Monash University Handbook 2010 Postgraduate - Units

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

This unit will provide students with advanced level skills in the management of individuals with chronic disease. It will build on the foundations of individual health profession clinical management of the major chronic diseases in Australia, (including but not exclusive to, cardiovascular disease, diabetes, obesity, renal disease, chronic airway diseases and poor mental health) and discuss new and emerging evidence based strategies for the management of chronic disease, including the principles of behaviour change, advanced assessment, self-management and skills for health education, motivational interviewing and health coaching. The barriers to changed behaviour and lifestyle will also be explored and discussed in the context of advanced level practice in this field with a focus on individual and small group management in the workplace.

Objectives

On completion of this course, the student will be able to:

1. Define the most prevalent chronic diseases and discuss the health determinants and barriers and enablers for people with chronic disease who need to change their lifestyle;
2. Describe the new innovations and emerging trends in management of chronic disease and evaluate their effectiveness in the management of people with chronic diseases;
3. Demonstrate advanced level skills in new and innovative chronic disease assessment, behaviour change and management strategies;
4. Analyse involvement in the care of people with a chronic disease and develop strategies for the improvement of services, systems or professional skills to improve outcomes for people with a chronic disease.

Assessment

Critical analysis (2000 words)(20%)
Case Study (1000 words)(20%)
Management Practical/Audit and reflection (1000 words)(20%)
Behaviour change management plan (2000 words)(20%).

Chief examiner(s)

Ms Clare Palermo

Off-campus attendance requirements

2 x 8 hours lecture/practical residential delivered in block mode + 80
hours of private study (includes pre-reading, research into and preparation of assessment tasks)

Synopsis

This unit will provide students with advanced level skills in the
assessment and management of people with malnutrition in a range of health care settings. A range of skills in advanced nutrition assessment will be obtained together with knowledge of current thinking, emerging strategies and evidence based practice in the range of different management strategies for malnutrition. This includes oral, enthral and parenteral nutrition supports and therapeutic diets. Students will be encouraged to seek opportunities to improve practice in this area through increased skills and knowledge in individualised management and service development for the identification and management of malnutrition and administration of nutrition support.

Objectives

On completion of this unit, the student will be able to:

1. Describe the development of disease related malnutrition, key causal pathways, considerations and identify key indicators;
2. Demonstrate advanced level skills in the nutrition screening and anthropometric and

3. Describe and demonstrate advanced level evidence based practice in the management of people with disease related malnutrition;
4. Describe and demonstrate advanced level knowledge and practice in nutrition support strategies including parenteral, enteral and oral nutrition support;
5. Evaluate current practice and systems for the management of disease related malnutrition and develop strategies and actions for improvement;

Assessment

Case study with critical analysis (3000 words)(40%)
Nutrition Assessment Practical (1000 words)(20%)
Quality improvement or research activity proposal (2000 words)(40%)

Chief examiner(s)

Ms Claire Palermo

Off-campus attendance requirements

2 x 8 hours lecture/practical residential delivered in block mode + 80
hours of private study (includes pre-reading, research into and preparation of assessment tasks) per semester.

Synopsis

This unit builds on concepts around professional practice issues. It
will provide students with advanced level skills and knowledge in their chosen area of specialty practice. Within this specialty area students will explore recent and developing evidence based practice and apply new skills and knowledge in the areas of leadership, marketing, advocacy and change management. The unit will also provide an opportunity to undertake an in-depth exploration of an area of practice selected by the student in consultation with the unit convener, to support advanced level practice.

Objectives

On completion of this unit, students will be able to:

1. Discover advanced level skills and knowledge in specialty area of practice and compare and contrast to current practice;
2. Demonstrate the use of a broad range of information sources to identify key trends that impact on health care delivery and the ability to develop evidence-based principles, standards and guidelines for practice or service/quality improvement;
3. Prioritise professional development opportunities to meet learning goals, demonstrates consistent reflective practice;
4. Demonstrate a high standard of service which respects the goals of other professionals;
5. Critically evaluate the role of the relevant health professional and demonstrate effective leadership and conflict resolution;

Assessment

Reflective portfolio (1000 words)(20%)
Case Study (2500 words)(40%)
Evidence-based Analytical paper (2500 words)(40%)

Chief examiner(s)

Ms Claire Palermo

Off-campus attendance requirements

2 x 8 hours lecture/practical residential delivered in block mode + 80
hours of private study (includes pre-reading, research into and preparation of assessment tasks) per semester.

Synopsis

This unit will provide students with advanced level practice skills in
the areas of Women's Health related to nutrition. New and emerging evidence-based practice in the nutritional issues related to the key life stages of a woman including pregnancy, lactation and menopause will be explored as well as the advanced level management of nutrition related diseases affecting women, for example, polycystic ovarian syndrome, eating disorders, gynecological cancers and osteoporosis. Dietitians from all areas of practice will have the opportunity to examine their current practice and reflect on opportunities for improved practice.

Objectives

On completion of this course, students will be able to:

1. Discuss women's health, key influences, risk factors and determinants and the role of all elements of the health care system;
2. Discuss the key nutritional considerations for the key stages of the women's life cycle (pregnancy, lactation and menopause) and evaluate new and emerging evidence in these areas in relation to practice;
3. Explore current understanding and directions in the nutritional management of prevalent women's health issues and demonstrate application of this new knowledge in practice;
4. Explore the concept of body image, weight and emotional eating and critically evaluate current strategies, programs and government polices addressing these;
5. Critically evaluate professional practice in relation to involvement in nutrition intervention in the area of women's health.

Assessment

Critical analysis (2000 words)(20%)
Case Studies (3000 words)(60%)
Reflective portfolio (20%)

Chief examiner(s)

Ms Claire Palermo

Off-campus attendance requirements

2 x 8 hours lecture/practical residential delivered in block mode + 80
hours of private study (includes pre-reading, research into and preparation of assessment tasks) each semester.

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Chief examiner(s)

Professor Mibel Aguilar

Synopsis

This unit covers the recognition and classification of depression. It describes the course of depression and its effects on the patient, the family and the community. It discusses at some length depression in special settings including adolescence, the post natal period and the elderly. The management of depression, including both drug therapy and non-drug therapy is covered.

Objectives

On completion of this program participating general practitioners will have:

1. Examined their own knowledge of and attitudes to the diagnosis and management of depression and other mood disorders (mania; mixed anxiety/depression);
2. Explored their own practices in detecting depression in clinical practice;
3. Recognised the prevalence of depression presenting in isolation as well as occurring in association with other physical and psychological illnesses';
4. Appreciated the diagnostic processes required in the course of a consultation to differentiate depression from other psychiatric illnesses;
5. Identified and evaluated the place of various forms of psychometric testing as an aid to diagnosis and management;
6. Acquired skills in the management of patients with depression and mania in a variety of clinical settings and age groups involving both non drug and drug therapies; and
7. Evaluated the impact of this program in changing knowledge and attitudes related to depression, as well as observed practices as assessed by serial questionnaires and audits.

Assessment

Essay (100%), Journal (P/F)

Chief examiner(s)

Prof Leon Piterman

Synopsis

This unit distinguishes anxiety disorder from normal anxiety, stress and anxious personality. It also examines anxiety as a mixed disorder, i.e anxiety in combination with other psychiatric conditions such as depression and schizophrenia, and medical conditions such as hyperthyroidism. Specific anxiety disorders and their management are examined in the same detail. This includes panic attacks and phobia disorders (including agoraphobia and social phobia), obsessive compulsive disorder, post traumatic stress disorder, and generalised anxiety disorder. A number of drug and non drug therapies used in the treatment of these disorders are examined.

Objectives

On completion of this course candidates should be able to:

1. Identify and define the spectrum of anxiety disorders and to classify them according to definitions (DSM IV and ICD 10).
2. Appreciate those disorders which are common in general practice in some detail and to explore them in a patient centred, problem based fashion highlighting the peculiarities of the general practice context in their presentation.
3. Consider differential diagnosis of these disorders and the role of clinical investigation in clarification of diagnoses.
4. Apply therapeutic strategies (drug and non drug) used in the management of anxiety disorders and to appraise the efficacy of these interventions on the basis of current available evidence.
5. Display knowledge and skills in managing anxiety disorders alone, in conjunction with a psychiatrist, or as a part of a multidisciplinary team.
6. Evaluate the course including its impact on changing their approach to diagnosis and management.

Assessment

Essay (100%), Journal (P/F)

Chief examiner(s)

Prof Leon Piterman

Synopsis

The unit covers:
An introduction to medical acupuncture which includes a discussion of the terms used and an explanation of these terms in modern medical thought.
A knowledge of the history of acupuncture is important in understanding that observation was the most important historical factor in the production of this method of medical care. The philosophy was based around the religion at the time and observation of the many factors that affect the way people react to their environment. This is important to understand the methods of choice of points, which form the last part of this subject.
The channels and points and micro acupuncture system will be fully discussed. This system can be seen as a complex underground transport system, with only the station (points) able to be located. The acupuncture points are describe anatomically, and can - after demonstration and practice - be palpated clinically. Hence the need for practical clinical tuition. A knowledge of how the channels run helps the clinician to group points together for maximal therapeutic effect, based on thousands of years of observation.

Objectives

By the end of this unit candidates should be able to:

1. Reflect on the philosophy of acupuncture arising from the historical perspectives dealt with in the introduction in the course.
2. Describe the correspondences, and the laws of acupuncture and the way these laws work in practice.
3. Demonstrate that a lot of good simple acupuncture therapy can be practised without an in-depth knowledge of TCM, using a western medical approach.
4. Demonstrate that many of the more difficult patients in the western sense do in fact fit more simply into the TCM patterns and that it is in these patients that TCM is of immense value.
5. Be able to describe the course of each channel and its internal connections, describe the major points of the channel and the correct way of finding them, and their actions. Special points eg; influential points, alarm and associated points, area of influence points, source points and points which have a special influence on various bodily activities. They should also be able to describe the correspondences of each organ complex and hence embrace the understanding of the philosophy of acupuncture into this subject, within the western medical model of care.

Assessment

Journal (100%)

Chief examiner(s)

Dr Daniel Traum

Synopsis

This unit will cover the development of various theories pertaining to the neuro-physiology of acupuncture starting off with Felix Mann's Somato-Viseral theories. Becker's "Electric Man", The Gate Control Theory of Wall and Melzak, and the humoral theories starting with Pomeranz (and others) work on endorphin. The latest discovery in neuro-physiology with regard to pain pathways and in particular the concept of neuroplasticity will be discussed. The seminal work of J.S Han of Beijing, involving the identification of many of the neuropeptides as a response to Electro-acupuncture, and which provides a basis for pain management is also explored in depth.

Objectives

At the completion of this unit the student should be able to:

1. Understand the basic research in acupuncture over the past 25-30 years in modern physiological terms.
2. Apply the concepts of acupuncture therapy within the framework of modern physiology, particularly in the realm of pain management.
3. Consider the differences, and similarities between the ancient philosophy of TCM and modern physiology, to provide a rationale for the choice of acupuncture points in clinical practice.

Assessment

Journal (100%)

Chief examiner(s)

Dr Daniel Traum

Synopsis

Acupuncture techniques and methods of stimulation allows the previously learnt channels and points, and philosophy of Acupuncture to be utilised in the clinical situation. Demonstrations of materials used, and of various techniques of stimulation will be provided at the residential weekend, and by the mentors.

Acupuncture therapeutics provides the framework from which all therapeutics can be easily organised according to a simple protocol. This subject ties together all of the previous material in the course, to allow the student to begin using acupuncture in their medical practice on suitable cases.

Objectives

At the completion of this section students should be able to:

1. Describe the various methods of stimulating acupuncture points;

2. Understand the use of the various modalities;

3. Choose the most appropriate methods of stimulation in a particular patient or disease state;

4. Describe the rationale for the choice of points for any condition deemed satisfactory for acupuncture theory;

5. Understand the relationship between knowledge of western medicine and acupuncture in your daily practice;

6. Integrate these two methods of care so that the most appropriate treatment is given to the patient at all times; and

7. Recognises the difficulty of assessing acupuncture therapy in trials using western methodology and interpreting reports that appear in the literature.

Assessment

Journal (100%)

Chief examiner(s)

Dr Daniel Traum

Synopsis

This unit covers all aspects of Medical Acupuncture with particular emphasis on the practical side of the subject, ensuring that the student is able, by the end of the course, to incorporate this method of therapy into their own practice with confidence.

Objectives

1. To ensure that the students understanding from the theoretical basis, can be transferred into the practical clinical situation.
2. To make sure that each student can find the major acupuncture points on a patient, not simply to be able to describe the location.
3. Students should be able to work through a therapeutic protocol, and arrive at a combination of acupuncture points to be used in the treatment of their patients.

Assessment

10 mentor sessions (30 hours)
Case Presentation, Clinical Audit, Examination (100%). Students must achieve a pass or higher in the examination to pass the unit overall.

Chief examiner(s)

Dr Daniel Traum

Synopsis

This unit focuses on the essential clinical practice skills required for adequate performance as a clinician in a community mental health setting. The unit addresses psychiatric assessment, the use of a structured instrument (e.g. HONOS) and specific assessment issues that arise in different clinical scenarios. The unit also covers case management principles and practical issues in mental health delivery with an emphasis on some special focus areas. The unit also addresses the theoretical framework and management of schizophrenia and related disorders, affective disorders, anxiety disorders, substance abuse disorders and personality disorders.

Objectives

1. Be able to understand and conduct an adequate assessment of a patient with a psychiatric syndrome.
2. Be familiar with the essential skills in using a structured instrument as an assessment tool eg, HoNOS
3. Be able to describe the principles and features of case management in mental health.
4. Be able to utilise the principles in clinical practice as demonstrated by experience.
5. Have developed sufficient knowledge about various psychiatric syndromes and their management to be utilised in clinical practice.
6. Be able to critically appraise the recent development relevant to this unit.

Assessment

Two written assignments of 2,500 words each and weighted at 50% each. Both must be passed to pass the unit.

Chief examiner(s)

Ms L Andary

Synopsis

This unit provides a comprehensive account of the historical facts about various systems and models of mental health care, and covers the context in which mental health services are developed and delivered, with particular focus on community-based system of care in Australia. This includes covering the areas of social power and mental illness, community based responses to mental illness and the global perspective of mental health services. The unit also includes the mental health policy framework in Australia, and details and data about mental disorders in Australia. There will be a special focus on the particular needs of indigenous persons and people from non-English speaking background. Various service models in different states and territories will be covered, and there will be a case study of mental health services of Victoria. The unit concludes with discussion of the future direction of community mental health services in Australia. Contents include:
History of mental illness and its care, an overview.
Social power and mental illness.
Mental illness, responses from the community.
The global perspective.
Mental Health Policy in Australia.
Mental Disorder in Australia.
The particular needs of indigenous peoples.
The particular needs of people from non-English speaking backgrounds.
Services in the specific states and territories.
Mental health services in Victoria - a case study.
Next steps.
Summary and integration.

Objectives

On completion of this unit participants should:

1. Have developed a working understanding of the context of mental health delivery.
2. Have understood the community-based framework of mental health services.
3. Understand the policy framework, epidemiological basis and basics of service systems in mental health services.
4. Be able to develop an understanding of the special needs of patients from an indigenous and non-English speaking background.
5. Be able to critically appraise the mental health service in Victoria through a case study.

Assessment

Two written assignments of 2,500 words each and weighted at 50% each. Both must be passed to pass the unit.

Chief examiner(s)

Ms J Gray

Synopsis

The unit will provide a basic understanding of scientific research in mental health and the methods of evaluation of the practice. There will be topics on medical and biopsychosocial models, psychodynamic principles, cognitive-behavioural models, and role of prevention in mental health. The unit also covers the process involved in multi-disciplinary team functioning, role of other stakeholders, consumers and the function of various disciplines. There will be an emphasis on understanding the mental health care system and various service models and the subject will conclude with an integration of all topics covered in the context of community mental health service. Content includes:
Scientific Research in Mental Health.
Evaluation in mental health practice.
The medical and biopsychosocial models.
Psychodynamic thinking.
Cognitive behavioural models.
Prevention and stress- diathesis models.
Function
Understanding teams: Multidisciplinary Teamwork.
Understanding other participants in the system: perspectives from different stakeholders.
Understanding mental health care systems; model services.
The perspective of the consumer.
Summary and integration.

Objectives

On completion of this unit the student should:

1. Have a basic understanding about scientific research and evaluation methods in mental health.
2. Have achieved sufficient knowledge base on medical and biopsychosocial models, psychodynamic models, cognitive-behavioural models and stress-diathesis models.
3. Have a functional understanding of multi-disciplinary teamwork and processes and critically understand the perspective of other stakeholders.
4. Learn and understand various mental health care systems and models of service.
5. Be able to integrate all concepts in the mental health practice with the systems and model of service delivery.

Assessment

Two written assignments of 2,500 words each and weighted at 50% each. Both must be passed to pass the unit.

Chief examiner(s)

Ms L Andary

Synopsis

This unit provides an overview of the various policy context in community mental health practice like national and state mental health policies and a global move towards community mental health care. It addresses various practice paradigms of community mental health practices. The concept of needs of the patients, needs assessment and interpretation of the needs will be covered. There will be an emphasis on various patient groups. Community based intervention strategies and models will be covered with discussion of the skill base for community mental health practice. The role of consumers, participation, empowerment and collaboration will be covered and there will be an integration of all these concepts into clinical mental health practice.
Contents include:
The Policy Context of Community Mental Health Practice;
Practice Paradigms;
Mental Health Practice in the Community;
The Concept of Need;
Assessing Mental Health Needs;
Particular Groups and the Interpretation of Need;
Community Based Intervention Models and Strategies;
Skills for Community Mental Health Practice;
Power, Participation and Collaboration;
Consumers and Citizenship;and
Community Mental Health Practice.

Objectives

Upon completion of this unit, the student should:

1. Be familiar with the policy context of community mental health practice;
2. Be able to understand various practice paradigms;
3. Be able to understand the concept of need and competently do a need assessment and develop community intervention models;
4. Be able to understand the skills needed for community mental health practice;
5. Be able to critically understand the concepts of empowerment, consumer participation and collaborative practices; and
6. Be able to develop a consumer focused understanding of mental health needs.

Assessment

Two written assignments of 2,500 words each and weighted at 50% each. Both must be passed to pass the unit.

Chief examiner(s)

Ms J Gray

Synopsis

Topics include dementia, depression, delirium, and delusional disorders, as well as recent developments in these areas and how appropriate services are delivered. Other major areas are treatment and management issues of the elderly.

Objectives

Upon completion of this unit, student will have:

1. Gained a basic background in aged mental health;
2. Developed a knowledge of recent developments in this area;
3. Become familiar with service delivery, examining treatment and management issues in the mental health of the elderly; and
4. Developed an understanding of research findings in the literature.

Assessment

Two assignments of 2,500 words - each weighted at 50% each. Both must be passed to pass the unit.

Chief examiner(s)

Associate Professor Brendan Murphy

Synopsis

The effects of cultural background on the definitions of mental illnesses and the implications of cultural and community structures for the delivery of mental health services. Major areas covered include adaptation and acculturation, characteristics of Aboriginal and ethnic communities in Australia, racism and prejudice, the mental health of Aboriginal and immigrant communities in Australia, cultural assumptions of standard methods of assessment and treatment, explanatory models of illness, State mental health policy, psychiatric service utilisation, and gaps in current service provision.

Objectives

Upon completion of this unit, students will have:

1. Developed a greater sensitivity to the impact of trauma, migration and settlement on mental health;
2. Explored definitions of mental illness across cultures and the continuing debate concerning differing conceptions of mental illness;
3. Gained an understanding of the cultural factors in assessment and treatment approaches;
4. Gained knowledge of the major national and Victorian policy approaches to providing mental health services to Aboriginal and ethnic communities; and
5. Developed an understanding of current gaps in service provision to Aboriginal and ethnic communities in preparation for participation in policy development, service delivery and evaluation.

Assessment

Two written assignments of 2,500 each and weighted at 50% each. Both must be passed to pass the unit.

Chief examiner(s)

Ms L Andary

Synopsis

Special aspects of rural populations in Australia necessitating modifications to treatment and service delivery strategies. Major areas include population structures, migration patterns, distribution of Aboriginal populations and the study of cultural differences between urban and rural Australia; Epidemiology of mental illness in rural Australia; Development strategies for mental health service delivery in rural Australia including Aboriginal populations and crisis response strategies in rural and remote areas; economics of service delivery to rural and remote areas and the implications of demographic structures of rural communities for delivery of care; Mobilising community resources in rural areas; Adaptation of psychological techniques for low frequency contacts; and electronic media, video conferencing and the potential of new technologies, technical aspects of use of such methods and integrating them with other service delivery methodologies.

Objectives

Upon completion of this unit, students will have:

1. Knowledge of the nature and descriptions of Australia's rural communities;
2. An understanding of mental health service delivery issues for rural areas including specific strategies applicable to clinical care in rural areas;
3. Knowledge of special needs of Aboriginal populations and processes to meet those needs;
4. An understanding of mental health service delivery issues for rural areas including specific strategies applicable to clinical care in rural areas;
5. Knowledge of special needs of Aboriginal populations and processes to meet those needs;
6. An understanding of the state of knowledge regarding mental illness in these communities;and
7. An awareness of issues relating to suicide in rural Australia.

Assessment

Two written assignments consisting of a two-part learning journal weighted at 30% and a major essay weighted at 70%. Both must be passed to pass the unit.

Chief examiner(s)

Ms J Gray

Synopsis

This unit deals with two major disabilities associated with mental health problems: intellectual disability and substance misuse. Topics include aetiology of intellectual disability, epidemiology of mental illness in intellectual disability, manifestations of mental illness in the intellectually disabled, management issues for the intellectually disabled, substance use, harmful use, addiction, dependence and other definitions, determinants of substance use and abuse, substance use and precipitation of mental illness, motivational intervention, models of change and harm minimisation in the area of dependency, and HIV and substance misuse.

Objectives

1. Intellectual Disability

1. Have an understanding of the interaction between the aetiologies of intellectual disability and of mental disorder;
2. Be aware of the epidemiological background to mental disorder in intellectual disability;
3. Understand the key principles and philosophies of care for persons with learning difficulties in the more general case;
4. Understand how to incorporate the general principles of care for those with intellectual disabilities into psychiatric management; and
5. Understand the application of special strategies for management of mental disorder in the case of those with intellectual disability.

1. Understand the determinants of substance use in the general population;
2. Understand the social and individual determinants of pathological substance use;
3. Be aware of definitions of various patterns of abnormal substance use;
4. Be aware of current understandings and treatment strategies in the area of substance misuse;
5. Understand the role of substance misuse in precipitating psychiatric and medical disorder;
6. Understand the ways in which psychiatric disorders may affect individuals ability to respond to treatment interventions for substance misuse;and
7. Know how to adapt strategies for management of substance misuse to the specific problems of those with mental illness.

Assessment

Assessment for the Mental Illness and Alcohol and Other Drugs component of the unit consists of a 1,500 - 2,000 word (approx) assignment weighted at 35% and a 1,000 word (approx.) learning journal weighted at 15%. Assessment for the Mental Illness and Intellectual Disability component of the course consists of a 2,000 word assignment weighted at 40% and a 1,000 word (approx.) learning journal weighted at 10%. All assessment tasks must be passed to pass the unit.

Chief examiner(s)

Associate Professor Brendan Murphy

Synopsis

History of the development of concepts of the mind, modern understandings of the nature of consciousness, philosophical problems in understanding consciousness;
the nature of introspective, empirical, narrative and phenomenological evidence for the efficacy or otherwise of various forms of psychological interventions;
assessment in cognitive behavioural psychotherapy, cognitive behavioural interventions in depression and anxiety; use of cognitive behavioural strategies in controlling positive symptoms in psychosis. The unit also includes origins of aggression; negotiation strategies, boundary issues, milieu issues; psychological issues associated with the use of restraint; dynamic and learning theory based understandings of the major personality disorder groups; modern approaches to therapy in these conditions.

Objectives

Upon completion of this unit, students will have:

1. An understanding of modern theories of the mind in normal and abnormal states. They will be aware of the range of psychological interventions available in the management of mental disorder and of the nature of the evidence which underpins the efficacy of these interventions.
2. Developed a familiarity with the practice of modern psychological interventions useful in both inpatient and community settings, particularly as applied to the areas of depression, maximisation of compliance with therapeutic regimes, management of aggression, management of positive and negative symptoms in psychotic disorders and the management of personality disorders.

Assessment

Two written assignments each of 3,000 words and weighted at 50% each. Both must be passed to pass the unit.

Chief examiner(s)

Ms L Andary

Synopsis

The unit will examine the theory and practice of mental health service delivery in primary health care. It will consider the skills and knowledge required to improve the delivery of mental health services in primary care environments. Strategies for service planning, including needs analysis, project management and service evaluation will be explored. The impact on service provision of organisational and professional cultures and boundaries will be examined along with philosophies that shape service delivery within primary care. Service delivery models and clinical models of preventation, early intervention and health promotion will be explored. Effective client intervention strategies of counselling, motivational interviewing, behavioural intervention and problem solving will also be addressed.
Contents includes:
An overview of the mental health service system
National and international trends in primary care
The concepts of early intervention, prevention, health promotion
Understanding partnership: cultures, cooperation and service boundaries
Service planning - needs analysis and program development, program implementation and evaluation
Special needs clients
Intervention strategies - Motivational interviewing, problem solving techniques, behavioural interventions

Objectives

At the completion of this unit, students will have:

1. Developed their awareness of current philosophies and the policies driving mental health practice in primary care;
2. An understanding of the concepts of prevention, early intervention and health promotion in mental health;
3. Developed an understanding of the key function and skills required of primary mental health practioners;
4. An appreciation of the roles of the key stakeholders in primary care; and
5. An awareness of the evidence supporting the intervention strategies relevant to primary mental health service delivery.

Assessment

Two written assignments of 2,000-3,000 words, weighted as 40% and 60% respectively. Both must be passed to pass the unit.

Chief examiner(s)

Mr J Julian

Synopsis

How health data is collected, stored and communicated, and how that data is processed into health information suitable for administrative and clinical decision making. Issues include the language of healthcare, coding of data, EDI, Health Level 7. Systems thinking, types of health information systems and their operational and control features. Interactions between systems and subsystems. Operational transaction processing systems. Process modelling techniques for modelling health information processes. Processes for construction of customer interfaces.

Assessment

Essay 40% and Assignment 60%

Chief examiner(s)

A/Prof Lisa McKenna

Contact hours

4 hours per week

Synopsis

Fundamental hardware and software concepts, operating systems and GUI environments. Windows application software such as spreadsheet and database software. Phases of the system development lifecycle and using relational database software. Elementary information processes, definition of windows, forms, queries and reports. System documentation techniques and quality assurance techniques. The development of test plans.

Assessment

Two assignments 50% each.

Chief examiner(s)

A/Prof Lisa McKenna

Contact hours

4 hours per week

Synopsis

How healthcare practitioners need to interact with current information. The role of electronic patient summaries, direct order entry with interactive decision support and analysis of resource utilisation and outcomes to identify best practice. The role of the Internet and its associated technologies as they affect health care options. Evaluation methodologies for health informatics.

Assessment

Critical review/evaluation project: 60%
Written assignment: 40%

Chief examiner(s)

A/Prof Lisa McKenna

Contact hours

4 hours per week

Synopsis

Organisational change issues in health care environments, resource management and the role of policy formulation. Other topics include consumer issues, standards and security and the provision of health information resources to health care workers, telehealth systems and the management of health services.

Assessment

Strategy plan: 60%
Written assignment: 40%

Chief examiner(s)

A/Prof Lisa McKenna

Contact hours

4 hours per week

Synopsis

This unit focuses on the leading principles/theories of EHR research, design and development. It will also deal with issues of standardisation, security and human-computer interactions that impact on system design and utilisation. The relationship between EHR and telehealth will also be investigated. Students will use the knowledge gained to critically examine the role of EHR in facilitating healthcare information documentation, communication and shaping healthcare management.

Objectives

On completion of this unit the student should be able to:

1. Compare and critique leading principles governing EHR design and development;
2. Understand the importance of healthcare data, standards, security and applied healthcare information in relation to the EHR;
3. Take into account the relationship between EHR and healthcare decision making and consumer participation in healthcare decisions;
4. Understand the role of the EHR in telehealth; and
5. Understand the impact of the EHR with regard to healthcare documentation, communication and delivery.

Assessment

Participation in on-line discussion group (20%)
Case study and reflective material review questions (30%)
Essay of approximately 5,000 words (50%).

Chief examiner(s)

A/Prof Lisa McKenna

Synopsis

The unit provides a theoretical perspective on project management for a better understanding of project implementation in the modern organisation. The unit is based on the premise that success in project leadership depends on a proper managerial style and attitude, and not on specific tools for planning and controlling. The unit focuses on developing the manager's conceptual thinking and on building "the project manager's mind". The right attitude then leads to the right action, and the specific selection of practices and tools. The unit will help health professionals see the entire project landscape and the long term issues, which are critical to project success. The unit also deals with the concepts of technological forecasting.

Objectives

On completion of this unit the student should:

1. Be able to identify the key stages of the project life cycle;
2. Understand the role of the project manager and the various ways that projects can be organized;
3. Understand budgeting, scheduling, resource allocation and monitoring information systems;
4. Understand basic project auditing, technological forecasting and cultural awareness;
5. Understand the appropriate way to terminate a project; and
6. Have a working understanding of how to plan and initiate a project.

Assessment

Written essay of approximately 5,000 words (50%)
Participation in on-line discussion group (30%)
Case studies and reflective material review questions (20%).

Chief examiner(s)

A/Prof Lisa McKenna

Synopsis

Concepts and principles of rural health practice and the impact on people in rural and remote areas. Definitions of rurality and their influence on health outcomes and access to health services. The nature of rural communities is examined and the health/illness patterns explored from a social and epidemiological framework. Structure and function of rural health care services and their role in maintaining the health status of individuals and communities. Rural practice from the point of view of the rural health professional, including consideration of personal and professional issues and on-going issues of recruiting and retaining health professionals in rural areas.

Objectives

On completion of this unit students will be able to:

1. Critically analyse definitions of 'rural' and 'remote' as they pertain to health;
2. Communicate and understand the impact social structures, roles and relationships have on the health and well-being of people living in rural and remote communities;
3. Use evidence to identify the factors which affect the health status of Australians living in rural and remote communities;
4. Engage in critical appraisal of the structures and processes involved in health services delivery in rural and remote areas;
5. Differentiate between the aspects of rural and remote practice that distinguish it from practice in the metropolitan setting;
6. Critically analyse the factors that affect the recruitment and retention of rural and remote practitioners.

Assessment

Case study of a rural/remote community - 3000-3500 words (50%)
Interview with a rural practitioner - 2500 words (35%)
Discussion forum (15%).

Chief examiner(s)

Dr Andrea Reupert

Synopsis

This unit aims to orientate the student to research through an exploration of the nature of health professional research. The unit will assist students to interpret published research and enhance their appreciation of the ethical issues that health researchers face. The delivery of the unit is via WebCT.

Objectives

Upon successful completion of this unit students will be expected to:

1. Recognise and appreciate the importance of research to health care practice;
2. Critically appraise research reports;
3. Discuss the application of various research methods to their own practice;
4. Identify a range of health care problems that could be investigated by research;
5. Develop skills related to the design, implementation and evaluation of research proposals;
6. Apply selected findings to health and health-related research to improve practice.

Assessment

Written assignment (50%)
Written assisgnment: Finding, reading and critiquing research literature (50%)

Chief examiner(s)

Dr Andrea Reupert

Synopsis

This unit aims to equip students with policy analysis skills that will help them understand the policy processes that impact on the development and implementation of rural health service systems and models of service delivery. Various theoretical perspectives will be used to examine the policy process, the actors in the political system, the decision making process, and implementation and evaluation of rural policies. Students will explore the measures required to meet the future challenges of rural health ad rural health services.

Objectives

On completion of the unit students should be able to:

1. Examine the difference between the political process and the policy process in the development of rural health services;
2. Use theoretical perspectives to analyse the policy process and the political process in rural health;
3. Critically examine the methods through which the policy process can be influenced by actors in the political system;
4. Describe the decision making models and processes used in the policy and political process;
5. Communicate an understanding of the process involved in implementing and evaluating rural health policies; and
6. Discuss the measures required to meet the future challenges of rural health and rural health services.

Assessment

Portfolio (2500-3000 words)(50%)
Position paper (2000 - 2500 words)(30%)
Discussion group (approx 1000-1500 words)(20%)

Chief examiner(s)

Ms Jane Taylor

Synopsis

This unit explores the context in which drug use and drug management occur in rural areas of Australia. The unit introduces students to current, and at times contentious, debates in the alcohol and other drug field and examines responses to these issues in the community and in services in rural areas. Students are encouraged to critically appraise drug issues and apply these understandings to particular rural communities. Core topics explore: historical context of drug issues; theories of addiction; current drug policies in Australia; the cultural context of drugs and alcohol; drug use in rural Australia; drug services in rural areas; co-morbidity and dual diagnosis.

Assessment

Written assignments
discussion group participation

Chief examiner(s)

Ms Annette Woodhouse

Synopsis

This unit takes a broad view of indigenous health in Australia and beyond. It examines the social, cultural, historical, economic and political factors that underlie the health contexts of Indigenous Australians. A better understanding of these factors must precede the generation of solutions to improving indigenous health outcomes. Wherever possible, the unit uses and looks for the Indigenous voice and perspective rather than the mainstream public health perspective of its earlier format, or a purely clinical approach. It emphasises the diversity of Australian Indigenous communities and their health contexts, therefore seeking widely for different approaches to improving Indigenous health.

Objectives

On completion of this unit participants should be able to:

1. Assess the complexity and dynamism of Indigenous communities;
2. Describe Indigenous concepts of health, wellbeing and illness;
3. Demonstrate an understanding of the interaction between Indigenous concepts of health and mainstream health systems at the individual, family and community level;
4. Articulate the importance of social justice, human rights, and cultural factors to local, national and international Indigenous health;
5. Critically evaluate strategies for improving Indigenous health; and
6. Demonstrate critical reflection about your own professional practice and attitudes to all aspects of Indigenous health (social, cultural, historical, economic and political).

Assessment

Discussion of proposed essay or project (10%)
Literature review and annotated bibliography - 1500 words (25%)
Major Essay - 3000-3500 words (50%)
Discussion of findings for discussion forum (15%).

Chief examiner(s)

Ms Isabel Ellender

Synopsis

This unit is concerned with developing the knowledge and skills necessary for successful rural interprofessional practice. The material will assist health professionals to organise and interconnect activities and roles with other professionals and occupational groups for the benefit of rural patients. The delivery of the unit is a combination of self-directed learning and interactive workshops focusing on theoretical knowledge and practical skills. This unit is relevant to all health professionals and, the skills gained by students are applicable for current and future work in the health sector and, will benefit any subsequent community in which they work.

Objectives

On completion of this unit students will be able to:

1. Critically examine the principles of interprofessional practice as related to their own practice;
2. Identify the characteristics of effective interprofessional teams and their influence on patient centred care;
3. Explore the diversity, effectiveness and impact of interprofessional practice in rural health practice;
4. Develop a model of interprofessional practice which can be used to evaluate an existing or theoretical practice environment.

Assessment

Workshop 1 (1500 wd equivalence) 25% comprising 10% online discussion and 15% participation in work
Workshop 2 (2100 wd equivalence) 35% comprising written assignment 15% and 20% participation in work
Project proposal (2400 wd equivalence) 40%

Chief examiner(s)

Ms Fiona McCook

Synopsis

In this unit students will be implementing the proposal developed in CRH1016. Goals and objectives will be negotiated through individual student learning contracts.

Objectives

Negotiated clinical project

Assessment

Project 100%

Chief examiner(s)

Ms Fiona McCook

Prerequisites

CRH1016

Synopsis

Designed to support in the preparation for the independent research project (minor thesis). It contains a theoretical component, but is aimed at teaching practical research skills. Students are taught how to translate their thoughts and interests into a sound research project by undertaking a critical review of the literature, developing a research proposal and preparing an ethics application.

Objectives

On completion of this unit students will be able to:

1. Communicate an understanding of the use of research as a basis for decision making in the health care policy and clinical arena particularly in its application to health care practice;
2. Undertake a critical analysis of the research literature in response to the proposed research question;
3. Develop a research proposal which explains the selection of appropriate research questions, designs and implementation plans within a health or community setting;
4. Prepare an ethics application which examines the ethical considerations, legislation and guidelines in promoting ethical conduct in research.

Assessment

Literature review (2500 words)(40%)
Research proposal (2500 words)(40%)
Ethics application (1000 words)(20%)

Chief examiner(s)

Ms Margaret Stebbing

Prerequisites

CRH1001

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/srh/postgraduate/coursework.html

Synopsis

Environmental change can have both direct and indirect effects on human health. Exploring issues such as global climate change and loss of biodiversity, this unit will examine relationships between human health and anthropogenic environmental change (environmental change accelerated by human activity). Questions underpinning students' exploration will be: What is the relationship between the health of the environment and the health of human communities? Do ecological changes affect human health and well being? What are possible solutions? How do we act in the face of lack of evidence, gaps in knowledge, uncertainty and conflicting evidence. The emphasis of the unit will be on global and regional environmental change and how this manifests at a local level in both individuals and populations. The role of health professionals and policy makers will be explored and students will reflect on their own personal viewpoints and practice as professionals and as global citizens. Students will examine local and regional issues relevant to their professional practice and place these in the larger global context. Multidisciplinary approaches to an ecological perspective of health - the concept of a web of interconnected, interacting and dynamic relationships which embeds humans in their physical environment - will be applied to examine issues such as: health effects of global warming; health effects of loss of biodiversity; vector-borne and zoonotic diseases and agricultural pollutants.

Objectives

On completion of this unit, students will be able to:

1. Discuss specific examples of direct and indirect effects of anthropogenic environmental change on human health;
2. Critically analyse processes of interaction between anthropogenic environmental change and human health at a local, regional and global level using ecological perspectives on health and the physical environment;
3. Examine the socioeconomic context of environmental change and health in differing vulnerabilities and rural and urban populations;
4. Critically analyse strategies for dealing with lack of evidence, conflicting evidence and uncertainty;
5. Reflect on the impact of studying this unit on your own professional practice and personal perspectives; and
6. Undertake an ecological analysis of a selected issue and develop recommendations that will help to improve practice.

Assessment

Case study analysis (1500 wds)(20%)
Reflective essay (3000 wds)(40%)
Group discussion activities (2000 wds)(40%)

Chief examiner(s)

Dr Rebecca Jones

Synopsis

This unit aims to enable students to have a familiarity with and a knowledge of some of the theories on which the understanding of child development and the practice of child psychotherapy are based. It is designed to give students knowledge of human development from three theoretical perspectives and thereby enable them to have a theoretical basis for their practice of observation, assessment and case management. The theoretical perspectives to be studied in this unit will be those of Sigmund Freud, Anna Freud and John Bowlby.

Objectives

On completion of this unit the student is expected to:

1. display an understanding and knowledge of the theories of Sigmund Freud, Anna Freud and John Bowlby relevant to child development,
2. demonstrate knowledge of the specific similarities and differences between the four theorists and their theories,
3. understand the different phases of child development,
4. demonstrate an ability to integrate the theories and apply them to clinical material,
5. display an ability to compare and contrast the theories.

Assessment

Written assignment (900 words)(15%)
Written assignment (1800 words)(30%)
Essay (2100 words)(35%)
Attendance at On-campus workshop (20%)

Chief examiner(s)

Ms Jill Pullen

Synopsis

This unit will explore the history, theory and principles of Developmental Observation and its relevance to clinical and consultative work with children and adolescents. There will be a consideration of the nature of the links between observation and the developmental theories. Students will be able to explore these areas both through the context of the course work and prescribed observations of children in their naturalistic settings.

Objectives

This unit is designed to give students an understanding of the history, theories and principles of developmental observation and its relevance to clinical work with children and adolescents. On completion of this unit the student will be expected to:

1. have an understanding and knowledge of the history, theory and principles of Developmental Observation;
2. recognise the relevance that observation skills have to the understanding of children and adolescents and therapeutic and consultative work;
3. understand the nature of links between observation and the developmental theories; and
4. have an appreciation of how to recognise and understand their own responses to what is observed and the use of these in their work.

Assessment

Two written assignments (1200 words each)(20% each)
One essay (2400 words)(40%)
Attendance at On-campus workshop (20%)

Chief examiner(s)

Ms Jenny Carver

Synopsis

This unit will consider the theories of Donald Winnicott and Melanie Klein and their relevance to understanding the psychological development of children and adolescents in terms of both healthy development and the development of psychopathology. The unit will also examine the relevance of these theories to working therapeutically with children and adolescents.

Objectives

At the completion of this unit students will be expected to:

1. display an understanding and knowledge of the theories of Donald Winnicott and Melanie Klein relevant to child development;
2. to demonstrate the relevance of these theories to the psychological development of children and adolescents in terms of both healthy development and the development of psychopathology;
3. to understand the historical context in which these theorists sit and their contribution to the field of understanding and working with children and adolescents;
4. demonstrate knowledge of the specific similarities and differences between these theorists and their theories; and
5. to examine these theoretical concepts by the use of case examples as illustrations.

Assessment

One written assignment (2400 words)(40%)
Journal 1 (600 words)(10%)
Journal 2 (600 words)(10%)
Journal 3 (1200 words)(20%)
Attendance at On-Campus workshop (20%)

Chief examiner(s)

Mrs Jeanette Beaufoy

Prerequisites

DCP0001

Synopsis

This unit is designed to present an introduction to the conceptual framework and guidelines for the methodology of the psycho-dynamic assessment of psychological disturbance in children and adolescents. It will introduce students to disturbances in normal psychological development and the clinical concepts of assessment that are based on psychodynamic and developmental principles.
It will consider interviewing and observational methods with children and adolescents that enable psychological data to be collected and understood. It will also demonstrate the complex task of integrating information from several different sources to provide a diagnostic assessment of the individual nature and degree of disturbance presented, and the extent to which that interferes with the child's normal development and functioning.

Objectives

This unit is designed to present an introduction to the conceptual framework and guidelines for the methodology of the psychodynamic assessment of psychological disturbance in children and adolescents. On completion of this unit the student is expected to:

1. Understand theoretical and clinical concepts relevant to psychodynamic and developmental assessment of children and adolescents;
2. Have an understanding of the possible meaning of the child's/adolescent's behaviour;
3. Recognise the process occurring between child and worker and the data this provides;
4. Recognise that assessment is a process that will provide a psychodynamic and developmental diagnostic formulation; and
5. Explore optimal case management where treatment options and timing are presented in light of the diagnostic formulation, the available professional and clinical resources, and the child/adolescent's context. This will include the indications or contra-indications for child psychotherapy and other treatment options.

Assessment

Report A (600 words)(10%)
Report B (600 words)(10%)
Report C (1200 words)(20%)
Essay (2400 words)(40%)
Attendance at On-campus workshop (20%)

Chief examiner(s)

Ms Toni Heron

Prerequisites

DCP0001 and DCP0002

Synopsis

This unit will outline the principles of Child Psychotherapy from a developmental and psychoanalytic perspective. It will address the context and boundaries of therapy and explore ways the child communicates in therapy. It will also address issues of technique including the therapeutic use of the relationship between the child and the psychotherapist being the central tool in ongoing clinical work; the process of observing, hearing and interpretation in psychotherapy; issues of termination: and the structure, significance and dynamics of this process.

Objectives

At the completion of this unit students will be expected to have an understanding and knowledge of:

1. the means by which the child communicates in therapy eg. through play, speech and other behaviours;
2. the significance and meaning of the way the child relates to the therapist ie. an understanding of the concepts of transference ( the way the child perceives and relates to the therapist) and countertransference (the way therapist reacts to the child) and the possible meanings of these concepts and their importance;
3. the use of interpretation in therapy - timing content and intention;
4. the significance and importance of boundaries and structure provided by the therapist;
5. termination - the process of bringing the therapy to a conclusion; and
6. the impact of working with the disturbed child including the disturbed child in special situations - understanding this in a way which furthers understanding of the child and the therapeutic process.

Assessment

Two written assignments(1200 words each)(20%each)
One essay (2400 words)(40%)
Attendance at On-campus workshop (20%)

Chief examiner(s)

Ms Jacqui Adler

Prerequisites

DCP0001, DCP0002, DCP0003, DCP0004

Synopsis

This unit will present a psychodynamic framework for adolescent developmental tasks, as well as associated problems and disturbances. It will also look at both general and phase specific principles and issues in psychotherapy with adolescents for the professionals as well as for the adolescents themselves.

Objectives

At the completion of this unit students will be expected to:

1. Have a knowledge of a psychodynamic theoretical understanding of adolescent development, tasks and issues;
2. Have some understanding of how various levels of problems and disturbances can arise during adolescence;
3. understand basic principles in assessment for therapy with adolescents;
4. examine how adolescents may present in therapy;
5. understand basic issues which arise in working with adolescents;
6. explore the impact of working with adolescents on professionals and the importance of the process between professional and adolescent;
7. explore termination issues in working with adolescents; and
8. explore specific issues and principles to consider for inpatient work with adolescents.

Assessment

Two written assignments (1200 words each)(20% each)
One Essay (2400 words)(40%)
Attendance at On-campus workshop (20%)

Chief examiner(s)

Ms Ros Webb

Prerequisites

DCP0001, DCP0002, DCP0003, DCP0004

Synopsis

This unit is designed to present an introduction to the theoretical principles underlying the practice of short-term psychodynamic psychotherapy and crisis work. Areas covered will include assessment and treatment issues.

Objectives

This unit is designed to give students knowledge of the several modes of shorter term psychotherapeutic response and their attendant practices. The unit, as one of the final units of the program, will attempt to overview the course and reflect upon the effective use of psychoanalytic psychotherapy skill in a range of non-traditional applications.
On completion of this unit the student is expected to:

1. have an understanding of the historical development of short-term therapy;
2. have an understanding of the models and central issues of short-term, brief and crisis therapy;
3. understand the application of short-term, brief and crisis therapy to the age and developmental stage of the particular child or adolescent;
4. have an understanding of the use of transference and counter-transference and interpretation in this work through detail case examples;
5. understand the importance of the development of skills through training prior to undertaking this work; and
6. reflect upon the application of psychoanalytic understanding to the variety of needs present in child and adolescent community mental health auspices.

Assessment

Two written assignments (2400 words each)(40% each)
Attendance at On-campus workshop (20%)

Chief examiner(s)

Ms Marell Lynch

Prerequisites

DCP0001, DCP0002, DCP0003, DCP0004, DCP0005 or DCP0006

Synopsis

This unit will examine an understanding of the role of parents in their child's development and different ways of working with parents from a psychodynamic and developmental perspective. Consideration will be made of the following ways of working with parents and the similarities and difference in the models: parent therapy; parent and child work combined; short-term and crisis work with parents; parent counselling; parent education; marital therapy/counselling; individual therapy/counselling.

Objectives

On completion of this unit students will be expected to:

1. understand theoretical and clinical concepts of working with parents;
2. have an understanding of the importance of parents' own development as it may affect their role as parents;
3. explore possible ways of working with parents as relevant to their particular needs and those of their child/children; and
4. understand the difficulties that may be experienced by the therapist when working with parents.

Assessment

One written assessment task (900 words)(15%)
One written assignment (1500 words)(25%)
One essay (2400 words)(40%)
Attendance at On-campus workshop (20%)

Chief examiner(s)

Ms Lynne Allison

Prerequisites

DCP0001, DCP0002, DCP0003, DCP0004, DCP0005 OR DCP0006

Synopsis

This unit examines the body of scientific evidence linking stress with mental and physical illness and with a range of abnormal lifestyle behaviours. It teaches practical skills in the form of relaxation and meditation techniques which doctors practice on themselves and can then teach their patients to carry out. The unit identifies the circumstances and conditions in which these techniques are most useful. The theory and practice are run in parallel throughout the course.

Objectives

On completion of this unit students should be able to:

1. Recognise that there is now a significant body of research linking stress and many illnesses;
2. Recognise that there is also a large body of research demonstrating the benefits of meditation and stress management;
3. Describe the ways in which stress affects the physical health and lifestyle of people;
4. Practise the relaxation exercise in its various forms;
5. Increase professional skills as a counsellor in stress management, thereby being of greater benefit to patients;
6. Reflect on personal experience of stress and ways in which it is managed, thereby deriving personal benefit from the course; and
7. Implement effective stress management in general practice.

Assessment

Journal (50%)
Essay (50%)

Synopsis

This elective covers the following; basic definition, anatomy, physiology of pain, psychological aspects of pain, evaluation of the patient with pain, role of the GP in pain management, role of pain clinics, specific disorders - migraine, neck and facial pain, TMJ, thoracic and lumbar pain, musculoskeletal pain including fibro myalgic, cancer pain and pain management in palliative care.

Objectives

On completion of this unit students should be able to:

1. Apply a better understanding of pain physiology and assessment in their practice;
2. Understand the pain experience and its ramifications, recognising that whole person care is essential;
3. Use a range of practical pain management strategies and techniques in dealing safely and effectively with patient's pain;
4. Address the complex issue of spinal pain with a logical diagnostic and management approach;
5. Recognise the concept of soft tissue rheumatism (localised inflammatory soft tissue disorders);
6. Recognise the wide range of causes of headache and develop a framework for a diagnostic approach;
7. Use the fibromyalgia syndrome model in their approach to a number of other painful chronic musculoskeletal diseases and conditions; and
8. Identify the particular needs of patients suffering cancer pain, and use a range of strategies, both pharmacological and non-pharmacological, in alleviating pain.

Assessment

Pre and post course clinical audit (30%)
Assignment 1 (30%)
Assignment 2 (40%)

Chief examiner(s)

Dr G Wallace

Synopsis

This elective covers the history and scope of prevention, the role of the GP: individual vs population, principles of behaviour change, stress management, risk assessment and evaluation of preventive strategies, prevention of cardiovascular disease, prevention of cancer, organising the practice, osteoporosis and prevention in the elderly and community resources and organisations.

Objectives

On completion of this unit students should be able to:

1. Trace the history and scope of preventative medicine and appreciate the important role of public health organisations in provision of health education and health promotion;
2. Identify the differences between the population/public health approach to prevention and the individual/high risk approach, and the potential role for the GP in both these domains;
3. Exercise the skills necessary to evaluate and critically appraise (using an evidence-based model approach where necessary), practice-based and population-based health promotion strategies;
4. Understand the principles of behaviour change and how to apply these in the consulting room;
5. Understand the importance of preventive care in cardiovascular disease;
6. Recognise the importance of practice organisation in facilitating preventive care and the role played by IT in this process; and
7. Apply the knowledge and skills gained in this module to successfully carry out medical audits which may result in implementing changes to the way prevention is practiced.

Assessment

Essay (25%)
Journal (25%)
Clinical Audit (50%)

Synopsis

This elective covers the following: introduction-the nature of the problem, the need for medication, history, the pharmaceutical industry, philosophy, marketing, assessment of rational prescribing, theoretical pharmacology, clinical pharmacology, prescribing in practice specific clinical problems, safe prescribing in special categories, methods of improving prescribing - formal medication review, education, sources of information and their evaluation, regulation, limited lists, prescribed drug dependence, doctor pharmacist relations, science and legal issues, drug trials and the future of clinical pharmacology.

Objectives

On completion of this unit students should be able to:

1. Recognise the context of therapeutics today, with regard to its historical development and its relationship to government and industry;
2. Recognise the psychosocial issues involved in the prescription of medicine;
3. Analyse and select the most appropriate therapy for any particular diagnostic situation, using specific criteria;
4. Apply the principles of pharmacokinetics and pharmacodynamics to clinical situations;
5. Discuss the factors involved in patient compliance;
6. Critically appraise different forms of drug information, including promotional items;
7. Conduct a patient medication review;
8. Conduct an audit of prescribing; and
9. Apply the knowledge and skills gained in this unit to implement changes in their practice.

Assessment

Assignment 1 (25%)
Assignment 2 (25%)
Assignment 3 (20%)
Assignment 4 (30%)

Synopsis

This unit will enhance the skills and knowledge of General Practitioners on all aspects of diabetes mellitus diagnosis and management and lifestyle modification and will include utilisation of medical specialists and diabetes support services.

Objectives

The unit objectives are:

1. To provide knowledge and skills to general practitioners in the screening, diagnosis, assessment and management of diabetes.
2. To keep GP's up to date with recent developments in diabetes research and management.
3. To make GP's aware of cultural issues that can impact on diabetes.
4. To make GP's more aware of networks and supports in managing diabetes.
5. To help GP's form a comprehensive and holistic management plan for diabetics.
6. To become more skilled in the early recognition and management of diabetic complications.
7. To aid GP's in knowing how to manage diabetics both independently and in conjunction with appropriate specialist care.

Assessment

Case Study (40%)
Clinical Audits (60%)

Synopsis

The aim of this unit is to equip general practitioners with the knowledge and skills necessary to confidently deal with sexual and reproductive health problems in their patients. The content of the unit will cover: androgens; male infertility; erectile dysfunction; testicular tumours and prostate disease.

The Department of General Practice acknowledges Andrology Australia, an initiative of the Australian Government Department of Health and Ageing, for its financial commitment to the initial development of this module.

Objectives

On completion of this unit, students will:

1. appreciate the major issues in male reproductive health today;
2. understand the physiology of the male reproductive system, demonstrate confidence in dealing with issues of infertility;
3. demonstrate confidence in dealing with erectile dysfunction;
4. be familiar with recent advances in diagnosing and managing prostate disease;
5. be familiar with recent advances in diagnosing and managing prostate disease;
6. be familiar with diagnosing, managing and preventing testicular tumors and develop skills in conducting a clinical audit; and
7. gain an understanding of the potential of audits to improve clinical practice.

Assessment

Essay (25%) Audit (50%) Journal (25%)

Chief examiner(s)

Dr S Wijesinha

Synopsis

This unit will help clarify what EBM is and what it is not, especially in the general practice setting. Written by GPs, its relevance for day to day clinical practice is foremost. Aimed at enabling the student to acquire new skills in finding and applying the latest research evidence. This includes searching evidence databases on the internet, and critically appraising the information retrieved. The course has been written on the assumption that participants have not previously studied research methods or clinical epidemiology.

Objectives

The objectives of this course are to provide students with:

1. an understanding of what evidence based general practice is;
2. skills in implementing EBM through application of its 'five steps', ie; asking a clinical question, searching for the evidence, appraising the nature of that evidence, applying this to an individual patient and evaluating the effectiveness of this process;
3. knowledge of important evidence based resources for use in general practice; and
4. an understanding of how EBM can be linked with continuous quality improvement in general practice.

Assessment

Assignment 1 (30%)
Assignment 2 (30%)
Assignment 3 (40%)

Synopsis

This unit focuses on the modern assessment and management of cardiovascular problems encountered by the general practitioner. The following areas are dealt with in detail: Hypertension; Chest Pain; Arrhythmias; Palpitations and syncope; Heart Failure.

Objectives

On completing this unit, students will:

1. Appreciate the major issues in cardiovascular health today;
2. Understand how to assess and advise patients having chest pain, syncope, hypertension, arrhythmias and heart failure;
3. Be aware of the currently available investigations for diagnosis and management of cardiovascular disease;
4. Be familiar with modern methods of interventional cardiology; and
5. Develop skills in conducting a clinical audit - either in screening for risk factors or in the management of cardiac failure - and gain an understanding of the potential of audits to improve clinical practice.

Assessment

Journal (P/F)
Clinical Audit (50%)
2 Essays (25% each)

Chief examiner(s)

Dr S Wijesinha

Synopsis

Advanced understanding of epidemiology methods used to study chronic diseases. Overview of descriptive and analytical epidemiology of diseases of major public health importance in Australia. Particular methodological issues include assessing causality, bias, confounding, effect modification, exposure assessment, outcome assessment, prevention paradigms and whether epidemiology has reached its limits.

Objectives

On completion of this unit, students will be able to:

1. Understand and discuss the principles underlying the epidemiological study of diseases;
2. Appreciate and identify the methodological difficulties inherent in observational epidemiological studies of diseases;
3. Be able to apply general epidemiological principles to specific diseases;
4. Understand and use descriptive epidemiological measures to summarize the population impact of specific diseases; and
5. Appreciate new methodological developments in epidemiology.

Assessment

Attendance 15%
Assignments 60%
Student presentations 25%

Chief examiner(s)

Professor Michael Abramson

Contact hours

2 contact hours per week

Prerequisites

MPH1040; MPH1041; ECX9720

Synopsis

Confounding and effect modification, logistic regression, conditional logistic regression for matched case-control studies, linear regression, diagnostics to assess model fit, model estimation methods, Poisson regression for reates, Stata statistical software.

Objectives

On completion of this subject, students will be able to:

1. describe the statistical principles of sample selection and a range of multi-variable methods of statistical analyses typically encountered in public health research;
2. proficiently plan and perform statistical analyses using a software package;
3. recognise the statistical issues in the design and analysis of a public health research project and propose a strategy for their implementation;
4. critically appraise the statistical methodology in public health research articles; and
5. coherently explain the statistical concepts and results in written and oral formats.

Assessment

Two written assignments (50% each).

Chief examiner(s)

Associate Professor Rory Wolfe

Contact hours

2 contact hours per week

Prerequisites

MPH1040 or MPH1041 or MPH1030 and MPH1031 or ECX9720

Synopsis

Quantitative skills necessary to undertake and complete doctoral level projects. Major types of epidemiological study designs, defining research questions and hypotheses. Assessment of reliability, validity of questionnaires, selecting appropriate instruments for public health research. Steps in preparing a grant application for competitively awarded funding, alternative sampling strategies for subject election, data analysis strategies and bias control. Ethical issues in public health research & role of ethics committees.

Objectives

On completion of this unit, students will be able to:

1. demonstrate a thorough understanding of quantative research methods in public health;
2. design, develop and present an original research protocol;
3. prepare an application for approval by an Ethics Committee;
4. design and outline methods for validating a questionnaire suitable for data entry; and
5. write a paper suitable for publication in a peer reviewed journal.

Assessment

Written appraisal 20%
Oral presentation 25%
Written protocol 25%
Draft questionnaire and manuscript 20%.

Chief examiner(s)

Professor Michael Abramson

Contact hours

2 contact hours per week

Synopsis

Leadership and management principles as related to health systems. Key management and organisational theories, interface of theory and practice, human resource management, sources of power and influence. Techniques for managing organisational change, building effective and adaptive health systems, elements of strategic planning, difference between leadership and management. Leadership skills, team building, conflict management, network development and management, strategic alliances, application of leadership and management principles to solve complex health care problems.

Objectives

On completion of this unit students should be able to:

1. demonstrate an understanding of key management and organisational theories and an understanding of the interface between theory and practice in the management of health care systems;
2. describe the components of human resource management;
3. describe sources of power and influence;
4. describe techniques for managing organisational change and for building effective and adaptive health care systems;
5. describe the elements of strategic planning;
6. demonstrate an understanding of the difference between management and leadership,
7. demonstrate skills in leadership, team building and conflict management;
8. describe the development and management of networks and strategic alliances;
9. apply the principles of leadership and management to solve complex problems in public health settings.

Assessment

Web-based tasks 30%
Written assignments 70 %

Chief examiner(s)

Professor Just Stoelwinder

Off-campus attendance requirements

15 contact hours over 2 days

Synopsis

Supervised practical placement in University Departments and Centres, hospitals, affiliated research Institutes, community health services, non-government organisations or the Dept of Human Services. Giving students the opportunity to interact with practising public health professionals. Students are co-supervised by a member of the Faculty of Medicine, Nursing and Health Sciences academic staff.

Objectives

On completion of this unit, students will be able to:

1. demonstrate a thorough understanding of quantative research methods in public health;
2. design, develop and present an original research protocol;
3. prepare an application for approval by an Ethics Committee;
4. design and outline methods for validating a questionnaire suitable for data entry; and
5. write a paper suitable for publication in a peer reviewed journal.

Assessment

Written report 100%

Chief examiner(s)

Professor Michael Abramson

Prerequisites

DPH6001 and DPH6002

Synopsis

At the end of this unit, students should be able to:

1. Conduct a psychiatric interview with a client, incorporating a mental status examination.
2. Complete a thorough and accurate written evaluation of a client.
3. Be familiar with major classes of psychiatric illness.
4. Feel competent in the formulation and diagnosis of a wide variety of psychiatric problems.

Objectives

At the end of this unit, students should be able to:

1. Conduct a clinical interview with a client, incorporating a mental status examination.
2. Complete a thorough and accurate written evaluation of a client.
3. Be familiar with major classes of psychiatric illness.
4. Feel competent in the formulation and diagnosis of a wide variety of psychiatric problems.

Assessment

Satisfactory attendance and participation are required to pass the unit. All the remaining components of assessments must attain a pass standard. Two mental status examinations (1000 words); Psychiatric history report (1500 words); One hour end of semester test.

Chief examiner(s)

Dr Keong Yap

Synopsis

Students will be introduced to general principles of psychological assessment across the lifespan, including ethical and cultural issues, reliability and validity, sensitivity and specificity, error types and bias prevention, statistical and clinical significance, and the effect of base rates. They will learn how to apply behavioural assessment techniques. They will be exposed to a range of tests and scales assessing important aspects of cognitive and emotional functioning and they will learn the background theory of these measures, as well as how to administer, score and interpret them. They will learn how to integrate and interpret psychological assessment results and communicate this information in both written and oral form.

Objectives

On completion of this unit students should:

1. Understand the principles of psychological measurement and their application;
2. Have become proficient in the administration, scoring and interpretation of some of the most commonly used psychological tests; and
3. Show competency in evaluating psychometric instruments for research purposes and in screening referrals for psychometric assessment, selecting appropriate tests, integrating results and providing oral and written communication of results to interested parties.

Assessment

Satisfactory attendance and participation are required to pass the unit. In addition, each student will be required to present a 15-minute talk and prepare a class handout on a selected, clinically-relevant psychological test (20%). They will also complete short in-class exercises concerning psychometric issues and behavioural assessment techniques (20%) and will be required to prepare a psychological report of approximately 500 words or less (40%). Prior to the completion of Semester 1, students must administer and score two WAIS-IV's and one WMS-IV (hurdle requirement). They will also be required to demonstrate administration of two randomly chosen subtests of the WAIS-IV (20%).

Chief examiner(s)

Dr Georgia Camplin

Synopsis

This unit will equip students with the necessary skills to undertake research. Nonetheless, the primary motivation for this course concerns future employment. Research design and analysis are critical components of both academic and professional psychology.

Objectives

This unit equips students with the necessary skills they need to design research and analyse data for their thesis, placements, and employment. After completing this unit successfully, students should be able to undertake a comprehensive program evaluation as well as a single subject design, and complete their thesis, confidently, competently, and independently.

Specifically, students should be able to:

• Understand and design the main phases of the key research approaches, including program evaluations, single subject designs, experiments, quasi-experiments, and qualitative projects;
• Accommodate the considerations and complications of these approaches, such as sampling biases, spurious variables, common method variance, suppressors, non-recursive relationships, confounds, consequential validity, asymmetric transfer, mediators, moderators, stakeholder needs, economic evaluation, family wise errors, power, autocorrelation, and nonlinear dynamics;
• Apply multivariate statistics techniques to address some of these complications, such as ANCOVA, discriminant function analysis, logistic regression analysis, multiple regression analysis, canonical correlation, and factor analysis;
• Recognize the fundamental principles of more advanced concepts, which can then be explored through additional reading, including HLM, grounded theory, survival analyses, meta-analyses, catastrophe theory, signal detection theory, ARIMA, interim designs, Bayesian theory, and structural equation modelling;
• Develop creative and insightful methods to maximise the utility of research; and
• Justify and report the procedures and techniques that were utilised.

Assessment

The assessment will comprise two components: a journal (60%) and a multiple-choice examination (40%).

Statistics journal
During weeks 2 to 9, students will work in groups to apply statistical technique to some hypothetical data. The technique will be implemented to resolve a specific methodological issue. They should then maintain a journal, approximately one page each week, that:

+ Specifies the variables that were analysed as well as the methodological issue this technique was intended to redress;
+ Reports the results, in the style of a scientific journal; and
+ Discusses the conclusions and limitations of this procedure.

Multiple choice examination
Students will complete one multiple-choice examination. This examination will comprise 50 questions. A mock examination will be provided several weeks earlier to facilitate students. None of the questions will demand knowledge of the topics that are designated as advanced.

Chief examiner(s)

Dr Simon Moss

Synopsis

A range of topics associated with the provision of psychological services, including basic counselling skills acquisition, review of relevant legislation and ethical/professional standards, and developing ethically and culturally sensitive psychological practice. This unit comprises a two day workshop, held prior to the commencement of formal course-work and seminars. Material will be presented in various formats including didactic teaching, small group exercises and role plays. The workshop and seminars will be supplemented by readings and handouts.

Assessment

Assessment is based on self-evaluation of counselling skills videos (pass/fail basis) and a final examination (100%).

Chief examiner(s)

Dr Nicki Dowling

Synopsis

The aim of this unit is to ensure that students are familiar with disorders that occur during childhood and adolescence. Diagnosis and classification, aetiology of the major disorders occurring in childhood and adolescence, as well as the major forms of treatment and management based on recent research will be covered. Various disorders will be examined including autism, attention deficit hyperactivity disorder, anxiety disorders, and depression. Students will be expected to develop competence in the application of diagnostic classification systems to children but also will be encouraged to critically evaluate such systems and be aware of their limitations in paediatric populations. A component of this unit will be devoted to formal psychological, especially cognitive, assessment of children and adolescents. Although the major focus of this unit will be on the identification and assessment of disorders and assessment of cognitive abilities in children, the use of various treatment modalities with children, adolescents, and their families will also be discussed with an emphasis on cognitive behavioural approaches. The final sessions of this unit will focus on clinical developmental issues later in life.

Objectives

At the end of this unit, students should be able to:

1. Understand the diagnosis, classification, and aetiology of the major disorders occurring in childhood and adolescence;
2. Understand the principles of interviewing and assessing children and adolescents;
3. Be competent in the administration of the Wechsler Intelligence Scale for

4. Be familiar with the major forms of treatment and management based;
5. Be competent in writing a clinical case formulation for a child presenting with a clinical developmental disorder; and
6. Understand clinical developmental issues in later life using a biopsychosocial frame-work.

Assessment

+ WISC-IV assessment. Students will be required to administer a complete WISC submit a completed WISC-IV record form (20%).
+ Following the observation sessions, a brief report (1000 words) providing a clinical formulation for the case that was observed (30%).
+ Two-hour short-answer examination based on lectures and reading (50%).

Chief examiner(s)

Dr Nicole Rinehart

Synopsis

Students will develop an understanding of the role of the Clinical Neuropsychologist and of legal and ethical principles governing research and professional practice in psychology. They will learn how to work with other professionals and develop the skills to conduct a clinical interview, take a case history, and write a report. Students will observe at least one neuropsychological assessment.

Objectives

The primary aim in this unit is to equip students with the basic skills necessary for their entrance into the profession of Clinical Neuropsychology. When students have completed this unit they will:

1. Be familiar with the legal and ethical principles which govern research and professional practice in psychology and understand how to apply their knowledge of relevant legislation and codes of professional conduct to such issues as confidentiality, informed consent, freedom of information, intra and inter professional relationships, responsibilities, and professional conduct;
2. Be able to define the professional role/s of the Clinical Neuropsychologist;
3. Understand the relationship between the Clinical Neuropsychologist and other health professionals;
4. Have an understanding of the importance of teamwork and the skills necessary to implement this understanding;
5. Have acquired the practical skills necessary to conduct a clinical interview, develop an understanding of the history preceding the development of a neuropsychological problem and write a comprehensive case report; and
6. Have an understanding of the intercultural and ethnic issues that impact on neuropsychological practice.

Assessment

Satisfactory attendance and participation are required to pass the unit.
Assessment tasks include:

+ A history-taking exercise (pass/fail);
+ A case report based on an observation of a neuropsychological assessment
(pass/fail);
+ An open book examination comprising multiple choice questions, short answer; and questions, and essay questions (100%).

Chief examiner(s)

Dr Nicki Dowling

Synopsis

Students will be trained in neuroanatomy with a focus on structure-function relationships. Using brain specimens, brain images from various neuroimaging techniques, a computer simulation program, and case studies, students will become familiar with brain systems that have an integral role in cognition, as well as more generally with neuroanatomy. In addition to brain structures, students will learn about the blood supply to the brain and the ventricular system. Knowledge about brain structure and function will be linked to clinical practice using lectures and/or hands-on activities that will include the clinical neurological examination, neurogenetics, and neuroimaging techniques.

Objectives

The aim of this unit is to familiarise students with the human brain and neural systems that implement cognitive functions.

At the completion of this unit, students will:

1. Be familiar with the gross external anatomy of the brain as well as major subcortical regions, including being able to name and identify each major region and describe its main contribution to behavioural and cognitive regulation;
2. Acquire familiarity with the nerve fibre systems which allow communication between different brain regions;
3. Be able to identify the major blood vessels in the brain and describe how infarction of each vessel may affect the person's cognitive state;
4. Develop familiarity with the principles underlying major neuroimaging techniques and their applications as relevant to clinical neuropsychology; and
5. Develop familiarity with major neural circuits that have been linked specifically to cognition and neuropsychiatric syndromes.

Assessment

Weekly assessments (80%) and final assessment (20%).

Chief examiner(s)

Dr Russell Conduit

Synopsis

At the end of this unit, students should be able to:

1. Conduct a clinical interview with a client, incorporating a mental status examination.
2. Complete a thorough and accurate written evaluation of a client.
3. Be familiar with major classes of psychiatric illness.
4. Feel competent in the formulation and diagnosis of a wide variety of psychiatric problems.

Objectives

At the end of this unit, students should be able to:

1. Conduct a psychiatric interview with a client;

2. Complete a thorough and accurate written evaluation of a client; and
3. Be familiar with major classes of psychiatric illness.

Assessment

Satisfactory attendance and participation are required to pass the unit. All the remaining components of assessments must attain a pass standard: Psychiatric history report (1500 words); Clinical case report (<3500 words); One hour end of semester test.

Chief examiner(s)

Dr Keong Yap

Synopsis

Each session will include both lecture and experiential components. Experiential components will include planning for assessments, administration and scoring assessment examples, interpreting results, and report writing. Students will be advised of relevant readings for each session in advance.

Assessment

Assessment of Behavioural Component (15%), Test Administration and Scoring (15%) , Report 1 (30%), and Report 2 (40%).

Chief examiner(s)

Dr J. Sabura Allen

Synopsis

Each session will include both lecture and experiential components. Experiential components will include group discussion, viewing and discussion of video tapes, skills practice with other group members, feedback/discussion of taped practice sessions, and providing resources for use in providing CBT therapy.

Objectives

Students completing the initial sessions of this unit should have a basic understanding of a range of different schools of therapy and the historical, scientific and social contexts surrounding their development and practice. Students should be conversant with the specific assumptions, concepts and techniques of the major schools of therapy and have some knowledge of relevant outcome literature. In addition, students should have a thorough understanding of the processes common to all forms of intervention. By the end of the unit, students should have proficiency in the particular skills of behavioural and cognitive-behavioural therapies and their application to a range of clinical problems. Students will be expected to be competent in selecting interventions for individuals and monitoring the progress of their application.

Assessment

Two short in-class presentations and submission of two audiotapes of therapy sessions with a pseudo-client.

Chief examiner(s)

Dr J. Sabura Allen

Synopsis

Neuropsychological disorders will be considered from perspectives taken in cognitive psychology and cognitive neuropsychology. In particular, there will be an emphasis on establishing frameworks for conceptualising neuropsychological features of neurological and psychiatric conditions, and frameworks for approaching clinical assessment and rehabilitation.

Objectives

On completion of this unit students will:

1. Understand the cognitive and behavioural consequences of acquired and developmental brain disorders;
2. Have knowledge of neural and genetic bases of attention, memory, executive processes, motor control, language and thought, in both in normality and pathology;
3. Show competency in identifying the major pathognomonic signs and symptoms associated with various neuropsychological disorders; and
4. Understand the current theoretical models proposed to account for each of the various neuropsychological disorders.

Assessment

1. Students will complete approximately 5 brief assignments throughout the unit to ensure comprehension of material taught (50%); and
2. A short essay/short answer examination (50%).

Chief examiner(s)

Dr Lina Forlano

Synopsis

Students will observe oral case presentations given by experienced clinicians and other students. They will be exposed to a variety of different presentation styles designed to cater for specific audiences and will learn to evaluate case material in an objective and critical manner. They will participate in discussions of clinical issues and recent developments in the field of Clinical Neuropsychology and will be challenged to remain informed about such developments and issues.

Objectives

The primary aim of this unit is to provide students with an opportunity to observe and participate in oral presentations of case material and other professional issues at the same time as they commence their first clinical placement.
When students have completed the unit they will:

1. be familiar with the format of oral presentations suitable for a number of different audiences, ranging from the medico-legal forum and other colleagues to lay persons;
2. participate confidently in case discussions;
3. be informed about current issues in the field of clinical neuropsychology;
4. have developed sufficient rapport with staff members to seek assistance when it is required during later years of the course; and
5. have developed their ability to read and evaluate journal papers relevant to clinical neuropsychology.

Assessment

Students will be required to participate in class discussions on a regular basis. Each student will also be required to prepare and present one 45 minute oral presentation describing an issue of current interest in Clinical Neuropsychology or a case seen during their practical work.

Chief examiner(s)

Professor Jennie Ponsford

Synopsis

Students will be introduced to a number of neuropsychological tests and scales, designed to assess all aspects of cognitive functioning. They will learn how to select which tests are most appropriate in specific clinical situations and how to administer, score and interpret each measure. The skills required to document the assessment results will be imparted. Issues in assessing people from other cultural and linguistic backgrounds will also be discussed. On a broader level, students will be taught to be critical consumers of the neuropsychological literature.

Objectives

The primary aim of this unit is practical, being to familiarise students with the selection, administration, scoring and interpretation of the measures of cognitive functioning they will use in their clinical work.
On completion of the unit students will:

1. be familiar with a wide range of neuropsychological measures currently used to evaluate many different aspects of cognitive functioning;
2. understand the principles involved in evaluating the psychometric properties, validity and reliability of neuropsychological measures;
3. feel confident in their selection of measure in specific clinical contexts, so as to plan and execute a hypothesis-driven assessment process;
4. be proficient in the administration and scoring of the measures in accordance with published guidelines;
5. be able to evaluate the test scores objectively but with sensitivity to factors which may influence their validity in clinical settings;
6. be able to interpret and document the results of a comprehensive assessment of a number of cognitive skills;
7. be critical and informed consumers of any new neuropsychological which may be developed in the future.

Assessment

Students will be required to develop a comprehensive folio of test material, including relevant normative data, administration guidelines and scoring information. This folio will equip them for their future practice as a clinical neuropsychologist.

Chief examiner(s)

Dr Georgia Camplin

Synopsis

Students will be trained in the basic principles of clinical neurology, as they are applied to brain injured populations. Particular emphasis will be placed upon the latest techniques for imaging brain structure and function. The course will cover the basics of the bedside neurological examination, including assessment of the cranial nerves, and elementary perceptual and motor functions. Consideration will also be given to the impact of various neuropathological processes (e.g., aging and dementia, epilepsy, neoplasms, stroke, infections, metabolic disturbances) on neurological functioning.

Objectives

On completion of this unit, students should:

1. understand the basic principles of clinical neurology, as applied to brain injured populations;
2. have a sound knowledge of the bedside neurological examination, including assessment of the cranial nerves, and elementary perceptual and motor functions;
3. understand the applications of, and assumptions underlying, the various techniques used in structural and funtional neuroimaging;
4. have a sound knowledge of the impact of various neuropathological processes on neurological functioning.

Assessment

A one hour multiple choice/short answer written examination will be used to assess students' understanding of the basic principles of clinical neurology and neuroimaging (80%). Attendance at all seminars will be assessed, as will participation in practical sessions (20%).

Chief examiner(s)

Dr Andrew Churchyard

Synopsis

In this unit students will become familiar with a number of neuropsychological syndromes. Sessions will feature guest lecturers who are experts in their fields.

Objectives

The primary aim of this unit is to provide students with the knowledge required to recognise, describe and assess a number of common neuropsychological syndromes.
On completion of the unit students will:

1. be able to provide a verbal description of the neuropsychological deficits associated with common inherited and acquired neurpsychological disorders;
2. be able to recognise and differentiate between common syndromes on the basis of the patient's history, presentation and assessment results;
3. feel confident in planning and executing a formal assessment of a patient presenting with each syndrome; and
4. be aware of psychosocial and treatment issues associated with each disorder.

Assessment

After each class students will receive a take home exam to be handed-in the following week.

Chief examiner(s)

Professor Jennie Ponsford

Synopsis

The DPsych program has established a network of placements in a variety of settings within which students can receive appropriate practica training. The practica coordinator and staff at the agency arrange the placements. Student preferences, practica availability and student training needs are taken account of in this process. Which agency and supervisor, number of days for the practica and also the commencement and completion dates are specified. Students are not permitted to negotiate their own practica or change any practica arrangements without first obtaining approval from the University Practica Coordinator.

Objectives

On completion of the initial practicum, students will be:

1. expected to have gained an appreciation of the professional role a psychologist in practice and to have an understanding of the delivery of a service to patients, clients and other interested parties;
2. to have acquired an understanding of the context of the delivery of the service and the particular function it serves to the individual and the community at large;
3. to have developed an appreciation of the competing demands on service delivery and the range of issues which impact on service delivery;
4. expected to become proficient in establishing rapport with patients, administering and scoring the commonly used intellectual, diagnostic and personality tests, integrating the results and providing appropriate oral and written reports;
5. expected to have developed an understanding of the functioning of a multi-disciplinary team and the role of its various members.

Assessment

The student's performance at each practica is graded pass or fail. The grade is determined by the DPsych Board of Studies at the completion of each practicum. Satisfactory completion of a practica requires that the student has both performed satisfactorily in the practica and that all documentation in relation to the practica has been signed and returned to the Practica Coordinator at the University. For further details about practica requirements and expectations of students, please see the document entitled Practica Report - a copy of which is available in the appendix of this handbook. Students are advised to familiarise themselves with this document prior to commencing any practica. Further detailed advice on practica requirements will be provided to students prior to commencing the first practica.

Chief examiner(s)

Dr Keong Yap

Synopsis

This unit in the second year of the DPsych (Clinical) course covers key issues for clinical psychologists in clinical case management, such as assessment, case formulation, and presentation. Students learn to present cases to peers and academic clinicians in a professional, informative, and succinct manner. The focus in this first semester unit is on clinical assessment cases encountered in a variety of clinical settings. Relevant professional, ethical and legal issues associated with these cases are explored. Case presentations are also given by experienced clinical staff.

Objectives

On completion of this unit students are expected to:

1. consolidate and expand on the knowledge acquired from the first year units 'Legal, ethical and professional issues: principles and practice' and 'Psychopathology', particularly in relation to professional presentation, both oral and written of clinical cases;
2. enhance their understanding of relevant clinical management issues through discussion, feedback and reflection. Students should develop proficiency in clinical case management from the point of receiving a referral through to termination;
3. develop their problem solving skills in relation to legal, ethical and professional issues in clinical settings and gain confidence in the application of these principles.

Assessment

Seminar attendance and attendance at group supervision (hurdle requirement); major oral case presentation and written case report (4500 words) (80%); brief oral case presentation (20%). All components to be passed.

Chief examiner(s)

Dr Grace Couchman

Synopsis

Students completing the unit will have further developed their skills in therapeutic techniques and delivery of treatment in CBT and other integrative treatments for treatment of a variety of disorders, acquire the knowledge and skills to design focused treatment plans, appropriately implement treatment as required by a placement setting under supervision, report intervention outcomes appropriately, and have an understanding of the underlying theories of such interventions.

Objectives

Students completing the unit should be conversant with the specific assumpions, concepts and techniques of the major schools of therapy and have some knowledge of relevant outcome literature. In addition, students should have a thorough understanding of the process common to all forms of intervention. By the end of the unit, students should have proficiency in the particular skills of behavioural and cognitive-behavioural therapies and their application to a range of clinical problems. Students will to be competent in selecting interventions for individuals and monitoring the progress of their application.

Assessment

Preparation of a book of therapeutic resources, and development of treatment plans for two clinical case studies.

Chief examiner(s)

Dr Sabura Allen

Contact hours

2 hour seminar per week

Synopsis

The unit will cover the following topics.
Introduction to drug classifications; legal control of drug use; pharmacokinetics; variability in response to drugs; chemical transmission and receptors.
Mood disorders: antidepressants and mood stabilizers; anti-anxiety drugs, sedatives and hypnotics, drugs used for OCD, panic, and phobic disorders. Psychosis and schizophrenia; anti-psychotic drugs. Cognitive enhancers: ADHD, Alzheimer's disease, brain trauma.
Drugs of abuse: affects on brain and cognition.

Objectives

On completion of the unit students should:

1. Understand the basic concepts of psychopharmacology with particular reference to recent advances in the fields of psychiatric medication, cognitive enhancers and neuroprotective agents, and substance abuse;
2. Have a broad understanding of commonly prescribed psychoactive drugs, legal and illegal drugs and other commonly abused substances.
3. Be able to comment on the likely physiological and psychological effects in a particular individual of a specific drug (together with possible drug interactions), and to prepare a written report on the topic.
4. Be exposed to current issues in clinical psychopharmacology and in research concerning treatment approaches.

Assessment

Satisfactory attendance and participation are required to pass the unit. All other components of assessment must attain a pass standard at least. The assessment tasks will include a short answer take-home exam, class presentation, and a written paper.

Chief examiner(s)

Dr Jillian Broadbear

Synopsis

This unit in the second year of the DPsych (Clinical) course covers key issues for clinical psychologies, such as assessment methods, intervention planning and management, and the professional communication of clinical work. Students learn to conduct assessment and treatment, and to present these to peers and academic clinicians in an informative and succinct manner. Relevant professional, ethical and legal issues are explored for all presented cases.

Assessment

Seminar attendance (hurdle requirement); major oral case presentation and written case report (4500 words) (80%); brief oral case presentation (20%). Oral and written tasks will be graded.

Chief examiner(s)

Dr Grace Couchman

Synopsis

This unit provides an advanced level introduction to the growing field of health psychology. The major systems of the body that underlie health and illness will be reviewed, including the nervous system, endocrine system, immune system and cardiovascular system. The prevalence of major chronic diseases will be discussed and factors related to prevalence. Behaviour and lifestyle as they relate to health and illness will be reviewed. Health promotion and the prevention of disease will be discussed.

Assessment

Satisfactory attendance (80%) and participation in each seminar are required to pass the unit. The students will be required to submit a literature review of 4,000 to 5,000 words on a topic related to one or more of the seminar topics. They will be encouraged to seek support in writing the review from the presenter(s) of the seminar topic(s). The literature review cannot overlap significantly with any other assignment submitted for the course. The review must be submitted in the form of a manuscript prepared for a specified journal.

Chief examiner(s)

Professor Paul Martin

Synopsis

Students will observe oral case presentations given by experienced clinicians and other students and will present their own cases. They will be exposed to a variety of different presentation styles designed to cater for specific audiences and will learn to evaluate case material in an objective and critical manner. They will participate in discussions of clinical issues and recent developments in the field of Clinical Neuropsychology and will be challenged to remain informed about such developments and issues.

Objectives

The primary aim of this unit is to provide students with an opportunity to practice giving oral presentations of case material. A secondary aim is to provide a forum in which students may discuss other professional issues of interest to them.
On completion of this unit students will:

1. be proficient in summarising and presenting case material in an oral format suitable for a number of different audiences, ranging from a hospital or rehabilitation setting through to a medico-legal forum, to other colleagues and to lay persons,
2. participate confidently and productively in case discussions;
3. be informed about current issues in the field of Clinical Neuropsychology.

Assessment

Students will be required to participate in class discussions on a regular basis. Each student will also be required to prepare and present one 45 minute oral presentation describing an issue of current interest in Clinical Neuropsychology or a case seen during their practical work.

Chief examiner(s)

Professor Jennie Ponsford

Synopsis

The DPsych program has established a network of placements in a variety of settings within which students can receive appropriate practica training. The practica coordinator and staff at the agency arrange the placements. Student preferences, practica availability and student training needs are taken account of in this process. Which agency and supervisor, number of days for the practica and also the commencement and completion dates are specified. Students are not permitted to negotiate their own practica or change any practica arrangements without first obtaining approval from the University Practica Coordinator.

Objectives

On completion of the intermediate practicum, students should have:

1. developed skill and confidence in applying their theoretical knowledge to the psychological treatment of individuals with relatively uncomplicated emotional and/or behavioural problems and to the assessment of treatment outcomes;
2. developed an awareness of the intricacy of the therapeutic relationship and of the contribution of their personal qualities to it. Their contribution to service delivery should reflect the principles of best practice and their role within an agency should be equivalent to that of a junior employee.
3. the ability to demonstrate an understanding of the complexities of the agency's role in service delivery and to service delivery and to independently contribute to the development of strategies for improved service delivery.

Assessment

The student's performance at each practica is graded pass or fail. The grade is determined by the DPsych Board of Studies at the completion of each practicum. Satisfactory completion of a practica requires that the student has both performed satisfactorily in the practica and that all documentation in relation to the practica has been signed and returned to the Practica Coordinator at the University. For further details about practica requirements and expectations of students, please see the document entitled Practica Report - a copy of which is available in the appendix of this handbook. Students are advised to familiarise themselves with this document prior to commencing any practica. Further detailed advice on practica requirements will be provided to students prior to commencing the first practica.

Chief examiner(s)

Dr Keong Yap

Synopsis

This is a follow-up unit to Clinical case management in clinical psychology part 1. This unit seeks to develop students' awareness of legal, ethical, and professional issues encountered in various clinical settings.

Objectives

Students are expected to:

1. consolidate and expand on the knowledge acquired from the semester year unit 'Clinical case management part 1', particularly in relation to professional presentation, both oral and written of clinical cases,
2. enhance their understanding of relevant clinical management issues through discussion, feedback and reflection. Students should develop proficiency in cinical case management from the point of receiving a referral through to assessment, planning of appropriate intervention, and termination,
3. develop their ability to evaluate therapeutic interventions they or others have planned and implemented.

Assessment

This is a pass/fail unit. Assessment is based on a clinical case presentation and written reports of case presentations.

Chief examiner(s)

Dr Grace Couchman

Synopsis

In this unit students will obtain an understanding of the mechanisms by which the majority of drugs act. Drugs for major mental disorders will be discussed with an emphasis on how and why these drugs are currently prescribed.

Objectives

On completion of the unit students should:

1. understand the basic concepts of psychopharmacology with particular reference to recent advances in the fields of psychiatric medication, cognitive enhancers and neuroprotective agents, and substance abuse;
2. be aware of commonly prescribed psychoactive drugs, legal and illegal drugs and other commonly abused substances.
3. be able to comment on the likely physiological and psychological effects in a particular individual of a specific drug (together with possible drug interactions), and to prepare a written report on the topic.
4. be exposed to current research issues in clinical psychopharmacology and in research concerning substance and treatment approaches.

Assessment

Short answer take-home exam (35%), class presentation (25%), written paper (40%).

Chief examiner(s)

Dr Jillian Broadbear

Synopsis

This unit provides students with information on the roles of the neuropsychologist within the health setting, the psychological tests used by neuropsychologists, and the process of rehabilitation for those with neuropsychological impairment.

Objectives

On completion of the course students should:

1. have an understanding of the anatomy and physiology of the brain and be able to apply this knowledge to understanding brain behaviour relationships;
2. have acquired expertise using a hypothesis testing approach for basic neuropsychological assessment and diagnosis and be able to apply this knowledge to a variety of populations.

Assessment

3 case reports

Chief examiner(s)

Dr Linda Gonzalez

Synopsis

Students will become familiar with the use of appropriate paediatric neuropsychology assessment tools and will learn the skills required to obtain a comprehensive history from parents, teachers, hospital case notes and other relevant information sources. Assessment and management of the behavioural consequences of neuropsychological deficits will be discussed, together with the provision of parent education and school interventions. The importance of conveying neuropsychological findings and recommendation in a clear and interpretable manner for non-psychology professionals, such as teachers and careers, will also be an area of focus.

Objectives

On completion of this unit students will:

1. Be familiar with the main stages of central nervous system development, and the impact of these stages on normal cognitive functioning;
2. Be fully aware of the impact that various neurodevelopmental disorders, various neuropsychiatric disorders or several kinds of acquired brain injury might be expected to have on the development of cognitive skills;
3. Be familiar with theories of recovery function during childhood and adolescence, and appropriate rehabilitation and management strategies;
4. Be competent in taking a comprehensive case history, in selecting and administering neuropsychological tests suitable for each developmental period, and interpreting the results of these;
5. Be able to effectively impart their neuropsychological findings and recommendations to non-professionals such as parents and teachers; and
6. Feel confident working with children, parents, teachers and professional childcare workers.

Assessment

Assessment will be based on three components, each of which will be graded.

Test administration: Each student will be required to administer the WISC-IV to a child, and submit the scored test form and a 1000-word report where results are described and interpreted.

Essay/Report: Students will compose an essay of approximately 3000 words on a topic to be provided during the semester OR write a report of the results and formulation for a clinical child case, for whom the results of a neuropsychological assessment have been provided.

Class Presentations: Each student will be required to provide a class presentation for 20 minutes. Topics will be provided.

Chief examiner(s)

Dr Linda Gonzalez

Synopsis

Students will observe oral case presentations given by experienced clinicians and other students and will present their own cases. They will be exposed to a variety of different presentation styles designed to cater for specific audiences and will learn to evaluate case material in an objective and critical manner. They will participate in discussions of clinical issues and recent developments in the field of Clinical Neuropsychology and will be challenged to remain informed about such developments and issues.

Objectives

The primary aim of this unit is to provide students with an opportunity to observe and practice giving oral presentations of case material. A secondary aim is to provide a forum in which students can discuss other professional issues of interest to them.
On completion of the unit students will:

1. be proficient in summarising and presenting case material relative to assessment and management in an oral format suitable for a number of different audiences, ranging from hospital to rehabilitative settings, through to the medico-legal forum to other colleagues to lay persons;
2. participate confidently and productively in case discussions;
3. be informed about current issues in the field of Clinical neuropsychology;
4. be familiar with case material drawn from a number of different settings.

Assessment

Class contributions (25%)
Oral presentation (75%)

Chief examiner(s)

Professor Jennie Ponsford

Synopsis

Students will develop an understanding of strategies used to manage neuropsychologically impaired individuals and will learn how to assess the efficacy of techniques used to rehabilitation and management. Participants will receive information from other allied health professional, rehabilitative approaches used by these professions and discuss how a multidisciplinary approach can be used to provide substantial benefits to the brain-injured individual.

Objectives

This unit aims to equip students with the conceptual information necessary for them to work effectively in a rehabilitation setting.
On completion of the unit students will:

1. have acquired a good understanding of current theories and models of recovery of brain function after neurological damage;
2. be familiar with recent research examining plasticity and reorganisation in the primate brain;
3. be informed about the current World Health Organisation (WHO) framework for conceptualising disability in terms of impairment of function, activity limitation and participation restriction;
4. know how clinical neuropsychologists and other allied health professionals assess impairment following neurological damage;
5. be familiar with current rehabilitative interventions for specific neuropsychological disorders, and the methods commonly used to assess the effectiveness of these interventions;
6. be well informed about strategies used in the management of those with neurological damage.

Assessment

Take-home exercise (20%)
Case report (80%)

Chief examiner(s)

Professor Jennie Ponsford

Synopsis

The DPsych program has established a network of placements in a variety of settings within which students can receive appropriate practica training. The practica coordinator and staff at the agency arrange the placements. Student preferences, practica availability and student training needs are taken account of in this process. Which agency and supervisor, number of days for the practica and also the commencement and completion dates are specified. Students are not permitted to negotiate their own practica or change any practica arrangements without first obtaining approval from the University Practica Coordinator.

Objectives

By the end of the advanced practicum, students' skills should be extended to:

1. include management of individuals identified with serious and difficult problems;
2. independently develop and deliver intervention strategies across a range of areas which reflect an understanding of the current psychological principles and how these can be implemented within service delivery systems.
3. utilise a full understanding of the complexities of provision of services should be apparent with evidence of appreciation of the wider context in which the client operates and in which the service is provided.

Assessment

The student's performance at each practica is graded pass or fail. The grade is determined by the DPsych Board of Studies at the completion of each practicum. Satisfactory completion of a practica requires that the student has both performed satisfactorily in the practica and that all documentation in relation to the practica has been signed and returned to the Practica Coordinator at the University. For further details about practica requirements and expectations of students, please see the document entitled Practica Report - a copy of which is available in the appendix of this handbook. Students are advised to familiarise themselves with this document prior to commencing any practica. Further detailed advice on practica requirements will be provided to students prior to commencing the first practica.

Chief examiner(s)

Dr Keong Yap

Synopsis

The unit will commence with an examination of the Australian legal system, the players in it and trial procedures in the various courts and tribunals. Using both seminars and practical sessions, rules of expert evidence and procedure will be examined, along with the role of the forensic psychologist in giving advice, performing assessments, writing reports for the court, giving evidence and mediation. Finally, case examples will be used to examine the application of psychological research to forensic issues and the particular ethical issues that arise for forensic psychologists.

Objectives

On completion of this unit students should:

1. be cognisant of the institutions of the Australian legal system and its processes;
2. have a basic understanding of the relationship between the law and other social institutions;
3. understand the role and discretion of the various players in the legal system, and in particular, the areas in which the forensic psychologist can contribute;
4. be aware of the areas of psychological research which have general relevance to the legal system.

Assessment

3000 word paper on a topic in psychology that applies to criminal law (70%); Clinical assessment report from placement (30%); log book documenting practical work (hurdle requirement).

Chief examiner(s)

Professor James Ogloff

Synopsis

The unit will begin with an examination of relevant legislation. Using both seminars and practical sessions, students will then learn how to conduct psychological assessments of children, adolescents and/or families in contested custody and access determinations, and in protective and criminal proceedings. Treatment issues will also be examined.

Assessment

2 clinical reports in the area of children's and family law (1500 words each, 50% each); log book documenting practical work in the children and family law area.

Chief examiner(s)

Professor James Ogloff

Synopsis

This unit covers the application of clinical psychology training to health and medical settings. The field of health psychology will be introduced together with theoretical frameworks linking psychological and physical aspects of health and illness. The focus will be on psychological issues associated with various medical conditions at all life stages (infancy, childhood, adolescence, adulthood and old age, and on the application of appropriate assessment skills for various health/medical contexts.

Objectives

On completion of the unit students will be familiar with the field of health psychology and have knowledge of the theoretical frameworks relevant to this field. They will have a better understanding of the psychological processes associated with various medical conditions and the way developmental stages affect responses to illness.
Students will be expected to:

1. have awareness of health psychology related theoretical frameworks;
2. be familiar with common medical conditions associated with particular life stages and the psychological issues that may impact on recovery;
3. show awareness of and, be sensitive and responsive to cultural/ethnic differences in response to illness;
4. become familiar with specialised assessments, such as crisis assessment, and assessments in a consultation-liaison context.

Assessment

Log book documenting observation/practical work (hurdle requirement); written report (3000 words) of a comprehensive psychological assessment (including cognitive and projective testing) of a patient with a medical condition (80%); oral case presentation (20%).

Chief examiner(s)

Professor Paul Martin

Synopsis

The aim of this unit is to provide students with advanced theoretical understanding and training to extend their ability to conduct clinical assessments and develop formulations and treatment plans for the mental health problems of infants, children, adolescents, and their families, in a variety of mental health and community paediatric settings. Skills in the analysis, synthesis, and interpretation of complex clinical and cognitive profiles and report writing will also be developed.

Objectives

On completion of this unit students will be familiar with the selection of appropriate tests for infants, children and adolescents and will have developed their skills in administration of a wide range of cognitive and projective techniques to children and adolescents. They will be able to score the tests, interpret the results and write comprehensive reports of child assessments. At the end of this units students will be expected to:

1. have knowledge of the administration, scoring and interpretation of the following tests:
1. Bayleys Infant Development Scales
2. Vineland Adaptive Scales
3. WRAML, Children's Memory Scale and other memory tests
4. Rey Complex Figure;
2. have increased their skills in the interpretation of complex WISC profiles;
3. have learned to use and interpret projective techniques with children and adolescents;
4. show awareness of, and be sensitive and responsive to cultural/ethnic diversity in their clinical work;
5. be more familiar with specialised assessments, such as crisis assessment, and assessments in a consultation-liaison context.

Assessment

1. Log book documenting observation/practical work (hurdle requirement); A 3500 word report of a comprehensive assessment of a child or adolescent conducted as part of the internship (60%); proposal for analysis and evaluation of a group program 2500 words (30%); Class participation (10%) each semester.

Chief examiner(s)

Dr Wendy Crouch

Synopsis

The advanced specialist practicum provides students with opportunity to directly contribute to service delivery by participating in the planning and provision of neuropsychological assessment and treatment to a range of persons with relatively complicated presentations. At this stage of their training students will be expected to carry a client load with minimal supervisory support. The location of the specialised practicum will be negotiated with individual students, taking into account their preferences and their need for specialised skill acquisition, but options will include rehabilitation, developmental neuropsychology, neuropsychiatry, neurogeriatrics and forensic neuropsychology.

Objectives

By the end of the advanced specialist practicum, students' skills and knowledge in a particular area of clinical neuropsychology should be extensive.
On completion of the unit students will:

1. be able to independently develop and deliver assessment and intervention strategies which reflect an understanding of the current knowledge of best practice;
2. be able to provide input at the organisational level;
3. be able to demonstrate a sound understanding of neuropsychological principles and how these can be implemented within service delivery systems;
4. demonstrate a full understanding of the complexities of provision of services should be apparent with evidence of appreciation of the wider context in which the client operates and in which the service is provided.

Assessment

Case book

Chief examiner(s)

Dr Georgia Camplin

Synopsis

The unit will commence with an examination of theories of crime and criminal behaviour, with particular attention being given to psychological research on specific groups of offenders (e.g., murderers, shoplifters, arsonists, pathological gamblers, sexual offenders). Through practical sessions and seminars, students will develop some expertise in providing expert evidence in criminal cases, with such issues as fitness to plead intoxication and intent, diminished responsibility, insanity, automatism, infanticide, psychological syndromes, and mitigating factors receiving particular attention. Finally, theories and techniques of intervention with offenders will be examined.

Objectives

On completion of this unit students should:

1. understand the various theories of crime and criminal behaviour;
2. be familiar with relevant legal definitions:
3. be familiar with the specific issues on which the forensic psychologist might be called as an expert in criminal cases;
4. be familiar with current research on specific groups of offenders;
5. be familiar with the various sentencing options and their impact;
6. understand how to amend, where necessary;
7. be able to apply their skills in clinical assessment and intervention to incarcerated and out-patient offenders

Assessment

2 clinical assessment reports in an area of criminal law (50% each); log book documenting practical work (hurdle requirement).

Chief examiner(s)

Professor James Ogloff

Synopsis

The subject will commence with an overview of the civil arena and examination of the concept of tort liability for negligence. Seminars will focus on personal injury litigation (including such issues as workers' compensation, "compensation neurosis" and "functional overlay", assessing psychological impairment, post traumatic stress disorder, head injury and its sequelae, chronic pain, occupational stress, compensation and recovery). Students will observe the operation of various tribunals and boards and observe psychologists conducting assessments in civil matters (e.g., personal injury, guardianship and administration, testamentary capacity).

Objectives

On completion of this unit, students should:

1. be aware of the breadth of matters falling within the arena of civil law and the common matters on which psychologists are asked for advice;
2. be cognisant of the factors which may complicate the assessment and treatment of personal injury claimants;
3. be cognisant of the particular features of victims of crime and other traumatic conditions

Assessment

3000 word paper on guidelines for psychological assessments in an area of civil law (70%); Clinical assessment report from placement (30%); log book documenting practical work (hurdle requirement)

Chief examiner(s)

Professor James Ogloff

Synopsis

The aim of this unit is to develop students' skills in the application of clinical psychology training to health and medical settings. Specialised areas such as reproductive health and fertility, perinatal and infancy issues, loss and grief, terminal illness and trauma will be examined. Group and individual interventions in health and medical settings will be a focus of this subject. The area of health promotion will be introduced and students will complete a joint project.

Objectives

On completion of this unit, students will:

1. have increased their knowledge of specialised areas within health and the medical setting;
2. have developed skills in both individual and group therapy with medical patients;
3. have an understanding of specific techniques such as pain management;
4. have a better understanding of planning and desiging projects aimed at health promotion.

Assessment

Log book documenting observation/practical work (hurdle requirement); written report (3000 words) of a psychological intervention for a patient with a medical condition (40%); written report (4000 words) of an evaluation of a group program that has been conducted with medical patients (40%); submission of a plan for a Health Promotion project developed by the group (20%).

Chief examiner(s)

Professor Paul Martin

Synopsis

The focus of this unit is on clinical intervention in the field of clinical child psychology. These interventions include infant-parent psychotherapy, play therapy, behaviour therapy, cognitive-behavioural therapy, supportive therapy, psychodynamic therapy, family therapy, group therapy, liaison and secondary consultation with kindergartens, schools and other agencies. In addition some specific topics such as: psychopharmacology, cross-cultural issues, childhood chronic illness, trauma and critical incidents are included in the seminar topics, and students are expected to demonstrate their knowledge of these in their clinical case discussions and written assessment tasks.

Objectives

At the end of the subject students would be expected to have:

1. Increased their theoretical knowledge of a variety of therapeutic approaches for children, adolescents and families;
2. Developed their skills in conducting therapy with children and adolescents, and
3. Gained experience in the planning, running and evaluation of group therapy with children or adolescents.

Assessment

1. Log book documenting observation/practical work (hurdle requirement); A 3500 word report of the therapy of a child or adolescent conducted as part of the internship (60%); the evaluation of a group program conducted during clinical placement 2500 words (30%); Class participation (10%).

Chief examiner(s)

Dr Wendy Crouch

Contact hours

Two hour seminar and 2 hours of private study per week for 13 weeks plus 7.5 hours of observation/practical work per week for 23 weeks.

Prerequisites

Completion of Years 1 and 2 of the DPsych (Clinical) and of DPSY7141

Synopsis

Differences between descriptive & analytical epidemiology, strengths & weaknesses of different epidemiological study design & basic concepts & methods of biostatistics including confidence intervals, p-values & sample size, statistical tests for comparing groups, regression models & survival analysis. Design & evaluation of clinical trials.

Objectives

On completion of the unit students will be able to:

1. appreciate the strengths and weaknesses of different epidemiological study designs;
2. demonstrate an understanding of basic concepts and methods of biostatistics;
3. interpret confidence intervals, p-values and sample size;
4. use epidemiological and biostatistical principles to critically evaluate epidemiological research.

Assessment

Two assignments (1500 words each): 50%
Examination (3 hours): 50%

Chief examiner(s)

Professor Flavia Cicuttini

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

Introduction to a variety of health-related data collection sources, calculation of population fertility, mortality & morbidity rates, health service utilisation measures, disease registration & reporting. Use of direct & indirect age standardisation, life expectancy calculations, valid comparisons & health differentials. Development, design & delivery of health questionnaires. Use of focus groups, standard instruments for health surveys, coding, validity, reliability of measures & models of data collection. Efficient sampling strategies, data interpretation & analysis including stratification, clustering & weighting.

Objectives

At the completion of this unit students should be able to:

1. derive and compare population measures of mortality, illness, fertility and survival, using basic demographic tools such as life tables and age standardisation;
2. access the main sources of routinely collected health data and choose the appropriate one, taking into account their advantages and disadvantages;
3. design a valid and reliable health survey to collect primary data, design an efficient sampling strategy to obtain random sample of the target population, and choose the most appropriate mode of delivery;
4. analyse, interpret and present the results of survey data, taking the sampling strategy into account.

Assessment

Written assignments (100%)

Chief examiner(s)

Associate Professor Julie Simpson

Co-requisites

MPH1040

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

Core topics in algebra and analysis, including polynomial and simultaneous equations, graphs, concepts of limits, continuity and series approximations, including Taylor series expansions. Calculus is used to describe techniques of integration and differentiation of vector expressions. Study of probability, concepts of probability laws, random variables, expectation and distributions. Essential topics in matrix algebra relevant to biostatistical methods. Essential numerical methods, including Newton-Raphson method for solution of simultaneous equations and concepts of numerical integration.

Objectives

On completion of this unit students should be able to:

1. demonstrate a broad understanding of the mathematics underlying key statistical methods;
2. demonstrate an understanding of basic algebra and analysis, and the ability to manually differentiate and integrate algebraic expressions, and perform Taylor series expansions;
3. understand the basic laws of probability, and the calculus basis of expectation and distribution theory;
4. perform matrix manipulations manually;
5. understand the numerical methods behind solutions of equations regularly encountered in methods in biostatistics.

Assessment

Written assignments (100%)

Chief examiner(s)

Dr K Dear

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

The unit will introduce the core concepts of statistical inference, beginning with estimators, confidence intervals, type I and II errors and p-values. The emphasis will be on the practical interpretation of these concepts in biostatistical contexts, including an emphasis on the difference between statistical and practical significance. Classical estimation theory, bias and efficiency. Likelihood function, likelihood based methodology, maximum likelihood estimation and inference based on likelihood ration, Wald and score test procedures. Bayesian approach to statistical inference vs classical frequentist approach. Nonparametric procedures, exact inference and resampling based methodology.

Objectives

On completion of this unit the student will:

1. have a deeper understanding of fundamental concepts in statistical inference and their practical interpretation and importance in biostatistical contexts;
2. understand the theoretical basis for frequentists and Bayesian approaches to statistical inference;
3. be able to develop and apply parametric methods of inference, with particular reference to problems of relevance in biostatistical contexts;
4. have the theoretical basis to understand the justification for more complex statistical procedures introduced in subsequent units;
5. have an understanding of basic alternatives to standard likelihood-based methods, and be able to identify situations in which these methods are useful.

Assessment

Written assignments
Practical exercises.

Chief examiner(s)

Dr A Kirby

Prerequisites

EPM5002, EPM5014

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

This unit explores biostatistical applications of linear models with an emphasis on underlying theoretical and computational issues, practical interpretation and communication of results. By a series of case studies, students explore extensions of methods for group comparisons of means (t-tests and analysis of variance) to adjust for confounding and to assess effect modification/interaction, together with the development of associated inference procedures. Multiple regression strategies and model selection issues will be presented together with model checking and diagnostics. Nonparametric regression techniques, and random effects and variance components models will also be outlined.

Objectives

On completion of this unit students should be able to:

1. understand the major theoretical and computational issues underlying analyses based on linear models;
2. develop appropriate regression modelling strategies based on unit matter considerations, including choice of models, control for confounding and appropriate parameterisation;
3. be proficient at using a statistical software package (eg. Strata) to perform multiple regression and analysis of variance;
4. understand the construction, use and interpretation of regression modelling diagnostics;
5. express the results of statistical analyses of linear models in language suitable for communication to medical investigators or publication in biomedical or epidemiological journal articles; and
6. appreciate the role of modern techniques including nonparametric smoothing and variance components models.

Assessment

Two written assignments
Practical exercise

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

MPH1040, EPM5002 and EPM5003, EPM5014

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

This unit will describe and demonstrate the complexity of data management and statistical computing methods. It will enable students to communicate effectively about the issues in storing and retrieving information, and in assessing the quality and limitations of data repositories. It uses examples from real data sets to give students practical skills in design, data management, assessment of data quality and handling of large volumes of data.

Objectives

On completion of this unit students should be able to demonstrate:

1. Understanding of different sources and methods of data storage such as unit records, matrix files, longitudinal data, relational databases;
2. Understanding of relational database concepts and design, and other data structures;
3. Proficiency in the handling and analysis of large data sets;
4. Skills in data manipulation and management using the major statistical software packages;
5. Skills in linking files through unique and non-unique identifiers;
6. Understanding of data quality control and data entry methods, and experience in applying validation checks to data;
7. Skills in data cleaning, identification of outliers and data trimming using appropriate statistical methods;
8. Understanding of processes leading to finalisation of data sets prior to analysis;
9. Ability to communicate with researchers in data-related issues of design, conduct and analysis of studies.

Assessment

Written assignments (100%)

Chief examiner(s)

Professor C D'Este

Co-requisites

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

Practical applications of statistical methods in clinical and diagnostic settings. Methods for assessment of clinical agreement, statistical properties of diagnostic tests and their interpretation, statistical and ethical issues involved in screening tests & fundamentals of modelling for clinical prediction. In-depth analysis of issues in systematic reviews of medical research studies, including selection and appraisal of studies, levels of evidence, meta-analytic methods for estimating effect sizes using fixed and random effect models, assessing heterogeneity and publication bias.

Objectives

On completion of this course students should be able to:

1. demonstrate a broad understanding of statistical methods in evidence-based health care;
2. determine appropriate statistical methods of particular relevance to evidence-based health care in particular clinical applications; and
3. correctly employ these statistical methods and have the skills to effectively communicate with clinicians on the application of these methods and interpretation of results.

Assessment

Written assignments (100%).

Chief examiner(s)

Professor A Dobson

Prerequisites

MPH1040, EPM5002 and EPM5014

Co-requisites

EPM5003

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

This unit will introduce randomised comparisons as a major tool used in medical
research and the basis of providing evidence for improving clinical practice. By
developing problems based on clinical questions, the need and value of different
experimental designs will be introduced and expanded. Within this context, issues
with regards to randomisation, clinical study design and analysis interpretation will
be developed. Efficiency issues such as sample size and power will be introduced at
appropriate points in the unit.

Objectives

On completion of this unit, students will be able to:

1. Identify the benefits of randomisation as a mechanism for reduction and balancing

2. Demonstrate knowledge of the principles behind the common experimental designs

3. Describe the efficiency advantages of crossover designs, and be able to design,

4. Demonstrate an understanding of the principles underlying Phase I , II and III and IV

5. Appreciate the importance of sample size in clinical studies, and perform sample size

Assessment

Written Assignments (100%)

Chief examiner(s)

Associate Professor Peter Ryan

Contact hours

Off campus students:
Twelve hours per week, consisting of (on average) 4 hours per week for reading core
material, 4 hours per week completing exercises (manual, computer-based, or on-line), 2 hours per week for on-line communication with teaching staff or students via WebCT, and 2 hours per week for assignment preparation. No residential component is required for this subject.

Prerequisites

EPM5002 and MPH1040

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

This unit will develop statistical models for longitudinal and correlated data in medical research. The concept of hierarchical data structures will be developed, together with simple numerical and analytical demonstrations of the inadequacy of standard statistical methods. Normal-theory model and statistical procedures i.e. mixed linear models are explored using SAS or Stata statistical software packages. Extension to non-normal outcomes emphasising clinical research question. Case studies contrast generalised estimating equations and generalised linear mixed models. Limitations of traditional repeated measures analysis of variance and non-exchangeable models.

Objectives

On completion of this unit students should be able to:

1. Recognise the existence of correlated or hierarchical data structures, and describe the limitations of standard methods in these settings;
2. develop and analytically describe an appropriate model for longitudinal or correlated data based on unit matter considerations;
3. be proficient at using a statistical software package (eg Strata or SAS) to properly model and perform computations for longitudinal data analyses, and to correctly interpret results; and
4. express the results of statistical analyses of longitudinal data in language suitable for communication to medical investigators or publication in biomedical or epidemiological journal articles.

Assessment

Written assignments
Practical exercises.

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

MPH1040, EPM5002, EPM5003, EPM5004, EPM5009 & EPM5014

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

This unit will explore biostatistical applications of generalised linear models with an emphasis on underlying theoretical issues, and practical interpretation of the results of fitting these models. Relevant methods for 2 x 2 and 2 x k tables extended into logistic regression for a binary outcome as a special case of generalised linear modelling. Measures of association and modelling techniques for ordinal outcomes. Methods for analysing count data. Techniques for dealing with matched data e.g. from case control studies.

Objectives

On completion of this unit students should be able to:

1. understand the major theoretical aspects of generalised linear models;
2. appreciate regression modelling strategies for generalised linear models;
3. including estimation issues, choice of models, prediction and goodness of fit of a selected model;
4. be proficient in the analysis of binary outcome data, either form a standard study design or from a matched study design;
5. be capable of analysing ordered and unordered categorical outcomes using simple measures of association and complex regression models;
6. be capable of analysing count data whether it satisfies standard distributional assumptions or whether it is over dispersed.

Assessment

Written assignments
Practical exercises

Chief examiner(s)

Professor A Dobson

Prerequisites

MPH1040, EPM5002, EPM5000 & EPM5014

Co-requisites

EPM5004

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

Biostatistical applications of survival analysis with emphasis on underlying theoretical and computational issues, practical interpretation and communication of results. Case studies, students will explore the various methods for handling survival data. Kaplan-Meier curve definition and its extension, survival prospects using logrank test and confidence intervals for relative risks, graphical displays and assessing underlying assumptions. Mantel-Haenszel method's connection to survival analysis. Cox proportional hazards model for handling continuous covariates. Various extensions of this model, including time-dependent covariates, multiple outcomes and censored linear regression model.

Objectives

On completion of this unit students should be able to:

1. understand the major theoretical and computational issues underlying survival analysis;
2. develop appropriate survival analysis strategies based on unit matter considerations, including choice of models, control for confounding and appropriate parameterisation;
3. be proficient at using at least two different statistical software packages (eg Strata, Excel) to perform survival analysis;
4. Understand the construction, use and interpretation of appropriate graphs for showing results and checking statistical assumptions;
5. express the results of statistical analyses of censored data in language suitable for
1. communication to medical investigators and
2. publication in biomedical or epidemiological journals; and
6. appreciate the role of newer techniques including parametric non-modelling, floating odds ratios and competing risks.

Assessment

Written assignments 100%.

Chief examiner(s)

Associate Professor G Heller

Prerequisites

MPH1040, EPM5002, EPM5003, EPM5004, EPM5014

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

Students will be exposed to real-life biostatistical problems in an academic health research environment, industry or government under supervision by an experienced biostatistician with a staff or honorary appointment at Monash University. They will be allocated, or may select, 1 or more research projects, and required to make regular contact with the associated health research personnel together with the supervisor. Under the guidance of the supervisor, the student will assume responsibility for statistical aspects of the relevant research project(s), and perform an analysis of appropriate complexity for the project then present and interpret the results in a written and oral form.

Objectives

On completion of this unit students should be able to:

1. appreciate the challenges facing a biostatistician in professional practice;
2. demonstrate strategies for elicitation of pertinent research questions and associated biostatistical issues from a health or medical research project;
3. collaborate with a medical researcher in devising a strategy for statistical analysis of the research data;
4. perform data integrity checks and an appropriate statistical analysis;
5. present the results and their interpretation in a written report suitable for presentation to a clinical research journal.

Assessment

Written report 100%

Chief examiner(s)

Professor Andrew Forbes

Contact hours

20 hours per week

Prerequisites

MPH1040, EPM5002, EPM5003, EPM5004, EPM5005, EPM5009 & EPM5014

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

The unit begins with a brief review of elementary molecular biology: DNA, RNA, the central dogma, meiosis, mitosis and genes. Some fundamental mathematical tools for statistical analysis are also reviewed. The course then covers sequence alignment, database searching, Mendelian genetics and techniques for discovering connections between genes and disease: association, linkage and variance components studies.

Objectives

At the completion of this unit the student should be able to:

1. Explain the core dogma of molecular biology and the central ideas of population genetics.
2. Given a problem which requires genome or proteome data for its solution, access appropriate web based sources for data, and download the data in suitable format.
3. Understand and apply core bioinformatics techniques for the analysis of DNA and protein sequence data, such as global sequence alignment, CLAST, Hidden Markov Models, evolutionary models and phylogenetic tree fitting.
4. Process large quantities of data (such as the expression profiles of thousands of genes resulting form microarray experiments) using R, and communicate results in language suitable for presentation to both a bioinformatics journal and a lay audience.

Assessment

The assessment for this subject will involve four written assignments, each
worth 15% plus a comprehensive final assignment worth 40%. The assignments will
each involve the application of theory to problems specific to the various analytical tasks in bioinformatics.

Chief examiner(s)

Professor Graham Wood

Prerequisites

MPH1040, EPM5002, EPM5003, EPM 5004, EPM5014

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

This unit provides a thorough introduction to the concepts and methods of modern Bayesian statistical methods with particular emphasis on practical applications in biostatistics. Comparison of Bayesian concepts involving prior distributions with classical approaches to statistical analysis, particularly likelihood based methods. Applications to fitting hierarchical models to complex data structures via simulation from posterior distributions using Markov chain Monte Carlo techniques (MCMC) with the WinBUGS software package.

Objectives

On completion of this unit students should be able to:

1. Explain the logic of Bayesian statistical inference i.e. the use of full probability models to quantify uncertainty in statistical conclusions.
2. Develop and analytically describe simple one-parameter models with conjugate prior distributions and standard models containing two or more parameters including specifics for the normal location-scale model.
3. Appreciate the role prior distributions and have a thorough understanding of the connection between Bayesian methods and standard 'classical' approaches to statistics, especially those based on likelihood methods.
4. Recognise situations where a complex biostatistical data structure can be expressed as a Bayesian hierarchical model, and specify the technical details of such a model.
5. Explain and use the most common computational techniques for use in Bayesian analysis, especially the use of simulation from posterior distributions based on Markov Chain Monte Carlo (MCMC) methods, with emphasis on the practical implementation of such techniques in the WinBUGS package.
6. Perform practical Bayesian analysis relating to health research problems, and effectively communicate the results.

Assessment

Written assignments (80%)
Practical exercises (20%).

Chief examiner(s)

Dr Lyle Gurrin

Prerequisites

MPH1040; EPM5002; EPM5003; EPM5004; EPM5009 & EPM5014

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

This unit involves the study of basic probability and calculus-based methods of underpinning probability distributions and parameter estimation.

Objectives

Upon completion of this unit, students should be able to:

1. Demonstrate an understanding of the meaning and laws of probability;
2. Apply calculus-based tools to derive key features of a probability distribution, such as mean and variance;
3. Understand the theoretical basis for estimation via likelihood based methods;
4. Apply calculus based tools to derive estimators from likelihood functions;
5. Understand properties of parameter estimators and the usefulness of large sample approximations in statistics;
6. Appreciate the role of simulation in demonstrating and explaining statistical concepts.

Assessment

Written assignments (100%)

Chief examiner(s)

Associate Professor Rory Wolfe

Prerequisites

EPM5002

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

This unit will involve students being exposed to a real-life biostatistical problem arising in an academic health research environment or industry. They will be supervised by an experienced biostatistician with a staff or honorary appointment at Monash University. Students will be allocated, or may select, one research project to be involved in, and will be required to make regular contact with the associated health research personnel together with the supervisor. The student will perform an analysis of appropriate complexity for the project and present and interpret the results in a written form to the health researcher and supervisor.

Objectives

On completion of this unit students should be able to:

1. appreciate the challenges facing a biostatistician in professional practice;
2. demonstrate strategies for elicitation of pertinant research questions and associated biostatistical issues from a health or medical research project;
3. collaborate with a medical researcher in devising a strategy for statistical analysis of the research data;
4. perform data integrity checks and an appropriate statistical analysis;
5. present the results and their interpretation in a written report suitable for presentation to a clinical research journal.

Assessment

Written report 100%

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

MPH1040, EPM5002, EPM5003, EPM5004, EPM5005, EPM5009, EPM5014

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Synopsis

This unit introduces advanced methods used in clinical research & clinical trials in particular. Group sequential methods are introduced as a mechanism for allowing investigators to perform interim analyses while the data is accumulating without compromising the scientific & statistical validly of the study. Regulatory guidelines for conduct & reporting of clinical trials are presented & discussed in detail. More advanced designs than the simple parallel-group randomized trial to assess superiority are presented, namely crossover, equivalence & non-inferiority trials. Finally an introduction to problems of defining & using surrogate endpoints as substitutes for direct clinical outcomes will be provided, including definitions, statistical properties & examples.

Objectives

On completion of this unit, students should be able to:

1. Formulate an interim analysis plan for randomised trial and perform the corresponding specialized analyses;
2. Demonstrate knowledge of the regulatory issues and principles underlying the conduct of any clinical trial;
3. Understand and explain the basis for cross-over trials, their advantages and their pitfalls together with analysis methodology for such trials;
4. Understand and apply the principles underpinning equivalence and non-inferiority trials
5. Appreciate issue associated with defining and using valid surrogate end points as alternatives to primary clinical end points and apply these in practical settings.

Assessment

Four written assignments (worth 25%, 25%, 10%, 40% respectively).

Chief examiner(s)

Associate Professor V Gebski

Prerequisites

EPM5002, EPM5003, EPM5004, EPM5007, EPM5014, MPH1040.

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Synopsis

Principles of ethical theory as a foundation for study in bioethics. Different models of ethical theory and reasoning discussed, various cultural and religious traditions explored. The approach provides a comparative cultural background within which students are able to contextualise bioethical debates. Issues in meta-ethics considered prior to discussion of three main traditional perspectives in normal ethics - Kantianism, Utilitarianism, and Virtue Ethics.

Objectives

On completion of this unit students should be able to:

1. understand the nature and role of ethics and values in society, particularly in a multicultural context;
2. appreciate the different theories on moral thinking and ethics that have historically developed in East and West (i.e. from a cross-cultural and global perspective);

Assessment

1 Examination (40%)
1 Essay (40)
1 Oral presentation (20%).

Chief examiner(s)

Dr Guy Petterson

Contact hours

2 contact hours per week

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Synopsis

Develops the critical ability to evaluate the human rights considerations pertinent to research in situation in which the autonomy of potential participants is gravely diminished, for example: refugee populations, people living in poverty, conditions of civil rights violations, war or internal conflicts. How should research with vulnerable populations be undertaken, if at all?

Objectives

At the completion of this unit, students should be able to:

1. Demonstrate clear understanding of the characteristics that make a research population particularly vulnerable;
2. Demonstrate some understanding of the role of research in the context of vulnerable populations;
3. Show familiarity with innovative research methods used to study sensitive issues in vulnerable populations;
4. Demonstrate a degree of critical ability in the evaluation of the ethical and human rights considerations pertinent to research in vulnerable populations.

Assessment

Written assignments (100%)

Chief examiner(s)

Dr Deborah Zion

Contact hours

5 day intensive block for on-camus students.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Synopsis

Practical experience in critically appraising both published research findings and proposals for new research. All the principle types of public health and clinical studies, including vaccine trials, are considered through guided reading and class discussion of both contemporary and landmark studies.

Objectives

On completion of this unit students should be able to demonstrate:

1. an understanding of what critical appraisal of published research is and why it is necessary;
2. an understanding of the different levels and strengths of evidence;
3. proficiency in finding information and evidence, including electronic and internet searching and bibliographic tools;
4. Knowledge of the common types of study, and the features that determine the usefulness of a particular study of each type. These include randomised controlled trials, qualitative research, economic studies, case-control studies, cohort studies and vaccine trials;
5. proficiency in appraising published or proposed studies of therapeutic interventions, of diagnostic techniques, of the aetiology and natural history of disease, of disease prevention and of prognosis; and
6. an ability to communicate their assessment of a study both verbally and in writing.

Assessment

Written assignments 80%
Class presentation 20%

Chief examiner(s)

Dr J Black

Contact hours

2 contact hours per week

Prerequisites

ECX9720 OR MPH1040 and MPH1041

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Synopsis

Builds awareness of key bioethical issues in research and in international collaborative health research. The history of rules guiding research and essential components of ethical review process. Geopolitical purposes, 10/90 disequilibrium, relationship between research parties including host and sponsor countries, multilateral organisations and pharmaceutical companies, trial design and community / potential participants, informed consent, placebo controlled trials, justice issues including benefit access and capacity building. Different international and national guidelines reviewed.

Objectives

On completion of this unit, students should be able to:

1. demonstrate an understanding of the key ethical issues in research;
2. show familiarity with the historical development of ethical review of medical research in its geopolitical context;
3. show familiarity with current international and national guidelines for medical research;
4. identify the substantive issues and controversies that arise when medical research sponsored by an industrialised country is conducted in a developing country;
5. demonstrate an understanding of the complexities that arise when research is conducted in resource poor settings or in settings where civil rights are compromised and in environments without functioning ethical review mechanisms;
6. demonstrate some insights into why so little of the research conducted in resource poor settings is relevant to the needs of those populations and why little benefit accrues to those populations subsequent to research;

7. formulate some recommendations concerning potential responses to the issues raised during the unit.

Assessment

Written assignments 100%

Chief examiner(s)

Dr Deborah Zion

Contact hours

2 contact hours per week for on-campus students.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Synopsis

Introductory approach to international and domestic law to research. Examination of legal approach to substantive issues such as consent, confidentiality, discrimination, contract, intellectual property and human rights as well as different international codes, guidelines and standards. Roles and power of international organisations such as WHO, World Bank, Asian Development Bank, UNAIDS, UNESCO and UN.

Objectives

On completion of this unit, students should be able to:

1. demonstrate an understanding of the operation of the legal system and the sources of law, both national and international;
2. show familiarity with the roles and powers of the various legal institutions that have a role in regulating the legal context, from courts through to international organizations that set standards;
3. demonstrate an understanding of the key areas of law which affect research, including consent, confidentiality, discrimination, contract, intellectual property and human rights within national legal systems;
4. demonstrate an understanding of the range of international codes and guidelines that affect research, and harmonization of the standards;
5. identify the legal issues that arise in relation to proposals for research involving humans;
6. distinguish legal from ethical issues and explain the respective roles of both in relation to research or humans;

7. analyse a research project in terms of the legal and ethical issues that affect it.

Assessment

Group presentation 30%
Written assignments 70%

Chief examiner(s)

Ms L Bishop

Contact hours

2 contact hours per week for on-campus students.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Synopsis

Assignment to a human research ethics committee. Observation of aspects of their functioning, including understanding the different perspectives of the various members of the committee, and the administrative processes involved in running such a committee.

Objectives

On completion of this unit students should be able to:

1. demonstrate an understanding of the composition of a human research ethics committee, and the roles of each of the different members;
2. demonstrate an understanding of the practical processes involved in the day-to-day running of a human research ethics committee;

3. critically evaluate the ethical considerations of typical quantitative and qualitative research proposals from the perspective of the different members of a human research ethics committee.

Assessment

Written assignment 80%
Class presentation 20%

Chief examiner(s)

Dr Deborah Zion

Contact hours

5 Day Block for on-campus students.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Synopsis

This unit aims to equip professionals with a broad-based understanding of basic legal and criminological principles. The unit then builds on this knowledge by examining key areas involving the interaction between mental health and the law, and examining the role of the 'expert witness'.

Objectives

Upon completion of this unit the student will be able to:

1. Explain the role of the law and the criminal justice system in society;
2. Describe in broad terms the assumptions and limitations of major criminological theories (biological, sociological and psychological);
3. Summarise the basic processes involved in the operation of the criminal justice system;
4. Describe the legal and ethical constraints in working at the interface between mental health and the law;
5. Discuss the legal and ethical constraints in working at the interface between mental health and the law;
6. Describe the roles and functions of an expert witness.

Assessment

Workshop presentation - 10%
Applied Learning Exercise - 30%
Essay - 60%

Chief examiner(s)

Dr Stuart Thomas

Off-campus attendance requirements

One day workshop

Synopsis

Designed to provide students with an understanding of the role of mental health in criminal offending this unit provides an overview of the relevant research (drawn from psychological, psychiatric, criminological and sociological studies), key findings and the practical implications of these findings. Different types of mental disorders (psychotic, mood, personality, substance) associated with offending are considered and explanatory models which incorporate the role of symptoms, cognitions, biological and sociological factors are discussed.

Objectives

On completion of this unit the student will be able to:

1. Critically evaluate the evidence for an association between mental disorder and criminal offending;
2. Outline various possible explanations for the association between mental disorder and criminal offending;
3. Explain the concepts of 'psychopathy', 'antisocial personality disorder', 'sever personality disorder', and their relevance to offending and rehabilitation;
4. Explain the evidence based principles for effective rehabilitation of offenders;
5. Describe the role of addictions including substance abuse and pathological gambling as risk factors for offending; and
6. Outline methods for assessment and treatment of addictions.

Assessment

Workshop presentation - 10%
Applied Learning Exercise - 30%
Essay - 60%

Chief examiner(s)

Dr Andrew Carroll

Off-campus attendance requirements

One Day workshop

Synopsis

This unit is designed to assist professionals working within both Correctional Services and Mental Health Services to develop a better understanding of the causes of conflict between the two systems, the issues that underpin such conflict and to develop ways of more effectively working at the interface of these two systems. The unit is also designed to equip professionals with a deeper understanding of the role of mental health clinicians and the clinical challenges associated with working within the correctional system.

Objectives

On completion of this unit, the student will be expected to be able to:

1. Discuss various theories relating to the purpose and role of imprisonment;
2. Identify challenges associated with the assessment and management of mental health issues in correctional settings;
3. Summarise the specific mental health needs of minority populations in correctional settings;
4. Describe appropriate systemic and clinical responses to the challenge of self harming behaviours in custody.

Assessment

Workshop presentation - 10%
Applied Learning Exercise - 30%
Essay - 60%

Chief examiner(s)

Dr Stuart Thomas

Off-campus attendance requirements

One-day on campus workshop

Synopsis

This unit has been designed to create a developmental context for understanding a range of issues which characterise at risk behaviour in youth. Students will gain a broader understanding of these behaviours, as seen from a range of perspectives: legal, epidemiological, psychological, sociological and psychiatric. The unit will be of interest to those currently working with at risk youth as well as providing insights into the aetiology of a range of maladaptive behaviours in adult life.

Objectives

Upon completion of this unit the student will:

1. Discuss the interface between children and the legal system;
2. Outline the basic principles of assessment and management of risk in childhood and adolescence;
3. Describe critically the evidence relating to long term consequence of adverse experiences in childhood and adolescence;
4. Outline a developmentally appropriate decision making process.

Assessment

Workshop presentation - 10%
Structured Learning Task - 20%
Essay - 60%

Chief examiner(s)

Dr Rachael Fullam

Off-campus attendance requirements

One-day workshop on campus.

Synopsis

The unit covers the aetiology and principles of management of commonly occurring antisocial 'problem behaviours' : violence, stalking, uttering threats, sexual offending, fire-setting, and abnormal complaining. Based on psychological and criminological theory of such behaviours a framework is presented, then applied to each specific behaviour. The role of mental disorder in the genesis of such behaviours is considered incorporating the multiple psychological and social factors involved. Students will gain a theoretical understanding and develop a pragmatic model for working with a broad range of perpetrators in an ethical and evidence-based fashion.

Objectives

On completion of this unit students will be able to:

1. Apply a structured evidence-based approach to common problematic antisocial behaviours, which incorporates both individually-based and situationally based variables;
2. Describe the epidemiology, social impacts, common perpetrator characteristics and high-risk situational contexts for the commission of common problem behaviours (stalking, issuing threats, pathological complaining, fire-setting, sexual offending, violence);
3. Outline the key principles involved in managing such behaviours, including cognitive, behavioural, psychiatric and legal approaches;
4. Describe the role of mental disorders in the aetiology of common problem behaviours; and
5. Explain the broader societal factors involved in the commission of such behaviours and, conversely, the impact of such behaviours on public safety and well-being.

Assessment

Workshop presentation - 10%
Applied Learning Exercise - 30%
Essay - 60%

Chief examiner(s)

Dr Michale Daffern

Off-campus attendance requirements

One-day workshop on campus

Synopsis

This unit provides students with a conceptual framework for the assessment and management of risk. Key theoretical and systematic principles are emphasized, so that the knowledge obtained will be applicable to a broad range of professional backgrounds. This unit will familiarize students with the key theoretical and basic statistical concepts involved in assessing and managing risk, with special reference to human services and criminal justice systems. It will encourage an ethical, effective systemic approach to risk management and quality assurance. Common concerns such as medico-legal liability, defensible decision making documentation and information sharing will be covered.
Special emphasis will be given to assessment and management of three areas of common concern: the risk of aggression; the risk of suicide; and the risk of client disengagement from services.

Objectives

Upon completion of this unit the student will be able to:

1. Explain key theoretical and basic statistical concepts involved in risk assessment and outcome monitoring;
2. Apply a systemic approach to the assessment and management of risk in their daily practice;
3. Describe contemporary approaches to systemic 'error' management, including the basics of 'root cause analysis';
4. Apply knowledge derived from coronial and other post-incident enquiries to their own professional practice;
5. Describe the potential sources of human error and how these may be minimized to optimise outcomes;
6. Explain the principles behind legal liability for negligence and hence minimize the risk of litigation in their own practice;
7. Describe contemporary evidence-based risk management approaches to: aggression, suicide, client disengagement (noncompliance).

Assessment

Workshop presentation - 10%
Applied Learning Exercise - 30%
Essay - 60%

Chief examiner(s)

Dr Andrew Carroll

Off-campus attendance requirements

One-day on campus workshop.

Synopsis

This unit will explore the social, political, legal, ethical and practice context of care for mentally disordered offenders. Clinical issues in forensic psychiatry and the needs of forensic mental health patients will be discussed. The knowledge and skills required by forensic mental health nurses to assess and care for mentally disordered offenders will be developed.

Objectives

Upon completion of this unit the student will be able to:

1. Identify the factors (including historic, social, legal, medical, ethical) that shape forensic mental health care;
2. Identify the specialist clinical nursing issues (including knowledge, skills, policy, practice, contextual) in forensic psychiatry;
3. Demonstrate the knowledge and skills required by forensic mental health nurses in the assessment and care of mentally disordered offenders.

Assessment

Workshop assessment task 10%
Workshop reflective journal containing three case examples (1000 wds each) 30%
Essay (3500 - 4000 wds) 60%

Chief examiner(s)

Adjunct Associate Professor Trish Martin

Off-campus attendance requirements

One day on-campus workshop.

Synopsis

Paediatric Forensic Medicine encompasses the medico-legal issues arising from the provision of a medical service to children. The unit will largely focus on the medical assessment of suspected cases of child abuse. The aim of this unit is to develop student's skills in the evaluation and management of children suspected of being abused. Integral to both evaluation and management will be a knowledge of the relevant legislation, policing and protective agencies, injury patterns, specialised investigative techniques and treatment.

Objectives

On completion of this unit the student will be expected to:

1. demonstrate an understanding of the historical and sociological issues of child abuse;
2. describe the law as it applies to children with particular reference to protection of, and offences against children;
3. identify the relevant observation to make, and how to record and interpret them in cases of alleged child sexual abuse;
4. apply general medical and forensic principles in the evaluation of accidental and non accidental trauma in children.
5. describe the assessment and management of children suspected of being abused with particular reference to differential diagnosis, investigations and outcomes;
6. recognise the role of the forensic pathologist in the assessment of childhood deaths;
7. display a broad comprehension of the issues at the interface of children and the criminal justice system.

Assessment

Assignments / Essays (80%)
Skills Evaluation (20%)

Chief examiner(s)

Dr Anne Smith

Synopsis

This unit offers students the opportunity to apply and consolidate the knowledge and professional skills they have acquired through the course within the practical context of forensic medicine. It requires independent learning and research by the student while fostering practical knowledge and skills related to the student's field of activity. Students undertake a project with a forensic medicine focus, in the area which they choose.

Assessment

Project (12,000 words) (100%)

Chief examiner(s)

Associate Professor David Wells

Synopsis

The law of evidence is a branch of adjectival law consists of legal rules, procedural rules and administrative arrangements whereby courts and tribunals within the justice system receive and evaluate evidence.

To perform satisfactorily as a forensic medical practitioner, their evidential and communication skills must be of a high order. This unit will enable students to gain practical skills in the delivery of medical evidence in courts and tribunals in the preparation of medicolegal reports to be used as items of evidence and in the techniques of advocacy that can modify the way in which a medical practitioner's evidence is received by the courts.

Tutorials and presentations will be used to lay the foundations for some of the basic academic objectives of the course. Workshops will be used to establish witness skills and oral communication techniques and moot court will be used to develop practical skills in presenting evidence and developing strategies to deal with the medicolegal and advocacy issues that arise during examination and cross-examination.

Objectives

On completion of this unit the student is expected to:

1. display an understanding of decision making processes in legal practice;
2. demonstrate knowledge of the general principles of the laws of evidence;
3. comprehend the special rules regarding opinion evidence;
4. understand the role of the expert witness;
5. be conversant with the rules governing the reception of evidence to the courts;
6. demonstrate competency in preparing medico-legal reports;
7. have developed the skills required to present evidence in court;
8. have acquired the techniques necessary for managing examination-in-chief, cross examination and re-examination.

Assessment

Assignments/Essays (50%)
Casebook Workbook (25%)
Skills Evaluation (25%)

Chief examiner(s)

Associate Professor David Ranson

Synopsis

The unit focuses on the issues surrounding the interpretation of injuries. Areas include the pathophysiology of injuries with particular reference to the anatomical, physiological and pathological principles; injury classification; documentation including forensic photography; injury patterns and circumstances of causation. Students will be expected to participate with clinical and post mortem cases.

Objectives

On completion of this unit the student will be expected to:

1. display an understanding of the pathophysiology of injuries;
2. show familiarity with the factors limiting accurate injury interpretation;
3. interpret the forces producing injuries;
4. apply the principles of forensic photography;
5. demonstrate a detailed understanding of the classification of injuries;
6. be able to accurately document injuries;
7. analyse and interpret mechanisms and circumstances by which the injuries were sustained.

Assessment

Assignments / Essays (20%)
Case Studies (30%)
Casebook workbook (30%)
Skills Evaluation (20%)

Chief examiner(s)

Associate Professor David Wells

Synopsis

The unit aims to help students become familiar with the tools and vocabulary of ethical discourse in medicine. A framework for this discourse is built, based on the four basic principles of autonomy, beneficence, non-maleficence and justice. The elements which go to make up the Australian Legal System are covered as well as those particular areas of law relating to forensic medical practice, i.e. consent, confidentiality and disclosure, issues at both the beginning and end of life.

Objectives

The aims of this unit are:

1. to develop the student's awareness and understanding of the ideas and issues in medical ethics so that in practice, the interests of their patients/clients are safeguarded;
2. to develop the student's knowledge and understanding of relevant areas of the law so that in practice their contribution to the justice system is optimal.

Assessment

Assignments / Essays (50%)
Presentations (25%)
Casebook Workbook (25%)

Chief examiner(s)

Emeritus Professor Louis Waller

Synopsis

Practitioners need to be familiar with the scope and limitations of the various branches of forensic science to know when and how they may assist in particular cases. Topics to be covered include the principles of forensic science, forensic biology, forensic botany, crime scene examination, specimen collections, toxicology, forensic anthropology, forensic odontology and forensic entomology.

Objectives

On completion of this unit the student is expected to:

1. show familiarity with the principles of forensic science generally and its scope;
2. comprehend the scope and limitations of forensic science generally and its subsections in particular;
3. understand the tests and analyses used in braches of forensic science to assist in the proper application of their results in particular cases;
4. know what specimens would be applicable for forensic science analysis in particular cases;
5. demonstrate competence in the collection storage and security of forensic specimens;
6. evaluate results of forensic scientific analysis meaningfully.

Assessment

Assignments / Essays (25%)
Case Studies (15%)
Presentations (10%)
Casebook Workbook (50%)

Chief examiner(s)

Ms Anna Davies

Synopsis

Paediatric forensic medicine encompasses the medico-legal issues arising from the provision of a medical service to children. The unit will largely focus on the medical assessment of cases of suspected child sexual abuse.

The aim of this unit is to develop student's skills in the evaluation and management of children and adolescents suspected of being sexually abused. Integral to both evaluation and management will be a knowledge of the relevant legislation, policing and protective agencies, injury patterns, specialised investigative techniques and treatment.

Objectives

On completion of this unit the student will be expected to:

1. Display a detailed understanding of the roles of health practitioners in assessing cases of suspected child sexual abuse.
2. Demonstrate an understanding of sexual development and behaviour in children.
3. Demonstrate an awareness of the ethical and legal issues relevant to cases of suspected child sexual abuse.
4. Describe normal genital anatomy and physiology, and be able to interpret pathological conditions.
5. Apply medical and forensic principles to the evaluation of cases of suspected child sexual abuse.
6. Display a broad comprehension of the consequences, treatment and prevention of child sexual abuse.
7. Recognise the role of the other disciplines involved in investigations; protective workers, police, lawyers.
8. Recognise the medical and legal implications of a sexually transmitted infection in a child.
9. Display a detailed understanding of the roles of health practitioners in assessing cases of suspected child sexual abuse.
10. Demonstrate an understanding of sexual development and behaviour in children.
11. Demonstrate an awareness of the ethical and legal issues relevant to cases of suspected child sexual abuse.
12. Describe normal genital anatomy and physiology, and be able to interpret pathological conditions.
13. Apply medical and forensic principles to the evaluation of cases of suspected child sexual abuse.
14. Display a broad comprehension of the consequences, treatment and prevention of child sexual abuse.
15. Recognise the role of the other disciplines involved in investigations; protective workers, police, lawyers.
16. Recognise the medical and legal implications of a sexually transmitted infection in a child.

Assessment

This student will be expected to have developed a broad knowledge of the principles of Paediatric Forensic Medicine and the skills required to analyse and interpret cases of suspected child sexual abuse.
The following assessment methods will be used:
+ Assignment. 1500 words in length - 30%
+ Case studies. 30%
+ Case book. 1000 words - 30%
+ Oral presentations. 10%

Contact hours

12 hours of study per week over the semester. This will include contact time (25 hours), private study (text and readings), assessment tasks (case studies, assignments), and involvement in case work.

Prerequisites

A registered medical practitioner who is involved in assessing (or may be required to assess) children/adolescents when child/adolescent sexual abuse is suspected.

Prohibitions

FOR2006

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/vifm/

Synopsis

Paediatric forensic medicine encompasses the medico-legal issues arising from the provision of a medical service to children. The unit will largely focus on developing practitioners' skills required for the medical assessment of cases of suspected non-accidental injury in children.
Such assessments require knowledge of the relevant legislation, injury patterns, specialised investigative techniques, documentation and interpretation. Teaching will focus on trauma and forensic principles, childhood development, injury patterns (both accidental and non-accidental), medical conditions that may mimic injurious events presentation of findings and opinions to the courts.

Objectives

1. Demonstrate an understanding of the principles of injury assessment;
2. Develop the skills required for accurate documentation - notes, diagrams and photography;
3. Have a comprehensive knowledge of common injury patterns at the different stages of a child's development;
4. Demonstrate a comprehensive knowledge of non-accidental injury as it applies to bones, intra-abdominal and intra-thoracic trauma;
5. Discuss features of injuries of childhood both accidental and non-accidental;
6. Understand the process of assessing children when there are concerns of neglect

Assessment

This student will be expected to have developed a broad knowledge of the principles of paediatric forensic medicine and the skills required to analyse and interpret cases of suspected non-accidental injury in children.
The following assessment methods will be used:
+ Assignment. 1500 words in length - 30%
+ Case studies. 30%
+ Case book. 1000 words - 30%
+ Oral presentations. 10%

Chief examiner(s)

Associate Professor David Wells

Contact hours

12 hours of study per week over the Semester. This will include contact time (25 hours), private study (text and readings), assessment tasks (case studies, assignments), and involvement in case work.

Off-campus attendance requirements

Off-campus (distance education) with a two-three day attendance block during the semester.

This unit applies to the following area(s) of study

+ Forensic principles of injury assessment.!= pg + Forensic principles of injury assessment. or + Forensic principles of injury assessment. (MED)
+ Mechanisms of injury and healing.!= pg + Mechanisms of injury and healing. or + Mechanisms of injury and healing. (MED)
+ Documentation - notes, diagrams, photography!= pg + Documentation - notes, diagrams, photography or + Documentation - notes, diagrams, photography (MED)
+ Soft tissue injuries!= pg + Soft tissue injuries or + Soft tissue injuries (MED)
+ Fractures!= pg + Fractures or + Fractures (MED)
+ Intra-abdominal injuries!= pg + Intra-abdominal injuries or + Intra-abdominal injuries (MED)
+ Intra-thoracic injuries!= pg + Intra-thoracic injuries or + Intra-thoracic injuries (MED)
+ Thermal injuries!= pg + Thermal injuries or + Thermal injuries (MED)
+ Childhood neglect.!= pg + Childhood neglect. or + Childhood neglect. (MED)

Prerequisites

A registered medical practitioner who is involved in assessing (or may be required to assess) children where there are concerns of non-accidental injury.

Co-requisites

Nil

Prohibitions

FOR2006 (Paediatric Forensic Medicine).

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/vifm/

Synopsis

Divided into key themes surrounding the theory and historical perspective of rape and sexual assault, the incidence and prevalence of sexual offences, history taking, examination findings, and understanding the complexities of victims of sexual assault, this unit provides the foundations to understanding adult sexual assault nursing and forms the basis for FOR5002. Both units give the sexual assault nurse a broad understanding of managing adult sexual assault in their community. Exploring best practice models from national and international resources the student learns to critically evaluate these and other journal articles provided.

Objectives

Upon completion of this unit the student will be able to:

1. Describe the incidence and prevalence of violence against women and sexual assault as it relates to the community;
2. Define the elements of sexual assault and the law surrounding sexual offences;
3. Describe both female and male genital anatomy;
4. Develop a clear understanding of genital physiology; e) Evaluate sexual assault services, existing models and journal reviews;
5. Develop skills in communicating with victims of sexual assault whilst understanding the complexities of history taking in these circumstances;
6. Define the process used to perform a high quality sexual assault examination;
7. Understand the importance of clear and precise record keeping, documentation and the advantages and disadvantages photography as an adjunct to written records;and
1. Identify and understand the needs of vulnerable subgroups or of victims from diverse and/or ethnic communities.

Assessment

Workbook Activities (20%)
Online Discussion (10%)
Case Presentation (20%)
Residential Participation (10%)
Case Study (40%)

Chief examiner(s)

Dr Janet Towns

Synopsis

It is intended that this unit will provide the foundations to understanding adult sexual assault nursing alongside the unit FOR5001. Together these units will give the sexual assault nurse a broad understanding of managing adult sexual assault in their community. The unit is divided into key themes surrounding examination findings, specimen collection, therapeutics medicolegal issues, interagency liaison and developing a sexual assault service. Group and student-student facilitated learning is encouraged as students engage each other, exchange opinions and offer/receive peer review. The unit explores best practice models from national and international resources and requires the student to critically evaluate these and other journal articles provided. A national and international focus is maintained throughout as the student gains skills adaptable to professional opportunities interstate and overseas.

Objectives

Upon completion of this unit the student will be able to:

1. Identify, classify and interpret both body and genital injuries sustained by a sexual assault victim;
2. Understand the incidence and prevalence of injury patterns;
3. Develop a sound knowledge basis of the science and philosophy behind collecting forensic specimens as well as being able to practise competent and proficient collection techniques;
4. Apply best practice evidence based medicine when evaluating for, preventing and treating injuries, sexually transmitted diseases and pregnancy alongside other issues in therapeutically managing a sexual assault victim;
5. Communicate effectively with other agencies involved in the management of a sexual assault case including the handling of sensitive information;
6. Identify special circumstances in which sexual assault occurs and be able to teach and responding to community attitudes surrounding these issues;
7. Critically analyse the role of the health professional in a sexual assault case and the complexities associated with this role; and
8. Apply the knowledge and skills gained from the combination of this and the prerequisite unit to aid in the establishment of a high quality 24 hour service to deal with sexual assault cases.

Assessment

Workbook Activities (20%)
Online Discussion (10%)
Case Presentations (20%)
Residential Participation (10%)
Case Study (40%)

Chief examiner(s)

Dr Angela Sungaila

Prerequisites

FOR5001

Synopsis

The unit is divided into key themes surrounding pathophysiology, causation, classification, and documentation of injuries. Designed to give participants advanced skills in assessing injuries with specific regard to these themes and common injury patterns enabling them to interpret injuries and provide opinions as to their likely cause to the criminal justice system. The unit explores best practice models from national and international resources and requires the student to critically evaluate these and other journal articles provided. A national and international focus is maintained throughout as the student gains skills adaptable to professional opportunities interstate and overseas.

Objectives

Upon completion of this unit the student will be able to:

1. Demonstrate an understanding of the pathophysiology of injuries;
2. Describe the limitations of accurate interpretation of injuries or the absence of injuries;
3. Use forensic photography as an adjunctive method of documentation;
4. Detail the classification of injuries;
5. Critically examine the current literature surrounding injuries and injury patterns;
6. Analyse and interpret mechanism and circumstances by which the injuries were sustained;

Assessment

Workbook Activities (30%)
Case Studies (30%)
Case Presentation and Residential Participation (10%)
Assignment (30%)

Chief examiner(s)

Dr Angela Williams

Synopsis

The unit covers four themes: Introduction to the Criminal Justice System and Sexual Offences; Medicolegal Documentation; Rules of Evidence; Giving Evidence and Advocacy Techniques.
Designed to give nursing students knowledge of the legal system (in particular the criminal justice system), the unit examines the hierarchy of the legal system and the courts. The importance of providing objective and informative opinion evidence to the court and an understanding of the boundaries of being an expert witness is also covered. The moot court allows students to practice skills and gain confidence in the plan of the courtroom and a site visit demonstrates and the process and procedures of a trial.

Objectives

Upon completion of this unit the student will be able to:

1. Understand the basics of the legal system and be able to locate appropriate law in relation to their professional duties;
2. Demonstrate knowledge of the general principles of the laws of evidence, in particular the rules around opinion evidence;
3. Understand the role of the expert witness;
4. Prepare a medicolegal report; and
5. Utilize techniques necessary for managing evidence in chief, cross examination and re examination.

Assessment

Workbook Activities (30%)
Case Studies (30%)
Presentation and Residential participation (10%)
Assignment (10%)

Chief examiner(s)

Dr Angela Williams

Synopsis

Sexual assault is addressed in this unit as it pertains to a doctor working in a therapeutic and forensic role with victims. Theoretical and historical perspectives are considered in order to provide a thorough grounding for practical discussions on current legislation, police investigation and what is known about offenders. The medical role will be examined in detail. Forensic responsibilities are dealt with including specimen collection, laboratory liaison and injury interpretation. The unit will address the medico-legal report and the role of the expert witness in court appearances.

Objectives

On completion of the unit the student will be expected to:

1. display an understanding of historical and theoretical aspects of sexual assault;
2. demonstrate an understanding of the broad range of circumstances where sexual assault occurs;
3. provide a comprehensive medical service to a victim of sexual assault;
4. demonstrate a comprehensive knowledge of the forensic responsibilities in sexual assault;
5. be able to accurately interpret injuries resulting from sexual assault;
6. prepare medico-legal reports in cases of sexual assault.

Assessment

Assignments / Essays (35%)
Case Studies (25%)
Casebook Workbook (35%)
Skills Evaluation (5%)

Chief examiner(s)

Dr Vanita Parekh

Synopsis

The aim of this unit is to present the medical issues applicable to road trauma. The topics covered include the law and policing practices, driving skills and the impact of alcohol, other drugs and medical conditions on these skills, the principles of traffic engineering and road trauma epidemiology.

Objectives

On completion of this unit the student will be expected to:

1. display an understanding of the history of road trauma and the counter measures introduced to combat the road toll;
2. show familiarity with road safety legislation;
3. evaluate policing practices impacting on road safety;
4. demonstrate an understanding of the effects of a range of medical conditions upon driving skills with particular reference to licensing;
5. evaluate the effects of alcohol and other drugs upon driving skills;
6. display a comprehension of the procedures and practice of investigating vehicle collisions;
7. interpret common injury patterns resulting from road trauma;
8. evaluate blood drug levels with regard to the effects of drugs on driving skills;
9. display an understanding of drug toxicology.

Assessment

Assignments / Essays (80%)
Presentations (10%)
Casebook Workbook (10%)

Chief examiner(s)

Dr Morris Odell