HLTH SC 1405 - Psychological Foundations for Allied Health
North Terrace Campus - Semester 2 - 2022
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General Course Information
Course Details
Course Code HLTH SC 1405 Course Psychological Foundations for Allied Health Coordinating Unit Sch of Allied Hlth Sci & Prac Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Restrictions Restricted to Bachelor of Occupational Therapy (Honours) and Bachelor of Speech Pathology (Honours) students only Assessment Final Examination, various assignments and continuous assessment tasks Course Staff
Course Coordinator: Ms Sally Morris
Course Coordinator: Sally Morris
Phone: +61 8 8313 2315
Email: sally.morris@adelaide.edu.au
Location: Level 4, Engineering & Maths Sciences Building
Tutor: Karen Adams-Leask
Phone: +61 8 8313 3699
Email: karen.adams-leask@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Dr Charles Marley
Phone: +61 8 8313 6683
Email: charles.marley@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences BuildingCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Timetable information can be found in the MyUni website for this course. -
Learning Outcomes
Course Learning Outcomes
1 Explain the principles of psychology in relation to differences in personality, emotional experience and motivation. 2 Apply social psychology principles to scenarios relevant to Allied Health. 3 Discuss the influence and importance of culture, including an Aboriginal view of health, in understanding human psychology principles and theories, with reference to Allied Health. 4 Explain the relationships between mental and physical health, and the impact of health and well-being outcomes. 5 Reflect on how psychological theories can be applied to individual experiences of health and well-being. 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) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
2, 3 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 3, 4, 5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
1, 4 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
- Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
3 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
3, 5 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2, 3, 4, 5 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Psychological Science, 6th International Student Edition. Author: Michael Gazzaniga. Year: 2018. Publisher: WileyOnline Learning
All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites. -
Learning & Teaching Activities
Learning & Teaching Modes
The approach to learning and teaching involves students’ progression through a series of topics addressing introductory concepts of psychological sciences applicable to the health profession, clinical practice and professional self-care. The course is designed with blended learning opportunities, allowing students to learn and apply their knowledge in a variety of platforms and settings, encouraging engagement both on and off campus. Students will be required to complete online activities available on My Uni prior to their weekly tutorial. Additionally, students will have access to recommended readings and resources, both online and through the library that support lecture and tutorial content. Lectures will provide students with content that they will be able to practice, apply and/or discuss and reflect on in their tutorials. Content will be delivered in an integrated manner, as some topics are closely linked and hence will overlap, providing a holistic learning experience.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Tutorials: 12 x 2 hours = 24 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Tutorial Sessions: 2 hours per session = 24 hours
Preparation for Assessment Tasks = 25 hours
Weekly reading: 3 hours per week = 36 hours
Online modules: 4 hours per week = 48 hours
TOTAL = 159 hoursLearning Activities Summary
Module: Human Variability and Social Psychology
• Emotion, motivation and personality• Attitudes and persuasion• Social cognition and social influence
Module: Cultural Psychology• Understanding cultural differences• Indigenous psychologies and cross-cultural interactions
Module: Physical and Mental Health: A Complex Relationship• “I’m Fine”: common mental health challenges in western society• Physical and psychological impacts of a caring profession and role• Prevalence, impact, burden: the impact on society; focus on Australian statistics
Module: Mental Health and Disorder• An overview of mental health challenges and disorders.• The management and treatment of psychological disorders• Mental health across the lifespan
Module: Practical Psychology in Allied Health Clinical Practice• Health psychology• Allied Health: what’s our role?• Professional self-care• “Red Flags”: the art of clinical interviewing and meaningful referral pathways -
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
The assessment for Psychological Foundations for Allied Health consists of:
Detailed information, including due dates, can be found in the MyUni wesbite for this course.Assessment Task Task Type Weighting Learning Outcome Examination Summative 40% 1, 2, 3, 4 Assignment Summative 20% 1, 2, 4, 5 Continuous Assessment Formative & Summative 40% 2, 3, 4, 5 Assessment Detail
Examination (40%): Students will complete a written examination during the University Examination period in which they will be required to complete questions in varying formats that will evaluate student understanding and growth of knowledge in the foundational concepts of psychological science.
Assignment (20%): Group Oral Presentation: Students will be assigned to a small, inter-professional group for this task. Students will choose from a list of prescribed topics and associated questions, and present their learning to their peers through an oral presentation with appropriate visual supports where applicable. Students will be required to reference and refer to both prescribed and individually sourced readings and research papers.
Continuous Assessment (40%):
ASSESSMENT 1: Part A: Scientific report (20%) / Part B: Leaflet/brochure (10%)
Students will be required to choose a question from a list provided from which they will be required to investigate and prepare a scientific report [Part A]. They will then be required to translate this information into a short leaflet/brochure with the goal of communicating their findings with the general population [Part B]. Students will have opportunity to submit a draft for Part A for brief, formative feedback. Part A and B will be submitted together for summative assessment.
ASSESSMENT 2: Summative Online Test: (10%)
Students will be required to complete an online test examining knowledge and understanding of fundamental concepts of human variability. The online test will consist of a mixture of multiple choice, matching and true/false questions. The online test will be marked electronically with immediate feedback provided to students upon completion of the test. The online test will only allow a single attempt and will have a finite duration.
Formative Assessment:
Online Quiz: Students will have access and opportunity to complete weekly online quizzes that provide feedback and prompting.
Tutorial Group Tasks: Students will have opportunity to complete five separate group tasks over five separate tutorial sessions; one activity for each module of learning. Students will be assigned to a small, multi-disciplinary group for these tasks at the beginning of the course and will be required to work in their assigned group for the during these group activities.Submission
Detailed information on assessment task submission can be found in the MyUni website for this course.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
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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
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- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
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- 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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