PSYCHOL 6503OL - Psychological Health & Wellbeing

Online - Online Teaching 6 - 2019

What does it mean to be healthy and in what ways can psychological health be enhanced or compromised? This course provides an introduction to evidence-based assessment, treatment and prevention. You will form a holistic view of individuals, recognising their behaviours and experiences, from a biopsychosocial perspective. Select topics in mental health, the biological bases of health and behaviour, as well as applications in the fields of Clinical and Health Psychology, will be presented.

  • General Course Information
    Course Details
    Course Code PSYCHOL 6503OL
    Course Psychological Health & Wellbeing
    Coordinating Unit Psychology
    Term Online Teaching 6
    Level Postgraduate Coursework
    Location/s Online
    Units 3
    Contact 1 to 2 hour online tutorial
    Available for Study Abroad and Exchange N
    Prerequisites PSYCHOL 6500OL and PSYCHOL 6501OL
    Restrictions Graduate Diploma in Psychology or Graduate Certificate in Psychology
    Course Description What does it mean to be healthy and in what ways can psychological health be enhanced or compromised? This course provides an introduction to evidence-based assessment, treatment and prevention. You will form a holistic view of individuals, recognising their behaviours and experiences, from a biopsychosocial perspective. Select topics in mental health, the biological bases of health and behaviour, as well as applications in the fields of Clinical and Health Psychology, will be presented.
    Course Staff

    Course Coordinator: Dr Christopher Bean

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Full details can be found in MyUni.
  • Learning Outcomes
    Course Learning Outcomes

    1. Explain features of good psychological health and characteristics of select mental health conditions.

    2. Synthesise key principles of evidence-based assessment, treatment and prevention of select mental health conditions.

    3. Apply a biopsychosocial perspective to health and wellbeing.

    4. Critically evaluate theory and research in the field of health and wellbeing.

    5. Communicate relevant health and wellbeing-related information to varied audiences.

    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)
    1,2 ,3, 4, 5
    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, 2, 3, 4, 5
    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
    3, 4, 5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3, 4, 5
    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
    2, 3
    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, 2, 3
  • Learning Resources
    Required Resources
    Students require access to the internet to access course content and engage in online tutorials.
    Online Learning
    This is a fully online offering. MyUni will be used for all course materials, communication, links to curated resources, online tutorial support and assignments including submissions, feedback and grades.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    Engagement with course content is facilitated by online lectures, interactive online activities, curated readings and resources, and self directed study supported by weekly online tutorial sessions.

    There are 6 Weekly Modules with learning scaffolded across the modules to ensure that students develop deep discipline knowledge as well as the academic literacy, research skills and capacity to apply and communicate their understanding as specified for an AQF8 level offering. Modules are:

    1. High prevalence mental health conditions
    2. Low prevalence mental health conditions
    3. Critically reviewing and communicating mental health theory and research
    4. Biological bases of health
    5. Health Psychology
    6. Psychological applications in health care
    Modules include evidence-based assessment, treatment and prevention; national standards, and ethics.
      Workload

      The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

      This course is a 6 - week intensive accelerated learning offering. Students should expect to spend around 24 per week engaging with the content and completing the assignments for this course.
      Learning Activities Summary

      No information currently available.

    1. Assessment

      The University's policy on Assessment for Coursework Programs is based on the following four principles:

      1. Assessment must encourage and reinforce learning.
      2. Assessment must enable robust and fair judgements about student performance.
      3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
      4. Assessment must maintain academic standards.

      Assessment Summary
      Assessment Task Task Type Weighting Hurdle Learning Outcome
      Weekly MCQ Formative and Summative

      30%

      No 1, 2, 3
      Critical Essay Summative 35% No 1, 2, 3, 4, 5

      Poster/Brochure and Report 


      Summative

      35%

      No


      1, 2, 3, 4, 5
      Assessment Detail

      Assessment 1:
      Six weekly MCQ (30%)

      Weekly completion is required. Aim: to demonstrate content knowledge. Note: questions will incorporate case studies and applications of knowledge.

      Assessment 2:
      Critical essay, 1500 words (35%)
      Due week 4. Critically evaluate theory and research related to a mental health condition in the field of clinical (e.g.,schizophrenia) or health psychology (e.g., chronic pain). Prepare the report for an academic audience (e.g., researchers and health professionals). Cite 8-10 peer-reviewed sources.

      Assessment 3:
      Two parts: 1 x Poster or Brochure 500 words (20%) / 1 x Justification Report 500 words (15%):

      Due week 6.

      PART 1: Prepare a poster or brochure for presentation to members of the public. You may present information about either the prevention (e.g., health promotion) and/or treatment of a psychological or physical health condition, from the perspective of psychology. For example, you could incorporate behaviour change techniques for the promotion of physical activity and healthy eating; or you could present information about the prevention and treatment of depression associated with cardiovascular disease.

      PART 2: Prepare a short report for an academic audience (e.g., researchers and health professionals), reflecting upon and justifying the choices you have made in preparing the content and presentation of the poster or brochure. Cite 3-5 peer-reviewed sources (e.g., peer-reviewed journal articles).

      Submission
      Fully online course with e-submission and marking
      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.

    2. 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.

    3. Student Support
    4. Policies & Guidelines
    5. 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.

    The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.