health clinicians and researchers. DSM-5-TR includes the fully revised text and references, updated diagnostic criteria and ICD-10-CM codes since DSM-5 was published in 2013. It features a new disorder, Prolonged Grief Disorder, as well as codes for suicidal behavior available to all clinicians of any discipline without the requirement of any other diagnosis.
With contributions from over 200 subject matter experts, this updated volume boasts the most current text updates based on the scientific literature. Now in four-color and with the ability to authenticate each printed copy, DSM-5-TR provides a cohesive, updated presentation of criteria, diagnostic codes, and text. This latest volume offers a common language for clinicians involved in the diagnosis and study of mental disorders and facilitates an objective assessment of symptom presentations across a variety of clinical settings—inpatient, outpatient, partial hospital, consultation-liaison, clinical, private practice, and primary care.
Stay current with these important updates in DSM-5-TR:
- Fully revised text for each disorder with updated sections on associated features, prevalence, development and course, risk and prognostic factors, culture, diagnostic markers, suicide, differential diagnosis, and more.
- Addition of Prolonged Grief Disorder (PGD) to Section II—a new disorder for diagnosis
- Over 70 modified criteria sets with helpful clarifications since publication of DSM-5
- Fully updated Introduction and Use of the Manual to guide usage and provide context for important terminology
- Considerations of the impact of racism and discrimination on mental disorders integrated into the text
- New codes to flag and monitor suicidal behavior, available to all clinicians of any discipline and without the requirement of any other diagnosis
- Fully updated ICD-10-CM codes implemented since 2013, including over 50 coding updates new to DSM-5-TR for substance intoxication and withdrawal and other disorders
- Updated and redesigned Diagnostic Classification
- This manual is a valuable resource for other physicians and health professionals, including psychologists, counselors, nurses, and occupational and rehabilitation therapists, as well as social workers and forensic and legal specialists. The new DSM-5-TR is the most definitive resource for the diagnosis and classification of mental disorders.
The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR), is the most comprehensive, current, and critical resource for clinical practice available to todays mental health clinicians and researchers. DSM-5-TR includes the fully revised text and references, updated diagnostic criteria and ICD-10-CM codes since DSM-5 was published in 2013. It features a new disorder, Prolonged Grief Disorder, as well as codes for suicidal behavior available to all clinicians of any discipline without the requirement of any other diagnosis.
With contributions from over 200 subject matter experts, this updated volume boasts the most current text updates based on the scientific literature. Now in four-color and with the ability to authenticate each printed copy, DSM-5-TR provides a cohesive, updated presentation of criteria, diagnostic codes, and text. This latest volume offers a common language for clinicians involved in the diagnosis and study of mental disorders and facilitates an objective assessment of symptom presentations across a variety of clinical settings—inpatient, outpatient, partial hospital, consultation-liaison, clinical, private practice, and primary care.
Stay current with these important updates in DSM-5-TR:
- Fully revised text for each disorder with updated sections on associated features, prevalence, development and course, risk and prognostic factors, culture, diagnostic markers, suicide, differential diagnosis, and more.
- Addition of Prolonged Grief Disorder (PGD) to Section II—a new disorder for diagnosis
- Over 70 modified criteria sets with helpful clarifications since publication of DSM-5
- Fully updated Introduction and Use of the Manual to guide usage and provide context for important terminology
- Considerations of the impact of racism and discrimination on mental disorders integrated into the text
- New codes to flag and monitor suicidal behavior, available to all clinicians of any discipline and without the requirement of any other diagnosis
- Fully updated ICD-10-CM codes implemented since 2013, including over 50 coding updates new to DSM-5-TR for substance intoxication and withdrawal and other disorders
- Updated and redesigned Diagnostic Classification
- This manual is a valuable resource for other physicians and health professionals, including psychologists, counselors, nurses, and occupational and rehabilitation therapists, as well as social workers and forensic and legal specialists. The new DSM-5-TR is the most definitive resource for the diagnosis and classification of mental disorders.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Webcam
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.m.carter@cqu.edu.au
Module/Topic
Introduction, Diagnosis and Case Formulation
Chapter
- Ingram, B. L. (2011). Clinical case formulations: Matching the integrative treatment plan to the client. John Wiley & Sons.
- DSM-5-TR Introduction.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday March 14th, 9 am - 12 pm (AEST)
Module/Topic
Biopsychosocial Framework & Attachment
Chapter
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday March 21st, 9 am - 12 pm (AEST)
Module/Topic
Chapter
Events and Submissions/Topic
No class due to Residential School
Module/Topic
Depressive Disorders & Bipolar and Related Disorders.
Chapter
- DSM-5-TR Depressive Disorders.
- DSM-5-TR Bipolar & Related Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday April 4th, 9 am - 12 pm (AEST)
Module/Topic
Anxiety Disorders & Somatic Disorders
Chapter
- DSM-5-TR Anxiety Disorders
- DSM-5-TR Somatic Disorders
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday April 11th, 9 am - 12 pm (AEST)
Assessment 1: Diagnostic Handouts Due: Week 5 Monday (7 Apr 2025) 9:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
No lecture due to vacation week
Module/Topic
Chapter
Events and Submissions/Topic
No lecture due to national public holiday (Anzac Day)
Module/Topic
Substance Use Disorders
Chapter
- DSM-5-TR Substance-Related and Addictive Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday May 2nd, 9 am - 12 pm (AEST)
Module/Topic
Neuro-Developmental Disorders
Chapter
- DSM-5-TR Neurodevelopmental Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday May 9th, 9 am - 12 pm (AEST)
Assessment 2: Case formulation Due: Week 8 Tuesday (6 May 2025) 9:00 am AEST
Module/Topic
Disruptive, Impulse-Control and Conduct Disorders
Chapter
- DSM-5-TR Disruptive, Impulse-Control and Conduct Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday May 16th, 9 am - 12 pm (AEST)
Module/Topic
Neuro-cognitive disorders
Chapter
- DSM-5-TR Neurocognitive Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday May 23rd, 9 am - 12 pm (AEST)
Module/Topic
Trauma and Stressor-Related Disorders
Chapter
- DSM-5-TR Trauma- and Stressor-Related Disorders.
Check Moodle for any additional required readings that have been assigned to the learning content for this week.
Events and Submissions/Topic
Lecture Friday May 30th, 9 am - 12 pm (AEST)
Module/Topic
Chapter
Events and Submissions/Topic
No Lecture due to Online Quiz.
Assessment 3: Online Test Due: Week 12 Friday (6 June 2025) 12:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This is a non-graded (Pass/Fail) unit and therefore, in accordance with CQUniversity's Assessment Policy and Procedure (Higher Education Coursework), all assessment tasks must be passed in order to pass this unit. The minimum pass rate for each assessment task is 70% for this unit. Students who have made a reasonable attempt to complete an assessment task initially will have one opportunity to re-attempt a failed assessment task. The mark achieved for the re- attempted assessment task will be recorded as the final mark.
1 Portfolio
You will be required to develop two (2) diagnostic handouts based on the same case study you choose for Assessment 2: Case formulation. A selection of case studies are provided on Moodle under the Assessment tile. You will develop one (1) diagnostic handout that would be appropriate for a colleague (this could be a GP, social worker, teacher or fellow psychologist – depending on the alignment with your case study), and one (1) that would be appropriate for a client. The size and format should be suited for its purpose and referencing of all content (including images and diagrams) should be appropriate.
To successfully pass this assessment, you must receive a grade 70% or higher on both handouts. If a grade lower than 70% is given you will be given one (1) opportunity to re-submit to receive a passing grade. The re-submitted assessment piece will be due one (1) week after marks for the original submission are released. It is suggested that if you are required to re-submit the assessment you should arrange a time to meet with the Unit Coordinator to ensure you understand the feedback that has been given. To pass this unit, all assessment pieces must be passed.
A more detailed task description will be provided on Moodle (PSYC20054 Assessment 1 Information Sheet).
Week 5 Monday (7 Apr 2025) 9:00 am AEST
Both handouts are due by 9:00am (AEST) on Monday the 7th of April (Week 5) via Moodle.
Week 6 Tuesday (22 Apr 2025)
Assessment feedback and marks will be provided to students approximately 2 weeks after submission.
In alignment with Learning Outcome 1 and Learning Outcome 2, students will be assessed on the following criterion.
- Purpose & Aim
- Content accuracy
- Audience appropriateness
- Visual communication
- Clarity and Jargon use
- Practical application
A more detailed marking rubric will be provided on Moodle (PSYC20054 Assessment 1 Marking Criteria).
- Synthesise and apply psychological knowledge and relevant international taxonomies (i.e. Diagnostic and Statistical Manual of Mental Disorders and International Classification of Diseases) to evaluate and classify high prevalence psychological disorders.
- Interpret and synthesise psychological data to inform case formulation, diagnosis and intervention to guide evidence-based treatment planning in a culturally responsive manner.
2 Project (applied)
The objective of this task is for students to develop and submit a comprehensive case formulation that demonstrates their ability to interpret and synthesize psychological data to inform evidence-based treatment plans that align with ‘the need of the client’. This will also involve applying advanced psycho-developmental knowledge to biopsychosocialspiritual models of mental health, particularly in relation to high-prevalence psychological disorders, ensuring that cultural considerations are presented in a culturally responsive manner.
To successfully pass this assessment, you must receive a grade 70% or higher on both aspects of this assessment. If a grade lower than 70% is given you will be given one (1) opportunity to re-submit to receive a passing grade. The re-submitted assessment piece will be due one (1) week after marks for the original submission are released. It is suggested that if you are required to re-submit the assessment you should arrange a time to meet with the Unit Coordinator to ensure you understand the feedback that has been given. To pass this unit, all assessment pieces must be passed.
A more detailed task description will be provided on Moodle (PSYC20054 Assessment 2 Information Sheet).
Due to the style of assessment piece, Gen AI must not be used for this assessment.
Week 8 Tuesday (6 May 2025) 9:00 am AEST
Assessment 2 is due 9 am (AEST), Tuesday 6th of May (Week 8) via Moodle.
Week 10 Tuesday (20 May 2025)
Assessment feedback and marks will be provided to students approximately 2 weeks after submission.
No Assessment Criteria
- Interpret and synthesise psychological data to inform case formulation, diagnosis and intervention to guide evidence-based treatment planning in a culturally responsive manner.
- Apply advanced psycho-developmental knowledge to biopsychosocialspiritual models of mental health as they apply to the conceptualisation and communication of high prevalence psychological disorders in a culturally responsive manner.
3 Online Test
You will be required to complete an online test comprising of vignette/scenario, direct question, and multiple-choice format questions. The test will assess students ability to synthesise and apply psychological knowledge to evaluate and classify the psychological disorders taught in this unit. All teaching content covered in the unit from Week 1 up to and including Week 11 (lecture and reading material) is assessable and should be reviewed when preparing for this test. The test will be completed in Week 12 during the usual class time (Friday 9:00am - 12:00pm AEST) and student will be given 3 hours to complete the test.
To successfully pass this assessment, you must receive a grade 70% or higher on the overall assessment. If a grade lower than 70% is given you will be given one (1) opportunity for re-assessment to receive a passing grade. The second attempt will be due one (1) week after marks for the original submission are released. It is suggested that if you are required to complete a second attempt, should arrange a time to meet with the Unit Coordinator to ensure you understand where the specific areas of improvement are. To pass this unit, all assessment pieces must be passed.
To ensure this assessment accurately reflects the development of skills aligned with professional practice, the use of Gen AI must not be used for this assessment.
A more detailed task description will be provided on Moodle (PSYC20054 Assessment 3 Information Sheet).
Week 12 Friday (6 June 2025) 12:00 pm AEST
The online test will be open for 3 hours from Friday the 6th of June at 9:00am (AEST) until 12:00pm (AEST). Students will have 3 hours to complete the test once the test has begun.
Exam Week Friday (20 June 2025)
Feedback will be uploaded through assessment portal on Moodle.
- Synthesis & application
- Understanding of psychopathology
- Recall & evaluation
- Case formulation
- Ability to accurately identify presenting factors
A more detailed marking rubric will be provided on Moodle (PSYC20054 Assessment 3 Marking Criteria).
- Synthesise and apply psychological knowledge and relevant international taxonomies (i.e. Diagnostic and Statistical Manual of Mental Disorders and International Classification of Diseases) to evaluate and classify high prevalence psychological disorders.
- Apply advanced psycho-developmental knowledge to biopsychosocialspiritual models of mental health as they apply to the conceptualisation and communication of high prevalence psychological disorders in a culturally responsive manner.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
