Monash University Handbook 2015 Postgraduate - Units

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

1. Critique the premises and foundations for the biopsychosocial model of addiction in relation to alternative approaches such as the 'disease model' of addiction.
2. Evaluate the biological and genetic bases of addictive behaviour for alcohol, illicit drugs and gambling.
3. Consider and critique the rationale for developmental factors in the aetiology of addiction with reference to the research evidence base.
4. Demonstrate use of the 'drug, set and setting' model in communicating substance effects on the individual.
5. Synthesise the implications of the harm minimisation approach for understanding interventions and public policy.
6. Present an argument based on theoretical and empirical literature regarding whether process addictions such as gambling should be grouped with substance addictions.
7. Validate the contribution of neurobiology to our understanding of addiction.

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

1. Identify the major historical, political, economic and social factors that have impacted on our understanding of addiction in Australia and internationally, with reference to particular substances.
2. Critically evaluate the empirical and theoretical literature across a range of socio-cultural perspectives of addiction.
3. Communicate confidently with one another and academic experts in the field around socio-cultural issues in the addiction area.
4. Conduct a thorough literature search on an approved area of independent study around a specific population and the impact of substance use on them.
5. Write a systematic review of the literature in an approved area of independent study.
6. Develop a structured interview schedule for an interview with a senior manager/clinician in a specialist AOD service and conduct the interview.
7. Write a paper about a specialised AOD service or program, based on the interview material obtained in Learning Objective 6.

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

1. Describe and critically review approaches to epidemiological research in addictions, and public policy research in alcohol, illicit drugs and gambling.
2. Communicate confidently with one another and academic experts in the field around specific issues in AOD-related epidemiology, public policy and public health.
3. Critically evaluate epidemiological studies of addiction, including methodological approaches and generalisability of results.
4. Conduct a thorough policy analysis on an approved area of independent study.
5. Compare and contrast policy responses to drug use across drug types and across cultures.
6. Explore the role and contribution of population based prevention activities compared with individual based prevention.
7. Discuss the effectiveness of primary and secondary public health measures across different aspects of addiction.

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

1. Describe and critique the biopsychosocial framework for AOD assessment and demonstrate how this can be applied to specialist populations.
2. Demonstrate an understanding of the primary harm reduction strategies applied across the AOD sector and critique the role of such strategies.
3. Critically evaluate the evidence for mutual aid and peer-based models of aftercare and recovery.
4. Present a detailed outline of how multiple modes of treatment, including individual, residential and group treatments, can be effectively implemented in a service setting.
5. Demonstrate a working knowledge of prominent cognitive oriented treatments including CBT, Mindfulness, ACT and MI.
6. Review the primary pharmacotherapy applications, including withdrawal practises, in accordance with current Australian guidelines.
7. Provide a critical review of Australian electronic treatment options for addictions.

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

1. Synthesise and critique the rationale and history of the recovery movement
2. Synthesise the origins of the recovery movement across key countries (Australia, UK, US) and between addiction and mental health fields in each of these settings
3. Critically review the definitions of recovery that have been advanced and summarise the strengths and weaknesses of each, from a practice and from a policy perspective
4. Analyse the role of mutual aid and peer empowerment in the recovery movement and offer a critical analysis of the evidence for mutual aid groups, in particular 12-step groups
5. Critically review the research methods and evidence models most appropriate within a recovery paradigm
6. Critically appraise the appeal and risks of the recovery movement to policy makers and its potential role implications for specialist treatment service provision
7. Summarise and critically appraise the strength of the evidence base for recovery as a viable paradigm and its implications for service delivery, and commissioning recovery-oriented systems of care.
8. Summarise the innovations from the desistance movement in criminology and review its applicability to the addiction and mental health recovery movements.

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

1. Critically review the various terminologies used to describe individuals with co-occurring disorders
2. Determine the prevalence of co-occurring disorders, common diagnostic combinations and related life complexities/issues and present an academically-informed argument outlining priority focus areas for treatment providers
3. Critique the major theoretical models on the aetiology of co-occurring disorders and how these shape effective management and treatment
4. Summarise and synthesise the unique challenges of working with this client group and evaluate evidence supporting their poorer prognosis relative to patients without co-occurring disorders based on empirical literature
5. Critically review the evidence base on the application of mainstream/generic treatment approaches used in the addiction and mental health fields as well as psychosocial/pharmacological interventions tailored to the specific needs of this population
6. Critically review and synthesise the evidence for the systems and treatment models (e.g. integrated care, outreach etc.) for co-occurring disorders and synthesise the evidence on their effectiveness
7. Design an appropriate screening, assessment, referral and treatment plan for clients with complex multi-axial needs.

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

1. Identify and contextualise developmental factors that contribute to addictive behaviours in young people
2. Explain youth substance abuse in terms of family and social contexts such as trauma and youth disadvantage
3. Synthesise the available information on the impact of addictive behaviours on young people and families in order to demonstrate an understanding of the complexity of this issue
4. Reflect critically on psychological and sociological theories relevant to key contemporary issues in youth addiction
5. Evaluate and critique current responses to addiction including school-based interventions
6. Compare and contrast contemporary models of addiction behaviours among young people through an analysis of national and international research
7. Critically review the effectiveness of family-based interventions including Family Inclusive Practice and Parents Under Pressure
8. Critically appraise a range of youth-focused AOD treatment services and key elements of youth-focused service delivery
9. Critically review policy issues relevant to youth including those pertaining to social media.

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

1. Provide evidence for both the differences and similarities between behavioural or process addictions and substance disorders
2. Contextualise issues regarding gambling addiction including precipitating and maintaining factors
3. Provide an evidence based assessment, treatment and recovery program for a person with multiple or complex addiction issues
4. Compare and contrast the special features associated with a range of behaviourally based addictive disorders
5. Critically analyse the research, available treatments and subclinical problems associated with one or more behavioural addictions (in addition to gambling)
6. Present an argument to potential legislators, based on the available evidence, to legislate for changes in the law that can contribute to behaviour change in an area of addiction identified in this unit.

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

1. Understand the processes involved in the design, development and implementation of a research project;
2. Show communication skills in both oral and written presentations to both a specialist and non-specialist audience;
3. Have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

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

1. Understand the processes involved in the design, development and implementation of a research project;
2. Show communication skills in both oral and written presentations to both a specialist and non-specialist audience;
3. Have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

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

1. 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;
2. Have acquired knowledge, skills and attitudes appropriate to their area of study; and 3. 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.

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

1. 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;
2. Have acquired knowledge, skills and attitudes appropriate to their area of study; and 3. 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.

Upon completion of this unit, the student should be able to:

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.

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

1. Complete an adequate assessment of a patient with a psychiatric syndrome.
2. Demonstrate an understanding of the essential skills in using a structured instrument as an assessment tool e.g. HoNOS
3. Identify and describe the principles and features of case management in mental health.
4. 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. Critically appraise recent developments relevant to this unit.

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

1. Identify major contextual influences on mental health service delivery in Australia
2. Demonstrate a knowledge of the major components of the community-based framework of mental health services in Australia
3. Integrate their knowledge of policy frameworks and epidemiology with the design of service systems in mental health services
4. Demonstrate a knowledge of the range of perspectives of stakeholders actively engaged in mental health care delivery
5. Identify the special needs of people from an indigenous and culturally diverse backgrounds
6. Critically appraise the reform of mental health service delivery in Australia through the case study of Victoria.

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

1. Demonstrate a basic understanding of 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 knowledge of multi-disciplinary teamwork and processes and critically appraise the perspective of other stakeholders.
4. Be able to describe 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 successful completion of this unit, students should be able to:

1. Describe various practice paradigms and their place in community mental health practice;
2. Critically analyse the concept of need and competently do a need assessment and develop community intervention models;
3. Identify and discuss the skills needed for community mental health practice;
4. Demonstrate a knowledge of the concepts of empowerment, consumer participation and collaborative practices; and
5. Develop a consumer focused understanding of mental health needs.

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

1. Demonstrate a basic understading of aged mental health;
2. Demonstrate a knowledge of recent developments in this area;
3. Identify service delivery, examining treatments and management issues in the mental health of the elderly; and
4. Demonstrate an understanding of research findings in the literature.

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

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

Upon successful completion of this unit, students should be able 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.

Upon successful completion of this unit, students should be able 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.

Upon successful completion of this unit, students should be able 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.

Upon successful completion of this unit, students should be able 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.

Upon successful completion of this unit, students should be able to have an understanding and knowledge of:

1. the means by which the child communicates in therapy e.g. through play, speech and other behaviours;
2. the significance and meaning of the way the child relates to the therapist i.e. 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.

Upon successful completion of this unit, students should be able 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.

Upon successful completion of this unit, students should be able 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.

Upon successful completion of this unit, students should be able 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 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.

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 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

Upon successful 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.

Upon successful 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.

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

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.

Upon successful 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.

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

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.

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

1. Explain the role 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.

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

1. Identify the benefits and ethical issues involved in randomisation as a mechanism for reduction and balancing bias, and implement a variety of randomisation schemes.
2. Describe 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 advantages and disadvantages of the use of surrogate endpoints.
4. Describe the principles underlying Phase I, II and III and IV studies as well as of the scientific basis underlying issues in clinical studies including intention-to-treat, blinding, interim analyses, missing data subgroup analyses and the reporting thereof.
5. State the reasons for the importance of sample size in clinical studies, and perform sample size calculations for a variety of trial designs with different outcomes.

Upon successful 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 (e.g. 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.

Upon successful 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.

Upon successful 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 (e.g. 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.

Upon successful 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.

Upon successful completion of this unit, students 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.

Upon successful 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.

Upon successful completion of this unit, students should 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.

Upon successful 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.

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

1. Identify key contemporary bioethical debates in international health projects and research;
2. Describe the impact of cultural, economic and political context on the ways is which ethical dilemmas are shaped;
3. Describe the historical development of medical research in its geopolitical context;
4. Critically apply current international and national guidelines for medical research; and
5. Identify and analyse the substantive issues and controversies that arise when medical research sponsored by an industrialised country is conducted in a developing country.

Upon successful completion of this unit, students should 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.

Upon successful completion of this unit, students should 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.

Upon successful completion of this unit, students should 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 successful completion of this unit, students should 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.

Upon successful completion of this unit, students should be able 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.

Upon successful completion of this unit, students should be able 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.

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

1. 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. 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.

Upon successful completion of this unit, students should be able 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 branches 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.

Upon successful completion of this unit, students should be able 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.

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

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.

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

1. Demonstrate an understanding of the core elements of Forensic Odontology which underlie Forensic Odontological investigation;
2. Understand the fundamentals of mortuary practice and protocol, including ethical treatment of the deceased, dental examination and imaging procedures;
3. 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. Demonstrate 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. Show an understanding of Disaster Victim identification, including mass grave exhumation techniques and an awareness of the role of the Forensic Odontologist in war crimes investigations;
6. Display skills in the application of CT technology and software systems in post-mortem examinations;
7. Understand the principles of medico-legal report writing as applied to the discipline of forensic odontology.

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

1. Demonstrate a thorough knowledge of relevant mortuary protocol and practice - including OH&S issues.
2. Demonstrate a comprehensive understanding of dental post-mortem examination techniques, including standard and advanced imaging modalities.
3. Discuss the techniques involved in ante-mortem record collection and interpretation methods specifically related to dental issues.
4. Comprehend the Interpol guidelines and understand the complex issues involved in reconciliation of ante-mortem and post-mortem data using the Interpol standard forms.
5. Demonstrate familiarity with the terminology used when describing and reporting on injuries to the teeth, cranio-facial skeleton, and soft tissues of the face
6. 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.

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

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

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

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

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

1. Describe f the role of forensic archaeology and anthropology in the search, location and recovery of human remains.
2. Identify individual skeletal elements and begin to formulate an educated opinion on their origin (human or nonhuman).
3. Describe the preservation and condition of human remains and demonstrate an understanding of how preservation impacts on techniques employed by forensic anthropologists.
4. Describe the principles related to developing a biological profile (estimation of ancestry, sex, age and stature).
5. Explain the differences between biological and personal identity.
6. Describe the role of the forensic anthropology in the analysis and interpretation of skeletal pathology and trauma.
7. Describe the different contexts where forensic anthropology may make a contribution.

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.

Upon successful completion of this unit, students should be able 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 alcohol and drug levels with regard to the effects on driving skills;
9. display an understanding of drug toxicology.

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

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

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

1. Project description to be submitted for approval three months prior to the beginning of the semester.
2. Project description to contain a summary of project rationale and aims, any ethical or privacy issues, data accessibility, methods, supervision details and if required details of statistical methods.
3. Research ethics permission has been obtained prior to the beginning of the semester.
4. Literature review submitted for comment at the end of the first month of the semester.
5. A brief monthly progress report to be submitted to the chief examiner during the semester.
6. Presentation of the research project at the in-house session at the end of the semester.
7. Tabling of all research notes and draft scientific papers.

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

1. Demonstrate a comprehensive understanding of inflicted neural and ocular trauma in childhood.
2. Identify the key procedures and issues of child death investigations.
3. Discuss factitious illnesses in childhood with particular reference to the medico-legal issues.
4. Demonstrate an understanding of toxicology as it applies to a paediatric population.
5. Identify and discuss theories of causation, current controversies and areas of uncertainty in the field of non-accidental injury of childhood.

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

1. Accurately assess the significance of contextual information contained in medical records and other relevant documentation and apply it to interpretation of autopsy findings.
2. Show proficiency in standard autopsy techniques, applied to routine coroners cases.
3. Show familiarity with specialised techniques applied in specialised cases.
4. Be able to recognize and interpret disease and injury in standard and specialised cases.
5. Be able to present and discuss autopsy findings with colleagues.
6. Accurately analyse, interpret and document autopsy findings in autopsy reports for use in the coronial system.
7. Show familiarity with specialized forensic odontology and anthropology techniques.

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

1. Demonstrate knowledge of different models for death investigation systems.
2. Understand how issues of organisation and administration of death investigation systems and management of key processes impact on forensic pathology practice.
3. Understand the principles of death scene investigation and the roles of the relevant participants in the investigation.
4. Have acquired skills necessary for effectively observing and analyzing death scene evidence.
5. Be able to apply these skills to different types of death scenes.

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

1. Discuss the contributions of research to the nursing knowledge base and to patient outcomes;
2. Identify relevant and significant nursing problems for investigation;
3. Critically analyse various approaches to nursing research;
4. Discuss the strengths and weaknesses of different methodologies and research designs;
5. Locate, critically appraise and synthesis research evidence relating to nursing problems;
6. Analyse the principles of ethical research conduct and discuss their application in practice.

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

1. Analyse extant theories of leadership and management
2. Compare and contrast concepts of leadership and management
3. Critically analyse the impact of the theoretical concepts of leadership and management to quality patient outcomes
4. Examine the impact of health policy on nursing management
5. Critique extant theories of power and their application to health care settings
6. Appraise the characteristics of effective organisations through the use of continuous improvement strategies
7. Critically analyse theories of change management and their application to health care settings.

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

1. acquire the basic theoretical background and practical knowledge about the components of the reproductive endocrine system;
2. describe current concepts relating to animal and human ethics, laboratory safety, use of library facilities and critical analysis of scientific journals;
3. demonstrate proficiency in basic laboratory skills associated with research in reproductive biology;
4. demonstrate the appropriate use of statistics to analyse data in reproductive science;
5. demonstrate skills in report writing and the presentation of scientific data.

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

1. demonstrate a basic theoretical background and knowledge about the cellular and whole organ events involved in reproductive endocrinology, and development, and the interactions between the reproductive organs;
2. describe and explain current concepts relating to animal and human ethics, laboratory safety, use of library facilities and critical analysis of scientific journals;
3. develop research laboratory practices in reproductive biology;
4. develop skills in report writing and the presentation of scientific data.

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

1. describe and discuss the pathophysiology of human pregnancy in terms of both the mother and her foetus;
2. explain the processes regulating implantation and placental development and function, foetal growth and development, neonatal adaptation, maternal adaptation to pregnancy and puerperal changes and the regulation of parturition;
3. describe common aberrations in normal physiology and development including foetal abnormality and prenatal diagnosis, recurrent miscarriage, pregnancy hypertension, preterm labour, puerperal disorders and neonatal care;
4. give examples of, and discuss, some of the key unanswered questions in perinatal research and gain an insight into the research strategies capable of providing new developments;
5. review and explain the theory that underpins the laboratory techniques of dispersed cell culture and immunohistochemistry.

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

1. describe and discuss in detail the disorders of sexual development and the normal processes involved in puberty and the menopause;
2. identify and explain the key elements in the transfer of sexually transmitted disease and the HIV pandemic;
3. outline the mechanisms involved in reproductive cancers, menstrual disorders, erectile dysfunction and infertility, the current approaches to the management of these disorders, and the implications of these disorders for the health industry;
4. communicate confidently and effectively the knowledge gained in this unit.

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

1. explain and discuss the demographic trends and policies relating to world population;
2. describe and evaluate the methods available to women and men to regulate their fertility and compare the advantages and disadvantages of these methods;
3. assess and compare the effectiveness of the new methods of contraception under development;
4. explain and discuss the ethical and legal issues surrounding the regulation of fertility and infertility;
5. communicate this information and show an ability to critically evaluate it.

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

1. describe the importance of reproductive biology and genetics in the management of farm animals, endangered and critically endangered animals, pets, zoo animals, Australian native animals and vertebrate pest species;
2. recall and discuss the techniques that are available to manipulate reproduction in animals, including the hormonal and immunological manipulation of reproduction, artificial insemination (AI), in vitro fertilisation (IVF), intra-cytoplasmic sperm injection (ICSI), the cryopreservation of semen, and embryo production and transfer;
3. explain the limitations of the procedures that are applied to manipulate reproduction in animals and discuss the use of various techniques for improving breeding and population genetics in animals;
4. discuss the commercial, environmental and ethical issues related to the use of reproductive technologies on animals;
5. evaluate contemporary research papers and appreciate how an understanding of comparative reproduction and artificial breeding techniques can be applied to achieve environmental and/or commercial outcomes.

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

1. understand the clinical and laboratory techniques required for successful IVF, the reasons for the methods used, and why quality assurance is a premium for clinical IVF services;
2. comprehend the limitations of the procedures applied in human infertility and genetic diagnosis;
3. understand and have experienced micromanipulation, the handling of embryos (animal) and their cryopreservation, and have used the FISH technique to identify chromosomes in single cells;
4. have learned about ethics and the laws governing IVF, and assessed new articles on IVF;
5. have worked together to solve a problem and presented their solution as a poster; 6. be familiar with evaluating and communicating a critical review of contemporary scientific research papers.