Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Children are developing and changing rapidly hence a thorough knowledge of child development must underpin all appraisals of children's behaviour. Children must also be seen within the context of their family, the school and the wider community in which they operate. Both past experiences and current circumstances influence children's behaviour and development. Effective assessment and management of children's difficulties therefore requires consultation with the family, with teachers and with significant others in the child's life. This demands an awareness of, and sensitivity to family dynamics and the effects of a wide range of cultural and environmental factors on family functioning and child development and behaviour.

Aims

This unit aims to provide you with a sound understanding of the aetiology, diagnosis and management of emotional and behavioural disorders in children. This unit places emphasis on understanding the child within the context of their family and the wider community. The unit encourages individuals to critically evaluate the evidence for different strategies for both assessing and managing the mental health needs of children and their families.

Objectives

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

1. assess children's behavioural, social and emotional problems including the influence of current contextual issues and predisposing factors;


2. demonstrate an understanding of classification systems in relation to disorders of childhood;


3. develop appropriate assessment and treatment plans for the most common disorders of childhood and adolescence;


4. implement appropriate preventative strategies in relation to children at risk and know how to access locally available community resources to assist families;


5. describe the actions of commonly used and abused psychoactive drugs in the child and adolescent area;

Content

A range of common behavioural and developmental disorders of childhood will be discussed in terms of their nosology, aetiology, assessment and management. All aspects of the unit will be well grounded in theory but will also have a strong practical component to them. In particular, the unit focuses on the influence of ecological and cultural factors on children's development and behaviour. Issues related to the assessment and treatment of the most common behavioural and emotional problems in children and adolescents will be addressed. Preventative strategies, including contemporary research on resilience will also be considered. Throughout the seminars, emphasis will be placed on matching assessment techniques and therapeutic style with the child's developmental level.

Approaches to Teaching and Learning

This unit comprises a weekly three hour seminar. It has a practical focus with an emphasis on assessment and intervention. The unit draws upon your existing knowledge about child development and knowledge gained through the Assessment unit and the Ethics unit of the current course, to develop your skills in working effectively with children, adolescents and families.

Assessment

The formative aspect aims to strengthen your skills by providing you with constructive feedback. The purpose of summative assessment is to focus on outcome, standard and comparison with the benchmarks. Separate criteria for each piece of assessment will be discussed in Week 1.

Assessment name: Essay
Description: You will be provided with a list of topics relevant to contemporary issues in Child and Adolescent Psychopathology and Treatment in Week 2. The requirement is to select one of these contemporary issues and write a critical essay (Maximum word length 4500). This essay should reflect:

• a relevant literature review that identifies key literature and authors related to the issue;


• a critical appraisal by you of this literature and your perspective on the issue;


• the implications for clinical practice posed by the issue;


• empirical and theoretical aspects and questions raised by the issue for the field, particularly in terms of future research implications.

The major focus of this paper should be in highlighting your understanding of the issue, and not simply be a review of literature.
The major focus of this paper should be in highlighting your understanding of the issue, and not simply be a review of literature.
Relates to objectives: 1-5
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: TBA


Assessment name: Take Home Exam
Description: Examination of unit content will be conducted on completion. This examination will be based on a case presentation presented by the lecturer or an invited presenter.
Students will be required to provide:


• a brief formulation based on Carr's format.


• a review of issues relevant to the case based on current empirical research.


• a discussion of clinical issues as perceived by the student, including likely process issues to emerge in the course of treatment. Relevant contemporary theory informing the view should be indicated.


• a treatment plan, including any additional assessment that would be undertaken.

The emphasis of this assessment is on the student's ability to apply contemporary theory and research discussed during the course to clinical material. The maximum word length in 2,500 words.
The emphasis of this assessment is on the student's ability to apply contemporary theory and research discussed during the course to clinical material. The maximum word length is 2,500 words.
Relates to objectives: 1-5
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: TBA


Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Carr, A (2006). Handbook of Child and Adolescent Child Psychology. New York: Brunner-Routledge.

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Risk assessment statement

Discussion of childhood related issues may cause distress to some participants. Students who may find the material stressful are advised to discuss any issues which arise with a member of the University Counselling Service. The service is provided at no cost to QUT students.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 11-Apr-2013