This subject provides students with an overview and evolution of psychology and conventional scientific techniques and methods to explain and understand the causes of human behaviour and human personality. It also assists students in the development of academic skills commensurate with tertiary studies. Topics to be studied at an introductory level include: the history of psychology, intelligence, social psychology, psychoanalytic theories, behaviourist/learning theories, cognitive theories, biological view, developmental psychology and abnormal psychology.

This subject provides an introduction to the psychology of health and behaviour relevant to understanding patient health decisions and outcomes. Students will be introduced to psychology and health to understand the tradition and relevance of psychology to nursing. This subject also includes foundation topics such as models of health and illness, health-behaviour change models, risk-taking behaviour, stress and health, learning and conditioning, personality and health, human development over the lifespan, death and dying, as well as group dynamics in health. These topics are offered as basic principles, theories, and models of psychology related to health behaviours, future learning, and professional practice in nursing.

This is a fully online subject. Everything we do depends on our environment, but rarely do we ask the question "what is the environment?" In this subject, we examine our various environments, the natural world, our built physical spaces and things, and the social, biological, and psychological domains. We then examine questions of: How do we interact with these environments, and how do they shape and influence our behaviour? How does understanding this interaction help us improve the human condition, while also maintaining the integrity of the environment? Drawing from psychology to understand human behaviour, the subject has application to as many discipline areas as there are spheres of human activity.

This subject covers the conceptual underpinnings of research in psychology, including methodologies such as experimental, quasi-experimental, non-experimental and qualitative research. Conducting ethical research will be covered, including consideration of how research participants are positioned, issues related to research with diverse populations, as well research validity. Skills for writing research proposals and reports according to the conventions of the Publication Manual of the American Psychological Association (APA) are developed.

This subject prepares students for living, learning and working in a digital society. We examine how the web mediates behaviour, communication and culture in contemporary times. Students learn by participating and enterprising in online spaces as part of a supportive learning community. This subject also provides an important opportunity for students to develop a professional online web presence and identity that is relevant for their university studies, employability and the future of work.

We live in an increasingly volatile, uncertain, complex, and ambiguous (VUCA) world which places greater emotional demands on people and organisations. This subject introduces the Positive Psychology theory, research and the practical evidence-based techniques to enhance wellbeing and resilience in an increasingly VUCA world. Positive psychology is an emerging field of academic study and practical application in personal and work settings which focuses on the creation of individual resilience, strengths and virtues, creativity and other indicators of human flourishing. Throughout this subject, students will be encouraged to actively engage and apply the positive psychology concepts taught within the course and to critically reflect on these experiences to bring about personal change.

This subject provides an introduction to the psychology of health, mental health, and health-related behaviour, as relevant to health science professions. Students will be introduced to the principles and applications of psychology and health behaviour, using a biopsychosocial framework. This will be followed by an examination of the psychological aspects of injury and illness and an introduction to psychological interventions related to health concerns. Emphasis is upon understanding health status and mental illness in light of relevant theory and research.

This subject provides an introduction to the psychology of health, mental health, and health-related behaviour as relevant to health science professions. Students will be introduced to the principles and applications of psychology and health behaviour, using a biopsychosocial framework. This will be followed by an examination of the psychological aspects of injury and illness and an introduction to psychological interventions related to health concerns. Emphasis is upon understanding health status and mental illness in light of relevant theory and research.

This subject expands on the nature and history of psychology as a scientific discipline by focussing on the study of the biological bases of human behaviour, memory, language and thought, sensation and perception, motivation, emotion and learning. Research methods to scientifically study behaviour are introduced, including ethical research and practice with reference to diverse cultural contexts.

Psychology is a field of scientific inquiry that uses a set of scientific techniques and methods to explain and understand the causes of behaviour. As a profession, psychology applies its knowledge to practical problems in human behaviour. This subject covers a range of topics in psychology at an introductory level including: the history of psychology, intelligence, social psychology, developmental psychology, Australian Indigenous and cross-cultural psychology, personality, and abnormal psychology.

This subject introduces the main theoretical perspectives for understanding the 'individual in society', including: humanistic, biological, cognitive, behavioural and socio-cultural explanations of individual behaviour. These perspectives are further understood through application of the 'levels of analysis' framework. The content then moves on to social psychology and covers topics such as: self and identity, attitudes and attitude change, conformity and obedience, prejudice and discrimination, aggression, pro-social behaviour and attraction and close relationships. Students explore the relevance of these topics to everyday life and contemporary issues.

This subject introduces the main theoretical perspectives for understanding the 'individual in society', including: humanistic, biological, cognitive, behavioural and socio-cultural explanations of individual behaviour. These perspectives are further understood through application of the 'levels of analysis' framework. The content then moves on to social psychology and covers topics such as: self and identity, attitudes and attitude change, conformity and obedience, prejudice and discrimination, aggression, pro-social behaviour and attraction and close relationships. Students explore the relevance of these topics to everyday life and contemporary issues.

Psychology is defined as the science of human behaviour and mental processes. Psychological theories aim to explain diverse aspects of everyday human experience and behaviour and are applied in diverse social, organisational and professional settings. In this subject, students explore key domains of psychological inquiry and practice, how psychological research and theory influences and impacts individuals, groups and communities, and how psychology theory can be used to analyse contemporary issues. Students are encouraged to evaluate the different ways psychological research is communicated.

This subject examines the psychological principles underlying users' experience of design. After introducing fundamental principles of human perception and cognition, we will explore the way these principles shape the experience of users when interacting with a designed product. The subject will also introduce the experimental approaches used to study perceptual and cognitive processes, focussing on critical evaluation of design principles and highlighting techniques relevant to user experience evaluation.

Cyber behaviour is an introductory subject addressing the intersection between humans and today�s technologically driven world. This subject will introduce psychological theories about human behaviour, and how those theories predict our behaviours with and perceptions of technology. Topics will include basic understanding of the principles behind human behaviour such as classical conditioning and human cognition, and bridge the technological divide with topics such as cyberpsychology and human computer interaction. In cyber behaviour we will approach these topics with a focus on how they apply within industry and applications to cyber security.

This subject introduces the main theoretical perspectives for understanding the “individual in society”, including humanistic, biological, cognitive, behavioural and socio-cultural explanations of individual behaviour. These perspectives are further understood through application of the “levels of analysis” framework. The content then moves on to social psychology and covers topics such as self and identity, attitudes and attitude change, conformity and obedience, prejudice and discrimination, aggression, pro-social behaviour, and attraction and close relationships. Students explore the relevance of these topics to everyday life and contemporary issues.

This subject provides an introduction to the biological and neuroscientific bases of human behaviour. Topics covered include the chemistry of life, the molecular basis of life, the cell and some of the major organ systems of the human body with particular reference to the nervous, endocrine and sensory systems. The subject has a significant laboratory component which reinforces lecture and text material. Students will be introduced to the biological and neuroscientific concepts necessary for a thorough understanding of areas of psychology such as abnormal psychology, cognitive processes, developmental psychology, human learning, and physiological psychology.

Human Learning is concerned with the experimental analysis of human and animal behaviour and focuses upon associative learning, including classical conditioning, operant conditioning, and social learning approaches. Definitions, assumptions, and basic phenomena associated with the study of learning are described and evaluated in terms of their ability to account for various aspects of human behaviour and experience. The practical work highlights important concepts introduced in the lecture program and focuses upon practical techniques of use in everyday situations.

Mental health service delivery in the community is now the main form of care for people across the lifespan living with mental and emotional disorders. The development of a wider range of pharmacological, psychological and psychosocial treatments has enabled many people to live productively in the community. This subject explores the changes in policy and practice in the development of integrated mental health care and the impact of these changes on the lives of people living with mental illness and their communities. Early intervention, resilience and recovery are concepts explored in this subject in terms of mental health and wellbeing.

This subject examines the fundamental principles underlying human perception and expands upon the sensation and perception content introduced in the foundational psychology subjects. After reviewing the biological basis of sensing and perceiving, we will explore the way this relatively raw information is processed and organised into the complex perceptions of the visual, auditory, olfactory, gustatory and somatosensory systems, which constitute the fundamental basis of our experience of the world. The subject will also examine the history of perceptual theories and the use of psychophysical methods and experimental approaches to the study of perceptual processes

Mental health service delivery in the community is now the main form of care for people across the lifespan living with mental and emotional disorders. The development of a wider range of pharmacological, psychological and psychosocial treatments has enabled many people to live productively in the community. This subject explores the changes in policy and practice in the development of integrated mental health care and the impact of these changes on the lives of people living with mental illness and their communities. Early intervention, resilience and recovery are concepts explored in this subject in terms of mental health and wellbeing.

Mental health service delivery in the community is now the main form of care for people across the lifespan living with mental and emotional disorders. The development of a wider range of pharmacological, psychological and psychosocial treatments has enabled many people to live productively in the community. This subject explores the changes in policy and practice in the development of integrated mental health care and the impact of these changes on the lives of people living with mental illness and their communities. Early intervention, resilience and recovery are concepts explored in this subject in terms of mental health and wellbeing.

Most of us probably use the term 'personality' almost every day. Yet the conceptualisation and definition of personality is far from settled. This subject introduces the controversies and debates in the psychology of personality, as well as the major theoretical and applied approaches to its measurement. Emphasis is placed on an understanding of personality research and its implications for the practice of psychology.

The subject provides second and third year students enrolled in Advanced degrees or the Bachelor of Creative Leadership with opportunities to develop professional identity through exposure to workplaces, community settings and research processes related to their chosen field of study. Students will gain work experience while being encouraged to identify, examine, and discuss notions of citizenship and identity encountered in intercultural and diverse environments. This cross-disciplinary subject employs experiential learning in a 60-hour volunteering internship to achieve the learning outcomes. Individual or team internships are chosen in consultation with Academy staff to ensure their relevance to the learning outcomes.

This subject introduces students to the emerging field of digital mental health. Digital mental health services, including telehealth, web-based counselling services and mobile phone apps, are increasingly being adopted in the practice of psychology and other health disciplines. This subject describes the uses of digital mental health for health promotion, prevention and treatment of mental illnesses. Benefits and limitations of digital delivery of mental health services are described in the context of the broader public mental health system, with a focus on young people and smartphone apps. An assessment framework for mental health smartphone apps will be introduced to support students' critical evaluation of the quality and integrity of smartphone apps. Students will also apply their understanding of digital mental health to a real-world project.

Abnormal Psychology is the study of behaviours that cause distress or dysfunction or are judged as deviant within the individual’s culture. This subject examines definitions of abnormality, ways of assessing and diagnosing abnormality, theories of the causation of psychological abnormality and treatments for recognized psychological disorders. Diagnostic criteria from the latest edition of the Diagnostic and Statistical Manual of Mental Disorders are applied to illustrative cases with emphasis on contemporary Australian research and theory. The development of integrated models of abnormality, including biological, psychological and social factors, is a significant theme of the subject.

This subject advances the research methods and statistics in the prerequisite subject, Experimental Design and Analysis. It introduces students to non-experimental, correlational research design, and survey research, including questionnaire design, sampling and administration, with reference to ethics particularly related to cultural contexts and specific groups. Knowledge and skills in the construction and evaluation of psychological tests are also taught. Related correlational statistical techniques are taught, together with advanced analysis of variance, and instruction in the use of SPSS. The subject also develops skills in conducting and reporting psychological research and provides an introduction to qualitative research.

Cognitive Processes is the study of the mental processes that underpin attention, perception, decision-making, language, and memory. Conceptual and research questions include: What are the structures and mechanisms of human memory? What processes underpin acquisition of language, and are the processes similar when we learn a second language? What factors affect attention? How do some people become expert problem solvers? Why do humans make irrational decisions? Contemporary theories will be discussed and evaluated. Investigative research methods including experiments, computer modelling, clinical case studies, and brain imaging are evaluated.

Structured around an overview of lifespan development including diversity, this subject explores the holistic nature of growth and development through developmental theory and research. This subject highlights the interactive nature of three main areas of development: biological, cognitive, and psychosocial changes that affect the individual from conception to end of life. The subject encourages observation as a means for understanding development and promoting individual wellbeing. Indigenous Australian knowledges and perspectives are integrated into the subject alongside an appreciation of the richness of diverse cultural contexts.

Health Psychology is a branch of psychology concerned with the inter-relationship between psychological factors and physical health. It addresses such issues as the possible role of psychological characteristics in health maintenance and promotion, and in the development of illness. Other aspects include reactions to illness, the contribution of psychology to treatment, and explicit means by which health-relevant behaviours might be modified. This subject provides an introduction to Health Psychology and covers theoretical and research issues, the nature and management of stress and pain, issues concerning the receipt of health care and a selection of specific health problems.

This subject provides an overview of the origins and historical development of psychology. It examines the major landmarks in the history of psychology, focusing on important individuals, schools of thought, and recurrent ideas and themes. Historical conceptual problems are related to areas of controversy within contemporary psychology, and an insight is provided into the philosophical underpinnings of the various new movements and major theoretical conflicts within psychology today. The subject also provides a critical appraisal of psychology's status as a science, and explores the limits of psychological inquiry.

This subject aims to provide humanities students with first-hand knowledge of workplaces or research processes related to their chosen field of study (specialisation). Internships may be undertaken in organisations including Western Sydney University, historical societies, museums, libraries, local and state government, non-government organisations, tourism and administration. Internships may also take the form of an individual research project under the supervision of one or more academics. The internship can be in Australia or through one of Western’s partners such as CISaustralia overseas. The subject will introduce students to various fields in which the skills and knowledge developed in their study of the humanities can be applied. It will augment their study and provide much needed work or research experience. For further information please contact the subject coordinator or browse the Engaged Learning Subjects vUWS Companion site.

The study of motivation and emotion explores the reasons behind people's behaviours, thoughts, and feelings. This subject examines core research and theory on motivational and emotional systems, exploring how these systems function in general and how that functioning varies due to gender, culture, and other sources of difference. Concepts of motivation and emotion are central to understanding human psychology. The subject positions the topic in relation to other areas of psychological theory (such as learning theory, social psychology, personality, and cognition), investigates its role in psychological practice, and addresses its impact upon practical and philosophical debates within the discipline. Students are encouraged to explore and reflect upon the role of motivational systems in their own lives.

Motor Control and Skill Acquisition is an investigation of the physiological and psychological processes involved in both the control and the learning of movement. As such, it considers the control mechanisms which are innate to the learner, how these mechanisms change by virtue of both maturation and experience, and how the latter type of changes may be facilitated by manipulation of the learning environment.

In 2022 this subject replaced by BEHV 2018 - Personality. Personality is the study of the mental and behavioural factors on which individual human beings vary. In other words, the study of personality is the attempt to understand why a given individual is the way he/she is. This subject involves an examination of the major personality theories, applications to individual differences, and contemporary research. Emphasis is placed on a critical understanding of personality research and its implications for the practice of psychology.

The world has seen an enormous explosion of activity that takes place in online environments that include the Internet, intranets, gaming platforms and peer to peer phone communication (e.g. SMS). There are wide ranging debates about the use and effects of online communication with concerns about hacking, trolling, bullying, scamming, online addiction appearing on a daily basis. Others celebrate the potential of the Internet to produce profound social change. Is the online world quite as bad or as good as it is made out to be? What are the psychological processes behind these and other online behaviours? Why not find out?

This subject acquaints students with major issues in the psychology of language. Through a series of online modules, it examines different approaches to research and theory on questions such as the acquisition and development of language, the relationship between language and thought, bilingualism and second language learning, speech perception and production, the neurophysiological underpinnings of language, and language in non-human animals. The tutorials align closely with online modules to help students consolidate their learning of lecture materials, and relate to subject assessments, helping students to improve the assessment outcomes. This third year subject deepens and synthesises knowledge of the psychology of language taught in foundational subjects. It progresses key research and critical evaluation skills relevant to a range of professions where language acquisition is an element.

This subject covers a broad spectrum of issues relevant to legal and forensic psychology. How accurate is a witness's memory? How good are we at identifying a suspect in a line-up? Why do people confess to crimes they never committed? What are good interviewing and interrogation techniques for understanding the truth? How accurate are repressed memories, and how are false memories implanted?

Social psychology is the study of human behaviour and mental processes in their social context. Social psychology examines social behaviour and social thinking using scientific psychological research methods. This subject considers both classic and recent theories, research and applications in core areas of social psychology such as: attitudes, stereotyping and prejudice, social cognition, group processes, cross-cultural and Indigenous Australian psychology, and social influence. Emphasis is placed upon the role of contemporary research and theory in increasing our understanding of social phenomena and the relevance of this to everyday life.

This subject explores psychological factors that affect sport performance (e.g., self-efficacy and concentration), psychological factors that predict and increase participation in physical activity (e.g., motivation), and psychological outcomes of physical activity (e.g., mental health, resilience, and cognitive development). Students will examine theory and research and draw upon their own experiences, to apply sport and exercise psychology principles to a variety of real-world scenarios, and design strategies relevant to different contexts such as physical education, personal training, exercise physiology, coaching, and health promotion.

In this subject, the learning experience combines civic engagement with training, and personal and scholarly reflection. Service learning focuses on the application and development of a broad range of knowledges, capacities and skills in the context of voluntary effort to benefit the community. For example, depending on the site selected, students may: extend their capacity to communicate and work effectively in culturally diverse contexts; gain a better understanding of social inclusion and exclusion in Australia or overseas, or; become more confident about their personal and professional capacity to contribute to the well-being of others or protection of the natural environment. The subject may be taken in Australia or overseas through one of Western’s Partners such as CISaustralia, completed individually or as part of a group and in any term of study. For further information please contact the subject coordinator or browse the Engaged Learning Subjects vUWS Companion site.

In 2022 this subject replaced by 102907 - Advanced Topics in Contemporary Psychology. In this subject students develop an advanced level of theoretical and empirical knowledge in selected core topics of psychology, an awareness of how this knowledge underpins evidence-based approaches to psychological intervention, and an enhanced capacity for conducting research in selected topic areas. The subject fosters an appreciation of psychology as a scientific discipline, and of how sound research provides the foundation for solving problems of human mental processes and behaviour. Skills in the critical evaluation of knowledge and research are developed.

In this subject students investigate a substantive individual research question relevant to the discipline of psychology. Under guidance from supervisors, students engage with all components of psychological research, including conducting a comprehensive literature review, forming an individual research question, developing research methodology to test the question, obtaining ethics approval, and collecting and analysing data. Students produce a written literature review and substantive thesis in the form of a submission-ready journal article. Note that this is a 30 credit point year-long subject taken over two terms (15 credit points in each term).

This subject has been designed to introduce students to psychological assessment by providing practical and theoretical input regarding the administration, scoring, and interpretation of frequently used standardised measures. The scientific and ethical underpinnings of psychological testing and assessment are introduced providing a general context for the employment of standardised psychological tests. Emphasis will then be placed on familiarisation with i) the processes that practitioners go through during a testing session and ii) current research on employing the standardised tests presented in this subject. Students will practise with testing data, reporting results in compliance with American Psychological Association (APA) conventions.

This is a 20 credit point year-long subject taken over two terms (10 credit points in each term). The aim of this subject is to advance students' awareness, and critical appreciation of interrelated research processes: epistemological frameworks of research; the appropriate interpretation of research data; ethical issues in the conduct of research; the cultural, social, economic, and political contexts of research; and Indigenous Australian knowledges and research practices. Skills will be consolidated in the use of quantitative and qualitative research designs, methods, and analysis techniques to address research questions in psychology and the behavioural sciences.

Psychological research and practice exist in a cultural, historical and social context. This subject provides students with knowledge and skills for working in Psychology in the complex, unpredictable and diverse contemporary Australian society. In this subject students develop an advanced level of theoretical and empirical knowledge in selected topics of psychology, an awareness of how this knowledge underpins evidence-based approaches to psychological intervention, and an enhanced capacity for conducting research in selected topic areas. The subject fosters an appreciation of psychology as a scientific discipline and the interplay between psychological research and real-world psychology practice.

This subject introduces students to key psychological theories of career choice and satisfaction before describing the integration of career choice assessment tools and appropriate counselling skills to support evidence based and client-centred career advising. It will provide students with knowledge and skill in career assessment and foundational skill in career counselling.

The ability to design programs that are tailored to lifespan and cultural considerations is an essential skill for career educators. This subject equips students with skills in the design and evaluation of career education programs. Principles of lifespan psychology and ethical approaches that underpin career education programs will be also explored.

The world is experiencing significant social and economic transformations, creating uncertainty in the future of work and business. Domain knowledge is necessary, but not sufficient for organisational or individual success in new business environments. Success now requires complex adaptability and flexibility skills, and the capacity to influence the behaviour of others to respond to emerging challenges. How can we think outside of an industry or disciplinary framework to enhance human performance under uncertainty? How can we efficiently adjust personal and organizational goals and strategies to meet the pressures of local and global crises and technological innovations? The focus in this subject is on flexibility in practice - the evolution of industry routines and workplace habits, rapid changes in job functions and career profiles, and developing workforce expectations and demands. Key psychological concepts and theories will be integrated with business knowledge to help you develop adaptability and capitalize on flexibility as a strength in your workplace.

The Wellbeing Economy is an emerging global movement aimed to disrupt and transform dominant macro-economic systems focused on economic growth. Proponents of the Wellbeing Economy argue that individual, community and societal wellbeing should be the measures of a successful economy. Major shifts in government and business sector accountability for social justice and ‘wellness’ outcomes are predicted over the coming decade. At the micro level, what will it mean to live, work and lead in a wellbeing economy? What new knowledge, skills and attitudes will be required on the ground? In this subject traditional and emerging theories and concepts of wellbeing will be explored, critiqued and reimagined. Real world examples of holistic approaches to wellbeing in business and industry contexts will be investigated and applied to your unique, authentic contexts. You will build your capacity to problem-solve and plan for wellbeing outcomes in your individual spheres of influence. Engaging leaders across industries will share their experiences through online learning activities and resources. At the conclusion of this subject, you will have enhanced knowledge and skills to develop, at scale, strategies and plans that support individual, community and organisational wellbeing.

This subject follows from 102360 Core Therapeutic Modalities. Students in this subject will develop foundational skills in assessment, case formulation and treatment planning through understanding and developing skills in further evidence-based psychological therapies that may be modified based on an evolving case formulation and evaluation and tailored to the client as appropriate to their wider social and cultural context. Further, students will be guided in critical examination of similarities and differences across those therapeutic approaches and their application across conditions, populations, settings and cultural contexts. Please note: some of the activities in this subject may include experiential learning, for example where students may be asked to take on the client role using their own lived experience, to provide opportunity for training in therapeutic modalities that are more "real life". Students may opt-out of these activities without consequence through speaking to the subject coordinator and alternative arrangements for student learning opportunities will be organised.

This subject provides a comprehensive introduction to the cognitive psychological assessment of children, adolescents and adults. It is designed to assist students in the professional psychology programs to develop theoretical knowledge and practical skills in the cognitive assessment of clients. Students will become familiar with the current theoretical and empirical foundations of psychological assessment, and the application of these theories and research findings to assessment practice in empirically valid and culturally responsive ways. Students will be introduced to contemporary practice in the assessment of cognition, personality and behaviour. Training in the administration of key instruments will be provided. Students will be instructed in the integration of assessment data into clinically-useful reports, including inter-disciplinary communication. Different approaches to psychological assessment will be compared and evaluated. Ethical and professional issues in psychological assessment will be discussed.

This subject will provide students with the skills to psychologically assess and diagnose a range of psychological disorders in adults and in children that are presented in psychological practice. This subject will be complemented by 102400 Assessment: Cognitive Functions in the second semester which will focus more on cognitive assessments. Upon completion of this subject, students will have an understanding of a range of assessment tools, their psychometric qualities, application and utility in a psychological practice. They will also develop skills in applying and interpreting assessment tools and how those tools may aid diagnostic and therapeutic processes.

This subject introduces the nature, assessment and treatment of psychological disorders in children and adolescents. Students will examine the diagnostic classification, epidemiology and aetiology of a range of psychological problems in childhood and adolescence, including anxiety disorders, mood disorders, behavioural disorders, trauma and stressor-related disorders, eating disorders, learning disabilities, and attention-deficit disorder. The theoretical and empirical foundations of a range of cognitive and behavioural techniques will be discussed along with a number of major conceptual and practical issues in the treatment of psychological disorders in childhood and adolescence, including cultural and inter-professional contexts.

This introductory placement subject comprises 180 hours of placement activity accrued one-day a week over 24 weeks and is designed to allow students to apply the theoretical knowledge they have gained in the following coursework subjects, Core Skills & Ethical Practice; Psychological Assessment; Psychopathology: Theory and Practice and Psychological Interventions 1. The aim of the subject is to establish and enhance, under close supervision, a range of clinical psychology assessment and intervention skills applied to real clients. Regular and systematic video-recording of trainee-client sessions and supervisor feedback guided by competency-based principles provide trainees with an excellent opportunity to acquire, consolidate and generalise a wide range of competencies important for clinical psychology practice.

In this subject students acquire an understanding of how biological, psychological, social factors interact in health and illness, and how the principles of biopsychosocial models of health inform clinical psychology intervention strategies that can be applied to the management of physical disorders. This subject will cover psychological assessment, formulation that integrates medicine and psychology, clinical health psychology treatments and assessment of their outcomes. Given that comorbidity has an impact on health outcomes, psychological practice when working with co-morbid substance use disorders will also be addressed. Practice within this branch of clinical psychology requires working within inter-disciplinary treatment contexts that include medical interventions and the tailoring of psychological interventions to help manage a medical condition and enhance quality of life. The subject includes culturally responsive attitudes and skills in clinical health psychology practice, including when working with Aboriginal and Torres Strait Islander Australians.

This subject provides a comprehensive grounding in contemporary neuropsychological theories, methods and measures, including understanding of neurocognitive disorders. The nature of the cognitive systems involved in attention, memory, language, spatial processing, and executive functions will be reviewed, with discussion of the neuropsychological assessment of each of these systems. The subject also includes coverage of the classification, use and efficacy of common psychopharmacological agents. The subject will stress the importance of neural abnormalities in patients, and how these are related to symptoms and behavioural dysfunction. Working within inter-disciplinary contexts that include psychological, pharmacological and surgical treatments for neuropsychological disorders will also be discussed.

This subject provides a comprehensive examination of the nature, context and assessment of adult psychopathology. Students will review and critically evaluate the origins and structure of current diagnostic systems, and examine the diagnostic criteria for a range of major psychopathological syndromes and the range of contexts within which they may arise. Skills in balancing the assessment of adult disorders with counselling and engagement through a clinical diagnostic interview will be acquired. Beginning level skills in the formation of adult disorders will also be acquired.

This subject continues the study of clinical psychopathology. Students will examine the nature and assessment of a range of complex psychopathological syndromes, including schizophrenia and other psychotic disorders; eating disorders; personality disorders; substance-related disorders; dissociative disorders; and sexual and gender identity disorders and psychopathology presentations in diverse contexts (such as forensic settings and working with families).

The ability to understand and critique empirical research findings, and to evaluate the efficacy of therapeutic interventions, is essential to the professional psychologist as a scientist-practitioner. This subject equips students with advanced skills in utilising the research literature to guide and enhance their professional practice, design interventions to test clinically relevant hypotheses, and critically evaluate the effectiveness of existing research based on empirical evidence. It includes instruction in both quantitative and qualitative research design, program evaluation, single case designs and pilot studies.

Cognitive science is the interdisciplinary scientific investigation of the mind. Contemporary research in cognitive science conducted by members of the MARCS Institute forms the core of the unit. Research areas to be addressed: plasticity and learning; action and coordination; nonverbal communication; and ageing and cognition. Examples of research questions: Can learning be unconscious? What mechanisms enable interpersonal coordination as seen in music and dance ensembles? Why is it that music elicits strong emotions? How does attention influence perception? How does conditioning explain human preferences? Does social facilitation apply to humans interacting with robots? In what way does ageing impact upon decision making? Applications to the arts, education, health, aging, design, human-machine interaction and artificial intelligence will be discussed.

In this subject students apply core evidence-based counselling and intervention skills that are responsive to working within culturally and linguistically diverse communities, including and Aboriginal and Torres Strait Islander Australians. This subject addresses key cultural ethical, legal, and professional aspects of psychological practice; including working within one's competency and within inter-disciplinary contexts and the management of risk across the lifespan, including child protection. The theoretical underpinnings of evidence-based intervention strategies and ethical practice across the lifespan are critically examined, including from Aboriginal and Torres Strait Islander perspectives. Students develop their professional understanding of the codes and guidelines of the Australian Psychological Society and Psychology Board of Australia, and the relevant State and Commonwealth Acts and Regulations of Parliament. Major practice problems faced by psychologists and modes of resolution acceptable within the profession are considered. Students reflect on professionalism in psychology practice and how their own perspectives, world views, values and competencies may inform their processes ethical decision-making. Students will also identify areas for ongoing professional development.

This subject provides an introduction to the theory and practice of Cognitive Behaviour Therapy (CBT), an evidence-based form of therapy and an important therapeutic tool for psychologists working in diverse settings. Students in this subject will develop foundational skills in CBT assessment, formulation and treatment and a critical understanding of CBT application across conditions, populations and social settings. In addition, students will be introduced to family therapy (FT), including different models of FT, assessment, case formulation and FT application across different family situations. CBT and FT will be contrasted and examined for their application to a range of common psychological presentations, including ways to tailor responsive interventions in Aboriginal and Torres Strait Islander and multicultural contexts.

This subject engages students in the practices of digital social research through a simulation of a professional research consultancy. Students will construct and apply a digital social science approach for an internal or external client brief. Students will engage with client and stakeholder needs through their role as a consultant as they carry out the digital social research project for their client. In doing so, students engage with the ethical and moral implications of using digital social data and discover the opportunities to apply and communicate digital social research methods in real world settings.

This subject presents and explores ways of working therapeutically with trauma. The interpersonal neurobiologists' focus of Mind/Body connection features in detail in this subject. Work with emotions, embodiment and the counsellor/client relationship as instruments of therapeutic change will be considered. Students will learn what it means to be a trauma-sensitive therapist and develop techniques and methods for working across the spectrum of trauma responses including dissociation. A range of psychotherapeutic models will feature such as somatic therapies, sensorimotor psychotherapy, emotionally focused therapy, and notions of 'felt sense'. Complementary modes of healing, such as mindfulness, breathwork and the practices of yoga and meditation will be considered for what they can offer to a trauma-informed approach to therapy. Students will develop skills in working with emotions and nonverbal communication, as well as recognizing how the 'spoken' incorporates the physical.

How do humans learn and process language, in its spoken, gestural, and written forms? This subject will equip students with theoretical foundations and practical understandings of how to read and conduct research in this area. Topics may include research areas such as language acquisition, language use and communication, word recognition, reading development and disorders, speech perception and production. In addition, a review of data collection and analysis techniques will be provided. The subject will include lecture and laboratory experimental work. The subject will be focused on research currently conducted by members of the MARCS Institute.

A multidisciplinary team will provide an introduction to several aspects of neuroscience including cellular, computational, behavioural and biomedical neuroscience. The program will provide a strong foundation in modern neuroscience for those wishing to pursue further independent research in the field. With a focus on real-world neuroscience research, topics include introductory biology, computational modelling, biosignal acquisition, signal processing and data mining. The subject will include lecture and laboratory work.

This placement subject provides students with an opportunity to apply knowledge gained in coursework subjects to professional practice and to practice, under clinical supervision, basic assessment and intervention skills with real clients. Each student must undertake a minimum of 300 hours of supervised placements, participate in the mandatory workshops and present at a case presentation to complete the course. This requirement is consistent with standards prescribed by APAC, the course accrediting body.

This subject covers the theory and practice of Cognitive Behaviour (CBT) from a competency-based perspective. The competency paradigm is introduced first before key competencies including CB-Assessment, formulation, psychoeducation, behavioural (behavioural activation, exposure therapy and behavioural experiments) and cognitive intervention techniques are discussed. For each competency domain, knowledge (theory, models and principles), knowledge-application (procedural knowledge), technical skills (e.g., socratic dialogue) and relationship skills (engagement, collaboration, and collaborative empiricism) are addressed. Higher-order integrative competencies including the use of CBT in multicultural contexts, and meta-competencies such as scientist-practitioner and reflective-practitioner competencies are discussed towards the end of the subject. In alignment with competency-based pedagogies, learning activities include didactic presentations, knowledge-application tasks and skills training within small groups, and assessments include a demonstration of competence appropriate for a developing CB practitioner.

This subject provides an examination of a range of major categories of psychopathology, including more typical presentations for psychological treatment and inter-professional indications and communication. Students will critically evaluate the common diagnostic systems of adult psychopathology, and examine the diagnostic criteria for a range of major psychopathology presentations. The subject will equip students with skills in the application of diagnostic and psychometric assessment of these psychological disorders and the ability to construct a case formulation with systemic and cultural considerations, including for Aboriginal and Torres Strait Islander people to inform psychological treatment interventions. Students will also develop skills in discerning when, why and how to collaborate and communicate with multidisciplinary teams in inter-professional context.

This is a 20 credit point year-long subject taken over two sessions (10 credit points in each session). The research project provides an opportunity to construct an informed research question or hypothesis. This justified research proposal is completed and investigated independently by students under supervision, over a one-year period. It is conducted in an area of relevance to professional practice, with a central focus on the scientific analysis of a problem or hypotheses. Students can choose from a range of approved research designs, but must undertake and write an analytic review of the relevant literature, formulate a research question, design of an appropriate method, collect and analyse data, interpret findings, and effectively communicate their research in the form of an empirical research report.

This placement subject comprises 220 hours of placement activity accrued one-day a week over 24 weeks, builds on knowledge and skills acquired in coursework subjects and extends and consolidates competencies acquired in Clinic Placement A. The aim of the subject is to establish and enhance, under close supervision, a range of clinical psychology assessment and intervention skills applied to real clients. Regular and systematic video-recording of trainee-client sessions and supervisor feedback guided by competency-based principles provide trainees with an excellent opportunity to acquire, consolidate and generalise a wide range of competencies important for clinical psychology practice.

This placement subject is an external placement that provides students the opportunity to practise, under clinical supervision, clinical psychological assessment and intervention to a range of clients across age ranges, severity levels and psychological disorders. The aim is to build upon and extend knowledge, skills, relationship and professional attitude competencies acquired during a supervised University Clinic placement while working with real clients seeking clinical psychological services within an external agency. Each external placement must comprise a minimum of 200 hours of clinical psychology practicum work of which at least 80 hours must be in face-to-face client work, and all internal and external placements together must comprise a minimum of 1000 practicum hours of which 400 hours must be in face-to-face client work as defined by APAC. Placements are arranged by the Placement Coordinator who is responsible for ensuring that the placement and supervision meet APAC requirements. Students must participate in the mandatory workshops and present a case at the relevant Case Presentation Day (or equivalent by permission in special circumstances).

This placement subject is an external placement that provides students the opportunity to practise, under clinical supervision, clinical psychological assessment and intervention to a range of clients across age ranges, severity levels and psychological disorders. The aim is to build upon and extend knowledge, skills, relationship and professional attitude competencies acquired during a supervised University Clinic placement while working with real clients seeking clinical psychological services within an external agency. Each external placement must comprise a minimum of 200 hours of clinical psychology practicum work of which at least 80 hours must be in face-to-face client work, and all internal and external placements together must comprise a minimum of 1000 practicum hours of which 400 hours must be in face-to-face client work as defined by APAC. Placement are arranged by the Placement Coordinator who is responsible for ensuring that the placement and supervision meet APAC requirements. Students must participate in the mandatory workshops and present a case at the relevant Case Presentation Day (or equivalent by permission in special circumstances).

This subject offers students a contemporary understanding of the psychological assessment, intervention and evaluation techniques relevant to the support of people with disability. Biological, psychological social and community factors contributing to support will be presented. Ecological, functional and clinical approaches to planning across the life span will be taken, addressing early intervention, childhood, adolescence, adulthood and ageing. A key focus of the subject will be advancing inclusion and quality of life outcomes to enable people with disability to fully participate in society. Current legal, policy and ethical issues will also be discussed, including professional standards for working effectively across multicultural and multidisciplinary contexts.

The aim of this subject is to provide MRes candidates with a research development and training opportunity through a cross disciplinary, supportive, experiential learning environment. Through exposure to workplaces, research institutes, community settings, and research processes, students will have the opportunity to apply their research and technical skills and develop their professional identity in their chosen field of research. The placement will be chosen by the student in consultation with the subject coordinator and will be undertaken either as an individual or part of a project team. If students enrolled in B Research Studies/M Research wish to take this subject before having completed the prerequisite subject 800218 Researcher Development 1: Reading, Writing, and the Business of Research, contact the subject coordinator to obtain permission to complete a rule waiver (this will be on a case by case basis only).

The ability to work with mental health issues and psychological distress that arises within a range of contexts is an essential skill for Clinical Psychologists. This subject equips students with skills in assessment, formulation and tailored psychological interventions for those who experience psychological distress within family systems and broader socio-cultural contexts; including abuse and violence; working within medico-legal systems, and broader socio-cultural contexts. The subject will explore theories, psychological techniques and prepare students to working within these settings that include inter-disciplinary collaboration and communication with multidisciplinary health services and legal practitioners. Please note: some of the activities in this subject may include experiential learning, for example where students may be asked to take on the client role using their own lived experience, to provide opportunity for training in therapeutic modalities that are more “real-world”. Students may opt-out of these activities without consequence through speaking to the subject coordinator and alternative arrangements for student learning opportunities will be organised.

Clinical psychology is a fast-evolving discipline, and practitioners need to be able to respond to changing psychological health needs of a diverse population. This subject will prepare students to expand their skills in clinical assessment of psychopathology, diagnosis and psychological interventions to respond to the needs and preferences and cultural values of clients who experience complex and/or chronic psychological disorders. Responsive practice within the context of the changing demands for clinical psychology services is foregrounded, as is the unique context of Aboriginal and Torres Strait Islander people. This subject will explore the theories, techniques and effectiveness of new and emerging psychological therapies; prepare students for working in multidisciplinary teams; and introduce students to the practice of clinical psychology with more complex client groups. The subject will also examine the professional and organisational roles of clinical psychologists within these settings. Please note: some of the activities in this subject may include experiential learning, for example where students may be asked to take on the client role using their own lived experience, to provide opportunity for training in therapeutic modalities that are more “real-world”. Students may opt-out of these activities without consequence through speaking to the subject coordinator and alternative arrangements for student learning opportunities will be organised.