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Mental Health Issues Across the Lifespan (PSYC90010)
Graduate courseworkPoints: 6.25On Campus (Parkville)
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1
Dr Rowena Conroy
Overview
| Availability | Semester 1 |
|---|---|
| Fees | Look up fees |
This subject focuses on the interplay between developmental factors and psychological functioning across the lifespan. Key developmental tasks and transitions at each developmental stage, spanning from the perinatal period through to the end-of-life period, will be reviewed. Students will practice applying this knowledge to clinical case formulation. Approaches to engagement, assessment, diagnosis, and intervention at each developmental stage will be reviewed, and ways in which interventions need to be tailored in light of maturational and contextual variables will be discussed. Topics covered will include mental health in the perinatal period; the implications of attachment for later psychological functioning; social, emotional and behavioural problems of early and middle childhood; engaging adolescents; developmental tasks and transitions in early adulthood, mid-life and old age; and psychological intervention in the context of dementia.
Intended learning outcomes
On completion of this subject, students should be able to:
Knowledge
On completion of this subject, students should be able to:
- Describe the major developmental tasks of each stage across the lifespan in a culturally sensitive manner.
Skills
On completion of this subject students should:
- Demonstrate enhanced and culturally appropriate skills in engagement, assessment, diagnosis, and intervention at each developmental stage;
- Illustrate ways in which interventions need to be tailored in light of maturational, cultural and contextual variables.
Application of Knowledge and Skills
On completion of this subject, students should be able to:
- Develop clinical case formulations for clients that take into account developmental and associated contextual/systemic/cultural factors;
- Incorporate knowledge about bidirectional relationships between developmental tasks and psychological difficulties commonly presenting at each developmental stage into clinical case formulations in a culturally appropriate manner;
- Conceptualise and develop intervention plans using an understanding of the developmental stage and cultural context of the client.
Generic skills
- Advanced information interpretations skills
- Advanced analytic, integration and problem solving skills
Last updated: 6 December 2022
Eligibility and requirements
Prerequisites
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| PSYC90003 | Research Proposal | Year Long (On Campus - Parkville) |
25 |
| PSYC90006 | Basic Interventions | Semester 1 (On Campus - Parkville) |
6.25 |
| PSYC90007 | Cognitive-Behaviour Therapy | Semester 1 (On Campus - Parkville) |
6.25 |
| PSYC90029 | Graduate Research Methods | Semester 2 (On Campus - Parkville) |
6.25 |
| PSYC90031 | Adult Psychopathology | Summer Term (On Campus - Parkville) |
6.25 |
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
Completion of APAC approved psychology studies to fourth-year (Honours) level.
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 6 December 2022
Assessment
| Description | Timing | Percentage |
|---|---|---|
A written assignment, focussed on case formulation and intervention planning, and related to work with infants, children, and/or adolescents
| Mid semester | 50% |
A written assignment, focusssed on case formulation and intervention planning, and related to work with adults
| End of semester | 50% |
| Hurdle requirement: Hurdle requirement of at least 80% attendance at all coursework and seminar activities associated with this subject. | Throughout the teaching period | N/A |
Last updated: 6 December 2022
Dates & times
- Semester 1
Mode of delivery On Campus (Parkville) Contact hours 1.5 hours of lectures/seminars per week for 12 weeks. Total time commitment 54 hours Teaching period 28 February 2022 to 29 May 2022 Last self-enrol date 11 March 2022 Census date 31 March 2022 Last date to withdraw without fail 6 May 2022 Assessment period ends 24 June 2022 Semester 1 contact information
Dr Rowena Conroy
Time commitment details
54 Hours
Last updated: 6 December 2022
Further information
- Texts
Prescribed texts
Readings made availble through the LMS
- Related Handbook entries
This subject contributes to the following:
Last updated: 6 December 2022