ALHT106 Extended Unit Outline (2019 ) corrected 27 PDF

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ALHT106 Extended Unit Outline (2019)_corrected 27.3.19.pdf ALHT106 Extended Unit Outline (2019)_corrected 27.3.19.pdf ALHT106 Extended Unit Outline (2019)_corrected 27.3.19.pdf...

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FACULTY OF HEALTH SCIENCE School of Allied Health St Patricks (Melbourne), Aquinas (Ballarat), MacKillop (North Sydney), McAuley at Banyo (Brisbane) SEMESTER 1, 2019 ALHT106: Psychology for Allied Health UNIT OUTLINE

Credit points: 10 Prerequisites / incompatibles: It is your responsibility as a student to ensure that you have the prerequisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator.

National Lecturer in Charge: Dr Kimberley Mallan UNIT RATIONALE, DESCRIPTION and AIM: This unit introduces the allied health student to the psychological theories and constructs that are crucial to working within the allied health professions. Students will be provided with an introduction to psychology including a review of the contemporary perspectives in psychology along with an understanding of the alignment of psychological principles with the allied health professions. In this unit students will cover learning theory, memory and intelligence, motivation and emotion, personality, social cognition, and health psychology. An understanding of these psychological factors is crucial as application of this knowledge is required by allied health students when undertaking professional practice placements and across their entire professional career.

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Teaching team: National LIC & Brisbane & Ballarat LIC: Kimberley Mallan (Psychology) Contact: 208.2.12, 1100 Nudgee Rd, Banyo, QLD, 4014 T: (07) 3861 6093 E: [email protected] Please contact me via email in the first instance. Available Monday – Friday.

North Sydney LIC: Melissa Aguey-Zinsou (OT) Contact: Level 9, 33 Berry St, North Sydney, NSW, 2060 T: (02) 9465 9064 E: [email protected] Please contact me via email in the first instance. Available Monday – Friday.

Melbourne LIC: Regina Fitzpatrick (SP) Contact: Level 2, Daniel Mannix Building, Fitzroy, Vic, 3065 T: (03) 9230 8217 E: [email protected] Please contact me via email in the first instance. Available Monday – Thursday.

If you are experiencing any difficulties meeting the requirements of your studies, please contact your Lecturer in Charge or your campus discipline course coordinator.

Contact: General questions regarding this unit: •

Please post any questions that you have on LEO (via the “Ask the Lecturer” forum in the “Communicate” block) so that other students can benefit from reading the answers in the first instance.

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Questions posted on LEO will be responded to within three working days (thus questions posted on the weekend may require a longer time frame for response).

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If you require further clarification regarding unit material it is best to ask your question during your tutorial.

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Students who are encountering significant difficulties understanding the unit material should seek support from their state based LIC as early as possible.

Questions about the assessments: •

Please post questions regarding assessments on LEO (via the “Ask the Lecturer” forum in the “Communicate” block) so that other students can benefit from the answers.

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If you ask your tutor direct questions about the assessments during tutorials you will be directed to LEO.

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Your tutor can of course answer questions regarding unit content.

Frequency of checking LEO and ACU email account: •

It is expected that you check LEO and your ACU email account on a daily basis (during weekdays) for important announcements and other information (e.g., additional information about assessments, changes to the weekly schedule, etc.).

Confidential or personal communication can be directed to an appropriate member of the teaching team via email.

TUTORS: Ballarat: Thursday 8–10am (110.G.03): Sarah Macneil [email protected] Thursday 10am–12pm (110.G.03): Sarah Macneil [email protected] Thursday 1–3pm (110.1.08): Sarah Macneil [email protected] Melbourne: Tuesday 8–10am (405.G.04): Natalie Amos [email protected] Tuesday 10am–12pm (405.G.04): Natalie Amos [email protected] Wednesday 8–10am (405.G.04): Jordan Hinton [email protected] Wednesday 1–3pm (420.1.46A): Jordan Hinton [email protected] Thursday 8–10am (405.G.04): Prem Sebastian [email protected] Thursday 12–2pm (405.2.01): Prem Sebastian [email protected] Thursday 12-2pm (405.G.04): Natalie Amos [email protected] Thursday 2–4pm (405.G.04): Natalie Amos [email protected] Friday 8–10am (405.G.04): Meghan Wilson [email protected] North Sydney: Tuesday 8–10am (531.G.06B): Rhonda Simons [email protected] Tuesday 10am–12pm (531.G.06B): Rhonda Simons [email protected] Tuesday 10am-12pm (526.2.10): Robyn Youie [email protected] Tuesday 1–3pm (546.4.01): Robyn Youie [email protected] Tuesday 3–5pm (546.4.01): Robyn Youie [email protected] Wednesday 8–10am (531.G.06B): Nathanial Kapsal [email protected] Wednesday 10am–12pm (531.G.06B): Nathanial Kapsal Page 3 of 24

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[email protected] Wednesday 1–3pm (532.1.04): Nathanial Kapsal [email protected] Wednesday 2–4pm (531.G.06A): Kate Needham [email protected] Wednesday 4–6pm (531.G.06A): Kate Needham [email protected] Thursday 9–11am (531.G.06A): Tim Marsh [email protected] Thursday 11am–1pm (531.G.06A): Tim Marsh [email protected] Brisbane: Monday 10am–12pm (202.1.03): Julie Hughes [email protected] Monday 12–2pm (202.1.02): Julie Hughes [email protected] Tuesday 4-6pm (220.2.10): Tiffany Gutteridge [email protected] Wednesday 12–2pm (232.G.01): Adina Piovesana [email protected] Wednesday 2– 4pm (232.G.01): Adina Piovesana [email protected] Wednesday 4– 6pm (202.1.02): Adina Piovesana [email protected] Thursday 2–4pm (220.2.08): Tiffany Gutteridge [email protected] Thursday 4–6pm (220.2.08): Tiffany Gutteridge [email protected] Friday 12–2pm (232.G.03): Brittany McInerney [email protected] Friday 2–4pm (232.G.03): Brittany McInerney [email protected] Mode/attendance pattern: O n c a m p u s. 1 hour online lecture per week, 1 hour face to face lecture per week, 2 hour face to face tutorial per week

Duration:

12 week-semester You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assessment preparation.

Attendance requirements of unit Attendance at 100% of lectures and tutorials is expected and an attendance record of all tutorial classes will be recorded. A minimum of 80% of tutorial classes is mandatory.

Reasons why attendance is required In tutorials, you will be interacting with other students and developing skills which you will use in your professional/clinical experience. Students who do not attend are at risk of not developing these essential skills.

Procedures to follow should a student fail to attend the absolute minimum of 80% of classes due to illness and/or personal circumstances beyond their control Page 4 of 24

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You must contact your Lecturer-in-Charge when you know you have breached the 80% minimum requirement for tutorials 2. You must complete an application for special consideration outlining why you were unable to attend with supporting documentation and submitting this application to the administrative staff on your campus. This form can be found in your Student Connect or at: https://units.acu.edu.au/__data/assets/pdf_file/0010/48493/SC_Application_for_Special_Consider ation_20180214.pdf 3. If your application is approved your Lecturer-in-Charge may then provide you with a learning activity which you will be required to submit on a specified date

Consequence for not meeting 80% attendance requirements of unit 1.

Failure to provide written evidence of the reason for your non-attendance and/or failure to submit the learning activity by the specified due date will result in a Fail grade for this unit. 2. Non-attendance of more than 40% of all tutorial sessions (even with documentary evidence) will result in a Fail grade for the unit. In such instances you are advised to discuss your situation with the Course Coordinator and apply for “RE Re-credit of Student Learning Entitlement (SLE) and Refund of Fees in Special Circumstances”. This form can be found in your Student Connect or at: https://forms.acu.edu.au/__data/assets/pdf_file/0007/117457/RE_Recredit_of_Units_Refund_of_ Fees_form_20180130.pdf

Schedule – Census date: HECS Census date. If you feel you cannot complete this unit successfully, you need to formally withdraw from the unit before [insert census data]. Go into your Student Connect and un-enrol there. Failure to withdraw will mean that you receive a NN (Fail) grade on your academic transcript and you will incur tuition fees for this unit. It is very important that you speak to your campus Course Coordinator before withdrawing. School of Allied Health Administration (for submission of Application for Special Consideration) Brisbane Melbourne (07) 3623 7842 (03) 9953 3636 [email protected] [email protected]

North Sydney (02) 9739 2595 [email protected]

LEARNING OUTCOMES The Bachelor of Physiotherapy, Bachelor of Occupational Therapy and Bachelor of Speech Pathology courses are professional programs that require the development of particular attributes for accreditation purposes. These are also included in the learning outcomes. On successful completion of this unit, you should be able to: 1. Describe the scientific approach of modern psychology and principles for generating knowledge. (GA 4, 5) 2. Explain the principles of major learning theories in psychology and identify implications for understanding behaviour in health settings. (GA 1, 4, 5) Page 5 of 24

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3. Describe the main theories of human memory and some of their implications for understanding behaviour in health settings (GA 5, 8, 9) 4. Explain the major theories of motivation, emotion, and personality and their use in helping to explain allied health practices (GA 1, 4, 5) 5. Locate and extract appropriate information from electronic health databases in preparing an assessment using relevant academic conventions. (GA 8, 9)

GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. You can view the ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes. On successful completion of this unit, you should have developed your ability to: GA1

demonstrate respect for the dignity of each individual and for human diversity

GA4

think critically and reflectively

GA5

demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession

GA8

locate, organise, analyse, synthesise and evaluate information

GA9

demonstrate effective communication in oral and written English language and visual media

CONTENT Topics will include: Introduction to psychology. What is psychology?

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Contemporary perspectives on psychology

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The fields of psychological practice

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The alignment of psychology with allied health practice

Scientific approach to knowledge generation (Research)

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Learning Classical conditioning

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Pavlov’s model •

Unconditioned stimulus (UCS), conditioned stimulus (CS), unconditioned response (UR),

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& conditioned responses (CR) •

Stimulus generalization & discrimination

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Extinction

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Factors impacting classical conditioning

Operant conditioning

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Reinforcement (positive & negative), punishment and extinction

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Schedules of reinforcement (continuous vs intermittent, ratio vs schedule)

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Context of reinforcement 

Types of reinforcers

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Categories of reinforcer

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Factors influencing reinforcers

Shaping and chaining

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Prompting and fading

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Cognitive – social theory

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Learning & cognition

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Observational learning & modelling

Memory and Intelligence •

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Intelligence •

What is intelligence

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Intelligence testing

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Categories of Intellectual ability

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Intelligence: genetics vs environment

Memory •

Encoding, storage and retrieval

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Sensory memory

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Working (short) term memory

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Long term memory - implicit versus explicit memory - declarative versus procedural memory - episodic versus semantic memory

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Memory deficits

Motivation and Emotion Motivation: •

What is motivation?

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Perspectives on Motivation •

Psychodynamic

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Behaviourist (eg: Drive-reduction theories)

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Cognitive (eg: Goal-setting theories, self-determination theory)

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Humanistic (eg: Maslow)

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Evolutionary

Emotion: •

What is emotion? (emotional displays, cultural influences, regulation)

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Perspectives on Emotion •

Psychodynamic perspective

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Cognitive perspective

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Evolutionary

Personality •

What is personality?

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Perspectives of personality •

Psychodynamic

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Cognitive-social

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Trait theories

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Humanistic theories

Social Cognition •

What is social cognition?

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Biases and stereotypes

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Concepts of self

Health Psychology •

Introduction of health psychology

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Models of health behaviour

QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys. Based on SELT feedback the following changes were implemented in 2018 and will be implemented again for 2019: Page 8 of 24

Review of online quiz questions Version: 1

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Feedback for online quizzes following quiz completion

SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.

LEARNING AND TEACHING STRATEGY AND RATIONALE This unit utilises blended learning with a combination of face to face and online lectures and face to face tutorials. The blended lecture format allows for the online delivery of lectures focusing on key psychology constructs whilst the face to face lecture focuses on the application of these constructs to the field of allied health. The separation of factual and applied material utilising case based scenarios is used to assist the student to understand how to apply key psychological principles to professional practice. Tutorials are face to face and comprise small group activities designed for students to engage in interdisciplinary discussion regarding their own and others professions. Students are encouraged to engage in experiential learning and constructivism to develop their own knowledge in exploring the application of psychological principles to allied health.

ASSESSMENT STRATEGY AND RATIONALE In this unit students are required to demonstrate their understanding of psychological principles and then demonstrate the application of those principles to the allied health disciplines. As such some assessment task/s have a focus on the recall of facts and basic concepts as well as the capacity to explain psychological ideas and concepts. Students must also however demonstrate application of psychological information to an allied health scenario/s where taught information must be used and applied to a new / specific situation. Factual and applied assessments are utilized to ensure that students have understood and retained key psychological concepts and that they can then apply this knowledge to the allied health field. The assessment tasks aim to clearly show students the link between psychology and allied health such that this understanding can be applied to future theoretical and professional practice units.

SCHEDULE Blended Learning: This unit is a taught utilising a Blended Learning / Flipped Classroom approach. Blended learning refers to a unit that combines both online media with traditional face to face teaching. This unit comprises of: -

One (1) hour of psychology specific content which is a recorded lecture presented in an

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One (1) hour of allied health application material. This lecture will be a face to face

online ‘lesson’. This material will be delivered by a psychologist.

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lecture and will be delivered by allied health staff. - Two hours of face to face tutorial per week. It is expected that students will have watched the online lecture before the face to face lecture on a Monday morning. This is because the face to face lecture will be looking at how the psychology material presented online applies to your future work in allied health.

Additional information regarding Blended Learning is available via the ACU website at: http://www.acu.edu.au/staff/our_university/learning_and_teaching/technology_enhanced_learning/bl ended_learning Note: ALHT106 is a national unit which means that the cohort comprises students from Ballarat, Melbourne, North Sydney and Brisbane. This means that all students regardless of the state in which they sit must have equitable teaching and learning experiences. The face to face lecture is on a Monday and tutes are on various days of the week. The Monday face to face lecture is impacted by two different public holidays – Labour Day in Melbourne and Labour Day in Brisbane. This means that for equity purposes all lectures for those weeks will be online. Additionally, the unit is impacted by Good Friday as there are tutorials that run on a Friday. For equity this means that all tutorials that week (week 8) will be online. Unlike other units it is not possible to re-schedule these tutorials due to the unavailability of rooms and the fact that casual staff teach into many of the tutorials and thus have prior commitments ...