Monash University Handbook 2013 Postgraduate - Units

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.

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.

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.

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.

At the completion of the unit students will be able to:

1. apply a range of nutrition and dietetic screening and assessment tools with consideration of the limitations of application in working with individuals
2. measure and interpret anthropometrical measures as part of nutritional assessment
3. collect, interpret and integrate relevant biochemical, clinical, dietary, personal and social data into appropriate and tailored nutritional assessment and management;
4. interpret medical terminology to support nutrition assessment and management
5. assess and analyse food intake data (qualitatively and quantitatively) in relation and comparison to nutritional standards for individuals and the broader population in a variety of contexts and settings
6. identify the aetiology, epidemiology, determinants and medical and nutritional principles of malnutrition, aged care and functional decline to dietetic practice in the simulated setting
7. integrate a comprehensive knowledge of food diversity and food composition into dietetic practice
8. incorporates nutrition counselling theory and a range of communication strategies in developing practical , relevant and targeted nutrition interventions to support dietary change for individuals and group
9. begin to translate the science of nutrition into practical food and nutrient messages for individual and groups
10. discuss and document the elements of effective nutrition care planning
11. effectively communicate in preparation for dietetic practice
12. be client centred and incorporate cultural competency in their approach to dietetic practice
13. be empathetic and compassionate in their approach to dietetic practice
14. reflect on learning to assist in critical thinking and problem solving skills; and apply an inquiry based approach to learning
15. critically appraise and apply an evidence based approach to dietetic practice

1. Discuss opportunities for beneficial change to the Australian food supply
2. Explain how the Australian health system meets the needs of the general population and population sub-groups
3. Explain how the Australian health system is regulated by state and government agencies and discuss channels for change
4. Evaluate how public health policy may influence food consumption and nutritional status and review its relevance to chronic disease management in populations
5. Explain the prevention paradox and its application to chronic disease management at a population level
6. Discuss the socio-environmental/ecological approach to population nutrition issues
7. Define and differentiate public health and public health nutrition
8. Explain the main theoretical bases of health education and health promotion
9. Apply the social, environmental, economic and political determinants of nutrition status to a priority public health nutrition area
10. Critique and compare several scientific papers in the field of nutrition and public health findings from evidence based research to dietetic practice
11. Analyse the major disease-related morbidity and mortality issues in Australia
12. Indicate the biological and social links between diet and disease
13. Identify priority public health nutrition issues in Australia and the frameworks that support them
14. Plan, implement and evaluate a group education program.
15. Design an evaluation strategy for an intervention to improve population health
16. Demonstrate media advocacy skills around a nutrition issue

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

1. Intellectual Disability

Upon completion of this unit students will:

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.

Students will also:

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.

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.

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 practitioners;
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.

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 three 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.

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.

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.

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.

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.

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.

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 detailed 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.

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.

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.

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.

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).

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.

Negotiated clinical project

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.

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.

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.

On successful completion of this unit students will have:

1. learnt regression methods as applied to epidemiological data.
2. gained an understanding of regression methods in terms of the epidemiological concepts of confounding and effect modification.
3. the skills to apply regression methods to example datasets using statistical software on a laptop computer.
4. gained an understanding and the skills to interpret regression methods in published articles on epidemiological research studies.

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.

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.

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.

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.
5. Effectively and appropriately contribute to case discussions regarding formulation and diagnoses and reflect upon and evaluate own and others' assessment/clinical interviewing skills

On completion of this unit students should:

1. Understand the principles and processes of psychological, behavioural, and personality measurement and their application;
2. Have become proficient in the administration, scoring, interpretation and integration of assessment results utilising some of the most commonly used psychological tests, including cognitive and personality techniques; and
3. Have developed skills in behavioural assessment including development, implementation, and evaluation of behavioural assessments.
4. 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.

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.

The primary aim in this unit is to:

1. Equip students with knowledge of the laws 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. Have an understanding of the intercultural and ethnic issues that impact on their practice.

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

Children (WISC-IV);

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.

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.

At the completion of the subject, students should

1. Identify the major components of pathways associated with smell, vision, hearing, touch, balance, taste, movement, memory, emotion, and language.
2. Be familiar with the external anatomy of the brain, to be able to name and identify each part and describe its contribution to behavioural and cognitive function.
3. Be able to identify the main subcortical nuclei and their functions.
4. Be able to identify the fibre tracts in the brain and spinal cord and describe their function.
5. Be able to identify each major blood vessel in the brain and describe the functional consequences of infarction for each vessel.
6. Be fluent in the terminology used to navigate the brain and describe brain structures.
7. Be familiar with neurogenetic disorders and their manifestation in brain anatomy.
8. Be knowledgeable about the clinical neurological examination and how neurologists denote and interpret their findings.
9. Be familiar with the most common forms of imaging relevant to clinical neurology and neuropsychology.
10. Have a view of how cognition and behaviour are implemented in neural tissues from the cellular to systems levels of analysis.

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; and
3. Be familiar with major classes of psychiatric illness.
4. 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; and
5. Effectively and appropriately contribute to case analyses regarding formulation and diagnoses and reflect upon and evaluate own and others' assessment/clinical interviewing skills

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.

On completion of this unit students will:

1. Have knowledge of neural bases of attention, language, visuospatial functions, memory, executive functions, emotion processing, and complex adaptive behaviours, in both in normality and pathology;
2. Understand the current theoretical models proposed to account for neuropsychological impairments.

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.

The primary aim of this unit is theoretical and practical, being to introduce students to an overarching approach to neuropsychological assessment and case formulation, as well as test selection, administration, scoring and interpretation.

At the conclusion of this unit students will:

1. Be able to critically evaluate a wide range of neuropsychological tests and scales designed to assess numerous aspects of cognitive, behavioural and emotional functioning.
2. Be able to plan neuropsychological assessments, including both qualitative and quantitative methods, appropriate to specific clinical contexts and referrals (eg; across the lifespan, cross-cultural assessment etc.).
3. Be able to interpret and integrate information obtained during neuropsychological assessment to formulate a comprehensive analysis of an individual's neuropsychological function.
4. To be able to disseminate findings of a neuropsychological assessment across a range of formats (reports, verbal feedback) and audiences (other clinicians, clients, family).

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.

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.

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.

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.
5. Gain a broad understanding of the advanced psychopathology topics of delirium, mental health in older adults, and bereavement.

By the completion of this unit, it is expected that students will be able to:

1. Understand the scope of the related fields of health psychology and behavioural medicine, and their history.
2. Understand the systems of the body that underlie health and disease.
3. Comprehend the prevalence of different chronic diseases and factors that affect prevalence rates.
4. Understand how behaviour and lifestyle relates to health.
5. Understand the main models of health behaviour and behaviour change.
6. Understand the goals and methods of health promotion and the prevention of disease.
7. Understand how to develop conceptual models of patient problems, and how to plan and implement interventions based on the model and the relevant empirical literature.
8. Understand the major chronic diseases that affect morbidity and mortality, that is, cancer and cardiovascular disease, from a behavioural perspective.
9. Understand how to assess and manage, or contribute to the management, of a number of exemplar disorders/problems namely chronic headache, smoking tobacco, overweight and obesity, cancer and cardiovascular disease.
10. Understand how to increase patient adherence with advice from health professionals.
11. Understand models of stress and the stress-moderating variables of coping and social support; how to measure these constructs; and methods of stress management.
12. Understanding how patients feel when asked by psychologists to complete 'homework assignments' and self-monitoring.

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.

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.

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.
3. have a understanding of key neuropsychological syndromes that are regularly encountered in clinical practice
4. have a greater understanding of how to interpret neuropsychological reports and apply recommendations

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.

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.

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.

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.

On completion of the unit students will be able to develop and deliver assessment and intervention strategies which reflect an understanding of the current knowledge of best practice in clinical psychology.
On completion of the unit students will be able to provide input at the organisational level.
On completion of the unit students will demonstrate a sound understanding of clinical psychological principles and how these are implemented within service delivery systems.
On completion of the unit students will understand fully the role of a clinical psychologist at an organisational level, and the contributions that a clinical psychologist makes to a service delivery system.
On completion of the unit students will be able to recognise when input from a senior member of staff is required and be able to seek out this input in a timely and professional manner.

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.

On completion of the unit students will be familiar with the field of clinical psychology as applied to mental health and health settings and have knowledge of the theoretical frameworks relevant to this field. They will have a better understanding of the psychological processes associated with various mental health and related conditions and the way developmental stages affect responses to illness.

Students will be expected to:

1. have an awareness of clinical psychology related theoretical frameworks;
2. be familiar with common mental health and health conditions and their 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.

On completion of this unit, students will have:

1. Demonstrated and advanced knowledge of clinical assessment and management of children and adolescence.
2. Increased their theoretical knowledge of a variety of assessment and therapeutic approaches for children, adolescents and families;Developed more advanced management / therapy skills in a child and family context.
3. An ability to write comprehensive clinical assessment reports in the field of child and adolescent clinical psychology.

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.

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

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

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.

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.

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.

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.

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.

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.

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 data retrieval methods ;
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 confidentiality issues, 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

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.

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

1. Identify the benefits of randomisation as a mechanism for reduction and balancing bias, and implement a variety of randomisation schemes.
2. Demonstrate knowledge of the principles behind the common experimental designs and be able to implement, analyse and interpret data from a variety of randomised designs
3. Describe the efficiency advantages of crossover designs, and be able to design, analyse and interpret the two-period crossover study.
4. Demonstrate an understanding of the principles underlying Phase I , II and III and IV studies as well as an appreciation of the scientific basis underlying issues in clinical studies including intention-to-treat, blinding, interim analyses, subgroup analyses and the reporting thereof
5. Appreciate the importance of sample size in clinical studies, and perform sample size calculations for a variety of trial designs with different outcomes

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.

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.

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.

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.

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.

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.

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

1. Demonstrate an understanding of the meaning and laws of probability;
2. Recognise common probability distributions and their properties;
3. Apply calculus-based tools to derive key features of a probability distribution, such as mean and variance;
4. Manipulate multivariate probability distributions to obtain marginal and conditional distributions;
5. Obtain mean, variance and the probability distribution of transformations of random variables;
6. Understand properties of parameter estimators and the usefulness of large sample approximations in statistics;
7. Appreciate the role of simulation in demonstrating and explaining statistical concepts.

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.

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.

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.

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;

and

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

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;

and

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

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;

and

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.

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. Summarize 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.

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.

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.

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.

On completion of this unit students will be able to:

1. Apply a structured evidence-based approach to understanding 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, abnormal 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.

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).

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 issues (including knowledge, skills, policy, practice, contextual) in forensic psychiatry;
3. Demonstrate the knowledge and skills required by forensic mental health practitioners in the assessment and care of mentally disordered offenders.

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.

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.

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.

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.

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.

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

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

1. Demonstrate an understanding of the core elements of Forensic Odontology which underlie Forensic Odontological investigation;
2. To introduce students to the fundamentals of mortuary practice and protocol, including ethical treatment of the deceased, dental examination and imaging procedures.
3. To develop a working understanding of human skeletal and dental development and the changes which occur with increasing age, including an introduction to forensic age estimation methods.
4. To acquire an understanding of the structure of the human skeleton, and to develop the ability to distinguish human from non-human skeletal and dental elements,
5. To introduce students to Disaster Victim identification, including mass grave exhumation techniques and an awareness of the role of the Forensic Odontologist in war crimes investigations;
6. To develop skills in the application of CT technology and software systems in post-mortem examinations.
7. To develop an understanding of the principles of medico-legal report writing as applied to the discipline of forensic odontology.

After successfully completing this unit a student will be expected to have acquired the knowledge and skills required to:

• Demonstrate a thorough knowledge of relevant mortuary protocol and practice - including OH&S issues.
• Demonstrate a comprehensive understanding of dental post-mortem examination techniques, including standard and advanced imaging modalities.
• Discuss the techniques involved in ante-mortem record collection and interpretation methods specifically related to dental issues.
• Comprehend the Interpol guidelines and understand the complex issues involved in reconciliation of ante-mortem and post-mortem data using the Interpol standard forms.
• Demonstrate familiarity with the terminology used when describing and reporting on injuries to the teeth, cranio-facial skeleton, and soft tissues of the face
• Comprehend and articulate an understanding of the role of other mortuary based identification methods, such as molecular biology, fingerprints, the weight given to circumstantial evidence, and cranio-facial superimposition.

On successful completion of this unit students will be expected to have acquired the knowledge and skills required to:

• Demonstrate a comprehensive knowledge of the anatomy of the facial skeleton, the bio-mechanics of bone and of facial trauma.
• Practice bite mark interpretation and analysis.
• Evaluate dental age estimation methods as applied to living individuals.
• Recognise and evaluate the dental manifestations of child abuse.
• Illustrate the limitations inherent in identification of individuals from CCTV images.
• Discuss the regulations of the Australian Dental Board as they relate to malpractice and fraud investigation.
• Construct a dento-legal report and demonstrate knowledge of the ramifications involved in presentation of clinical forensic odontology evidence before the courts.

Upon completion of this unit, students will be expected to have acquired the knowledge and skills required to:

• Describe the core elements of Disaster Victim Identification principles and methods which underlie forensic odontology investigations following natural and man-made mass fatality incidents.
• Discuss the role the forensic odontologist plays in each Phase of a DVI operation.
• Describe and operate the common computer based systems used during a DVI operation.
• Appraise the International protocols, standards, charting methods and the Interpol forms that are used during a DVI incident.
• Recognise the various cultural, religious and legal frameworks in which international DVI incidents may occur.
• Demonstrate the value of CT technology as it is employed in DVI scenarios.
• Review the principals involved in medico-legal report writing as applied to DVI incidents.

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

1. Provide a comprehensive medical service for a victim of sexual assault.
2. Demonstrate a comprehensive knowledge of the forensic responsibilities in sexual assault cases.
3. Display ability to collect forensic evidence based on theory.
4. Understand an overview of the laboratory treatment of forensic evidence.
5. Write a medico-legal report and appear in court under subpoena to assist the court.
6. Comprehend historical, theorectical and cultural aspects of sexual assault.
7. Discuss epidemiology and the broad range of circumstances in which sexual assault occurs.

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.

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

1. demonstrate a familiarity of the technical terms associated with analytical toxicology;
2. demonstrate a broad understanding of the range of techniques used in forensic toxicology;
3. demonstrate an awareness of the type of drugs seen in forensic medical cases;
4. comprehend the main pharmacological effects of alcohol, amphetamines, cocaine, benzodiazepines, and cannabis with the emphasis on their effects on behaviours, psychomotor control and cognition;
5. describe and recognise the relevant behavioural effects of common illicit drug combinations and common adverse illicit drug reactions; and
6. apply this knowledge to forensic cases for the purpose of preparation and presentation to courts..

On completion of this unit the student is expected to:

1. understand the responsibilities and powers of custodians;
2. display a knowledge of custodial and penal institutions;
3. show familiarity with the procedures for investigating complaints by prisoners and the issues surrounding deaths in custody;
4. comprehend the ethical issues of the doctor/patient relationship in a custodial setting;
5. conduct an assessment of an individual's fitness to be interviewed or detained in custody;
6. recognise and manage a range of medical problems presenting in the custodial setting.

Upon successful completion of this unit a student will be expected to have acquired the knowledge and skill sets to:

• Establish and maintain an adult sexual assault service
• Identify and debate sexual assault issues from a global perspective .
• Describe the key issues of adult sexual assault from the perspectives of a victim, a counsellor, an investigator and a legal practitioner.
• Understand and implement strategies to deal with vicarious trauma .
• Develop and deliver training in the field of adult sexual services .
• Describe and discuss the key literature in the field of sexual violence.
• Understand research in the field of sexual assault.