Overview
You will critically evaluate the dominant and alternative models of mental health through a lens of diversity and inclusion, placing a strong emphasis on lived experience perspectives. You will be encouraged to engage with a range of theoretical frameworks and consider the ways in which different models can impact service users. The unit will also cover a range of assessment and intervention strategies in mental health, exploring the role of social work in this context. You will consider the values and ethics that underpin professional practice, as well as human rights and social justice principles. This unit offers a comprehensive and critical exploration of mental health within a social work context. Through engagement with theory and practice, you will develop the knowledge and skills required to work effectively in this complex and evolving field.
Details
Pre-requisites or Co-requisites
Successful completion of 48 credit points in any course.
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 2 - 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 Undergraduate 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 graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
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 Have your say survey Personal feedback
Students reported to like the video assessment because of its authenticity and relevance to social work practice.
Review how the video is used in the unit.
Feedback from Have your say Personal feedback
Students reported to appreciate the opportunity to write a range of mental health assessments in group discussion forums in preparation for the assessment.
Continue to provide formative learning opportunities in group discussions in preparation for assessment.
- Examine the socio-political and historical context of mental health and how this has shaped mental health service delivery.
- Apply social work strategies effectively in interdisciplinary contexts while incorporating professional values and ethics.
- Analyse the dominant discourses and alternative discourses and constructions of mental health, including alternative mental health constructions which include the Lived Experience perspective, cultural and Indigenous perspectives, and a human rights and social justice perspective.
Learning outcomes are linked to the Australian Association of Social Workers (AASW) Australian Social Work Education and Accreditation Standards (ASWEAS, 2020).
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
1 - Written Assessment - 40% | |||
2 - Group Work - 60% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
1 - Communication | |||
2 - Problem Solving | |||
3 - Critical Thinking | |||
4 - Information Literacy | |||
5 - Team Work | |||
6 - Information Technology Competence | |||
7 - Cross Cultural Competence | |||
8 - Ethical practice | |||
9 - Social Innovation | |||
10 - Aboriginal and Torres Strait Islander Cultures |
Textbooks
Models of Mental Health
(2016)
Authors: Gavin Davidson, Jim Campbell, Ciaran Shannon, Ciaran Mullholand
Palgrave
London London , UK London London , UK
ISBN: 9781137365903
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
p.cesare@cqu.edu.au
Module/Topic
The History of Mental Illness
Chapter
Chapter 1, Prescribed Text
Week 1 Moodle Resources
e-Reading List
Events and Submissions/Topic
Module/Topic
Biomedical Model of Mental Health
Chapter
Introduction & Chapter 1 of Text Book
Week 2 Moodle Resources
eReading List
Events and Submissions/Topic
Module/Topic
Psychological Model of Mental Health
Chapter
Chapter 2, Prescribed Text
Week 3 Moodle Resources
e-Reading List
Events and Submissions/Topic
Module/Topic
Social Model of Mental Health
Chapter
Chapter 3, Prescribed Text
Week 4 of Moodle Resources
Events and Submissions/Topic
Module/Topic
Service User-Led Model of Mental Health
Chapter
Chapter 4, Prescribed Text
Week 4 Moodle Resources
e-Reading List
Events and Submissions/Topic
Module/Topic
Vacation week
Chapter
Events and Submissions/Topic
Module/Topic
Critical Psychiatry Model of Mental Health
Chapter
Introduction of Part II & Chapter 5, Prescribed Text
Week 6 Moodle Resources
E-Reading List
Events and Submissions/Topic
Module/Topic
Human Rights & Social Work Perspectives
Chapter
Week 7 Moodle Resources
E-Reading List
Events and Submissions/Topic
Module/Topic
Trauma Informed Model of Mental Health
Chapter
Week 9 Moodle Resources
E-Reading list
Events and Submissions/Topic
Module/Topic
Family & Community Perspectives
Chapter
Week 9 Moodle Resources
E-Reading list
Events and Submissions/Topic
Module/Topic
Indigenous & Cultural Models of Mental Health
Chapter
Week 10 Moodle Resources
E-Reading list
Events and Submissions/Topic
Module/Topic
Religious & Spiritual Perspectives
Chapter
Chapter 6 of text book.
Week 11 Moodle Resources.
E-Reading Lists
Events and Submissions/Topic
Module/Topic
Integrated Perspectives - Biopsychosocial Model of Mental Health
Chapter
Chapter 7 of Text Book
Week 12 Moodle Resources
E-Reading List
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
As this unit is offered online, students are asked to prepare their own individual study plan to undertake self-led and self directed study throughout the term. A key to your success is a strategic self-directed approach to learning and regular contact with your Unit Coordinator. Please check the Announcements and Discussion forums at least twice a week there will be regular announcements about assessments and unit resources throughout the term and reviewing this information is essential to unit knowledge and your success. CQUniversity communicates with students through CQUniversity email. We recommend that you access your CQUniversity email at least twice a week so that you do not miss vital information about your studies.
1 Written Assessment
Aim
In this assessment, you will use a critical theoretical framework to examine the story of Scout and her experience of navigating mental distress to understand how dominant discourses and knowledges oppressed Scout. Additionally, you will apply critical theories to reconstruct alternative discourses and knowledge about Scout, which are aligned with socially just and ethical social work practice. You will develop a strong understanding of critical social work approaches that challenge oppressive structures and advocate for systemic reform.
Instructions
The lived experience narrative of Scout Tzofiya Bolton, will form the basis of the critical analysis. Scout’s story is available on the Moodle site in the Assessment Block.
Referring to Scout's story, your critical analysis will examine the intersection of :
- Mental health diagnosis and labelling.
- Systemic and institutional responses.
- Power, gender, and control.
- Criminalisation of mental illness.
- Lived experience, recovery, and resistance.
Using at least two theoretical frameworks, address the following key questions:
How do mental health systems and models of care maintain power through psychiatric diagnosis and labelling?
- Consider Scout’s shift from a bipolar to Emotionally Unstable Personality Disorder (EUPD) diagnosis. This diagnosis is based on the International Classification of Diseases, 10th Revision (ICD-10-CM 2025), which is used in Europe. In Australia, this diagnosis is referred to as borderline personality disorder (BPD), which is based on the DSM-5 Diagnostic Manual.
- How is distress medicalised and individualised? Consider the different mental health models examined in the unit content.
- In what ways does Scout’s experience reflect broader systemic failings in mental health care and justice?
- Explore institutional neglect, exclusion, gatekeeping, and criminalisation.
- How are gender, trauma, and social positioning implicated in how Scout was treated?
- Analyse how responses to women in crisis may differ due to stereotypes, stigma, or structural patriarchy.
- How can critical social work respond to and resist these systems of harm?
- Discuss the role of advocacy, radical empathy, trauma-informed approaches, and systemic change.
Theory Integration:
- You must draw from at least two of the following theoretical frameworks:
- Mad studies scholarship
- Critical psychiatry
- Lived experience scholarship
- Trauma-informed practice
- Feminist theory and mental health
- Intersectionality and theory
- Structural social work
- Anti-oppressive practice
- You are encouraged to critically question dominant discourses in psychiatry, carceral systems (incarceration), and traditional mental health services, interventions and frameworks.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
Level of GenAI use allowed:
Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
In order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
Week 8 Wednesday (10 Sept 2025) 11:59 pm AEST
The 72-hour grace period does apply to this assessment.
Week 10 Friday (26 Sept 2025)
COB
Refer to the marking rubric on the Moodle site in the Assessment Block for more detail on how marks will be assigned
No submission method provided.
- Examine the socio-political and historical context of mental health and how this has shaped mental health service delivery.
- Apply social work strategies effectively in interdisciplinary contexts while incorporating professional values and ethics.
2 Group Work
Assessment 2: Part A
Group Oral Debate
Due Date: Week 11 on Monday 29th September from 1100am - 400 or Tuesday 30th September from 1100am - 400pm (You need to attend one day only).
The 72-hour grace period does not apply to this assessment.
Length: 50 minutes (25 minutes for each debate team)
Weighting: 30%
Mark: You will receive an individual mark for the Group Work Oral Debate.
Aim
In this assessment, you will develop argumentative oral skills in relation to a contemporary mental health issue. These skills provide the opportunity to develop your advocacy skills. Additionally, this assessment focuses on the development of group work skills required to collaborate and deliver an oral presentation effectively.
Instructions
- You will be allocated to a group with a total of 4 students. You can find the group you are allocated to on Moodle in the Assessment Block on Monday in Week 2.
- Two groups will be assigned the same debate topic to argue for and against the topic. The argument topic assigned to your group can be located on Moodle in the Assessment Block in Week 2.
- Each student will identify which speaker they will be when participating in the oral debate. The speaker roles include first speaker, second speaker, third speaker, and final speaker. The role description for each speaker can be found on Moodle in the Assessment Block.
- Please refer to the structure of the debate on Moodle in the Assessment Block.
- Each team is allocated 25 minutes, between 4 speaks, inclusive of counter arguments, to present their argument.
- The oral debate will take place online in Zoom and will be approximately 50 minutes in length to allow for both teams to present their argument and to provide a counter argument in relation to the topic.
- You will research the debate topic comprehensively to inform your oral debate and develop an understanding of the counter argument so you are able to provide rebuttal to your opposition.
- It is expected that you present your oral debate via zoom to student peers, the Unit Coordinator and a Social Work academic.
- You are expected to participate in the day oral debates and watch several student peers present their debate.
- You will select your group's preferred time for the oral debate and must stay for the day you have selected.
- The selection time will be available in the Assessment Block in Week 2. The scheduled days are Monday 29th September and Tuesday 30th September at 1100am - 400pm. The scheduled times ensure that students from Western Australia can participate.
- You must attend in person to present the debate and watch your other student peers for the duration of the day.
- You will receive an individual mark for this assessment based on your oral debate.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
Level of GenAI use allowed:
Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
In order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
Assessment 2: Part B
Individual Written Assessment: Critical Reflection
Due Date: Week 12, Friday 10th October at 1159PM
The 72-hour grace period does apply to this assessment.
Length: 1500 words
Weighting: 30%
Aim:
Students can have various responses to this unit, both negative and positive. These reactions can be influenced by a range of factors, including personal and work experiences, beliefs and values, cultural perspectives, and knowledge and understanding of mental health. Reflexivity in social work involves engaging in critical reflection to ensure you do not allow personal biases or assumptions to influence your social work practice. You will use Fook’s critical reflection model to reflect on your own lived experience and the learning activities undertaken in the unit, and examine biases, assumptions, knowledge and power to ensure that your social work practice aligns with ethical social work practice.
Instructions:
Use Fook’s critical reflection model (reflexivity, knowledge and power) to examine your personal reaction to Scout’s story or experiences, or your reactions to the debate topics, or your reaction to learning about mental distress in the unit.
Fook’s Critical Reflection Model
- You are critically reflecting on a reaction or response you had to a learning task in the unit. Identify an experience that you are prepared to deconstruct and reconstruct. The experience should be of some significance/importance for you that you want to examine and learn more about it through critical reflection. Fook refers to these experiences as critical incidents (CI).
- The CI does not have to be problematic or dramatic, but it needs to be personally or professionally meaningful to you. It is critical because it triggers deeper questioning of your assumptions, values, and actions.
The CI should include the following:
Reflexivity - Deconstructions
- Describe the CI. Explain why it is significant to you.
- Describe the specific reaction or response you had. What thoughts, emotions and reactions did you notice?
- Identify biases and assumptions that might have influenced that reaction or response.
Knowledge - Deconstruction
- Identify the experiences, beliefs and values that inform these biases and assumptions?
- Identify whose voices were privileged?
- Identify who voices were missing or silenced?
- How have these assumptions been influenced by dominant discourses in mental health?
- How do they align with social work values and knowledge?
Power
- How do these assumptions or biases shape power dynamics in the CI?
- Using critical theory identify the dominant discourses and knowledge which were privileged and shaped the power dynamics in the CI.
Reconstruction
- As a result of critical reflective practice, how do you now understand your experience and the situation?
- What new learnings or insights have you gained from this process and how does it inform your future social work practice when working with people experiencing mental distress?
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge related to critical reflection.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
In order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
Week 10 Monday (22 Sept 2025) 11:00 am AEST
Part A requires students to attend on Monday 29th September or Tuesday 30th September at 1100am - 400pm Part B Individual Written Reflection is due in Week 12, Friday 10th October at 1159PM
Week 10 Friday (26 Sept 2025)
Part A will be returned by Friday 26/9/25 in Week 10 and Part B will be returned 2 weeks after Week 12 submission.
Refer to the marking rubric on the Moodle site in the Assessment Bolck for more detail on how marks will be assigned for Part A and Part B of Assessment 2.
No submission method provided.
- Examine the socio-political and historical context of mental health and how this has shaped mental health service delivery.
- Analyse the dominant discourses and alternative discourses and constructions of mental health, including alternative mental health constructions which include the Lived Experience perspective, cultural and Indigenous perspectives, and a human rights and social justice perspective.
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?
