PUB HLTH 6019 - Overview of Mental Health
North Terrace Campus - Semester 2 - 2018
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General Course Information
Course Details
Course Code PUB HLTH 6019 Course Overview of Mental Health Coordinating Unit Public Health Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Restrictions Available to MCounsPsych, GDipCounsPsych, GCertCounsPsych students only or with approval of Program Coordinator Assessment Participation, Online test, Written assignment, Case study Course Staff
Course Coordinator: Dr Alexandra Bloch-Atefi
Course Coordinator: Alexandra Bloch-Atefi
Phone: +61 8313 6228
Email: alexandra.bloch-atefi@adelaide.edu.au
Location: Level 9, AHMS Building
North Terrace
Student & Program Support Services Hub
Email: askhealthsc@adelaide.edu.au
Phone: +61 8313 0273
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
1
summarize the contexts in which people are living with mental illness and the effects of stigma and discrimination on the overall health and wellbeing of the community;
2
describe the mental health needs of special populations within the society.
3
describe the range and groupings of mental health issues and the categories commonly assigned through the DSMV or ICD10
4
recognise and appropriately respond to the signs and symptoms associated with mental health issues in the counselling context
5
utilise appropriate terminology to enable communication with other mental health professionals.
6
use a basic understanding of the Mental State Examination and Risk Assessment;
7
evaluate the need for, and complete where indicated, referral to a specialised mental health service.
8
describe key features and the relevance of the Recovery Model in a counselling setting.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-8 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-8 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4, 5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-8 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1-4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1-3, 8 -
Learning Resources
Required Resources
There is no required textbook for this course but a number of background readings will be provided.
Recommended Resources
Etherington, K. (2002). Rehabilitation counselling in physical and mental health. London, Philadelphia: J. Kingsley. (On-line ebook via U of A Library).
Meadows, G., Singh, B., & Grigg, M. (Eds.). (2007). Mental health in Australia: collaborative community practice. South Melbourne, Victoria: Oxford University Press. (Hardcopy via U of A Library).
All other required reading will be provided via MyUni.
Online Learning
N/A -
Learning & Teaching Activities
Learning & Teaching Modes
Overview of Mental Health will be delivered with a range of teaching methods. The structure of the weekly /workshops will include lectures, interactive groupwork and small-group discussions.
The teaching methods in this course will employ a range of techniques to allow the integration and understanding of the content presented. Group-work and workshop activities will be employed in addition to the traditional methods of communicating information.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
A minimum of 10 hours of private study time outside of formal contact time per week and a level of commitment and participation in class is expected.
Learning Activities Summary
Topic
- Introduction and Overview of the Course and key concepts
- Lived experience, stigma and discrimination
- Indigenous and cultural considerations
- Eating Disorders
- Mood, anxiety, and personality disorders
- Classification and assessment
- Substance use and abuse
- Case formulation
- Core counselling skills in mental health
Specific Course Requirements
NoneSmall Group Discovery Experience
N/A -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task
Task Type
Weighting
Learning Outcome
Class Participation
Summative
10%
Online Quiz
Summative
20%
1-3
Written Assignment
Summative
30%
3, 4, 6
Case Study
Summative
40%
3-9
Assessment Related Requirements
N/AAssessment Detail
Participation: 10%
Assessment of class participation is based on consideration of the student’s attendance record, their engagement in developing and fostering group norms for the class, their willingness to offer questions in class, engagement in small-group discussions and learning tasks, their respectful and professional engagement with peers and staff, evidence of their tolerance with peers and clients, and their ability to modify behaviour in response to feedback from peers or staff.
Academic Essay: 15% Word limit: 1,500
Work in pairs or trios. Write an academic essay on ONE of the following topics. (Provide research references to support your essay). More detail will be provided on MyUni and distributed in class:
1. Outline the recovery- orientated approach to working with people who have a mental health condition or disorder.
OR
2. Discuss the prevalence and impact of stigma and discrimination on people who have mental health conditions and disorders.
Research Essay: 30% Word limit: 2,000
Select a disorder from the DSM-V diagnostic category of ‘Feeding and Eating’ Disorders. Critically evaluate social and other contextual factors that contribute to the selected eating disorder. How would you facilitate a counselling approach when working with a client with this eating disorder (describe assessment, interventions, treatment options). More details will be provided on MyUni.
Case Study Essay: 45% Word limit: 2,500
Developing and writing a case conceptualisation and treatment plan for a client according to case descriptions which will be available in MyUni and distributed in class.
Submission
Written assignments should be a single document and submitted via MyUni with a signed and dated Assignment Cover Sheet. Further instructions will be provided on MyUni.
Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.
Only the Course Co-ordinator(s) may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.
Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.
All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.
Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual
University deadlines.
Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process
<https://www.adelaide.edu.au/student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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