Students

PSY 466 – Advanced Issues in Health Psychology

2017 – S2 Day

General Information

Download as PDF
Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Sue Ferguson
Contact via email
C3A 421
Lecturer
Christopher Kilby
Contact via email
Credit points Credit points
3
Prerequisites Prerequisites
Corequisites Corequisites
PSY490 or PSY495
Co-badged status Co-badged status
PSYC766
Unit description Unit description
This unit provides an advanced overview of health psychology. Health psychology is devoted to understanding psychological influences on how people stay healthy, why they become ill, and how they respond when they do get ill. Empirical and clinical evidence suggests the optimal approaches, especially in the prevention of poor lifestyle habits, to promote healthy behaviour. Topics covered within this unit include the nature of chronic illness and pain, stress and its management, health inequalities, design and planning of behaviour change interventions, and coping with serious illness such as cancer, both individually and from a dyadic perspective.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • 1. Demonstrate the ability to critique an empirically based research article
  • 2. Critique the major theoretical models in health psychology.
  • 3. Summarise and compare different public health approaches to minimising population-based ill-health.
  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 5. Review the psychosocial impact of various medical conditions on an individual's well-being.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Assessment Tasks

Name Weighting Hurdle Due
Individual class presentation 10% No 21st Aug, 2017
Simulated Grant Application 40% No Friday 15 Sept, 2017
Class Test 50% No 6th Nov, 2017

Individual class presentation

Due: 21st Aug, 2017
Weighting: 10%

Students work individually in this formative task of reviewing a research paper on health psychology, a paper chosen to provide a partial rationale for their later simulated grant application assignment. The individual then presents the critique to the class and hands in their PowerPoint slides on the day of their presentation.


On successful completion you will be able to:
  • 1. Demonstrate the ability to critique an empirically based research article

Simulated Grant Application

Due: Friday 15 Sept, 2017
Weighting: 40%

Individual Simulated Grant Application a for a health intervention.


On successful completion you will be able to:
  • 1. Demonstrate the ability to critique an empirically based research article
  • 2. Critique the major theoretical models in health psychology.
  • 3. Summarise and compare different public health approaches to minimising population-based ill-health.
  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Class Test

Due: 6th Nov, 2017
Weighting: 50%

A short-answer test given in class.


On successful completion you will be able to:
  • 2. Critique the major theoretical models in health psychology.
  • 3. Summarise and compare different public health approaches to minimising population-based ill-health.
  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 5. Review the psychosocial impact of various medical conditions on an individual's well-being.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Delivery and Resources

Lecture and Tutorial times

For 2017 Lectures/Workshops are held Mondays 11-1 in W6B 325.

Lectures/workshops are not recorded. Attendance is compulsory.

Additional unit information is on the unit's iLearn site.

 

Technologies used and required:

iLearn site access for unit outline and other information

Powerpoint for your tutorial presentation

Word or similar for your major assignment

 

Changes since the last offering of this unit

The unit structure is unchanged. Presentations are now individually rather than as a group and are based on different material (requiring less preparation).

Unit Schedule

Classes consist of a 2 hour lecture/workshop format

 

·         It is an assessment requirement of this unit that students attend all classes.

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 5. Review the psychosocial impact of various medical conditions on an individual's well-being.

Assessment tasks

  • Simulated Grant Application
  • Class Test

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • 2. Critique the major theoretical models in health psychology.
  • 5. Review the psychosocial impact of various medical conditions on an individual's well-being.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Assessment tasks

  • Individual class presentation
  • Simulated Grant Application
  • Class Test

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

  • 2. Critique the major theoretical models in health psychology.
  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 5. Review the psychosocial impact of various medical conditions on an individual's well-being.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Assessment tasks

  • Simulated Grant Application
  • Class Test

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • 2. Critique the major theoretical models in health psychology.
  • 3. Summarise and compare different public health approaches to minimising population-based ill-health.
  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 5. Review the psychosocial impact of various medical conditions on an individual's well-being.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Assessment tasks

  • Individual class presentation
  • Simulated Grant Application
  • Class Test

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • 1. Demonstrate the ability to critique an empirically based research article
  • 2. Critique the major theoretical models in health psychology.
  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 5. Review the psychosocial impact of various medical conditions on an individual's well-being.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Assessment tasks

  • Individual class presentation
  • Simulated Grant Application
  • Class Test

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • 2. Critique the major theoretical models in health psychology.
  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 5. Review the psychosocial impact of various medical conditions on an individual's well-being.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Assessment tasks

  • Simulated Grant Application
  • Class Test

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • 1. Demonstrate the ability to critique an empirically based research article
  • 3. Summarise and compare different public health approaches to minimising population-based ill-health.
  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 5. Review the psychosocial impact of various medical conditions on an individual's well-being.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Assessment tasks

  • Individual class presentation
  • Simulated Grant Application
  • Class Test

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcomes

  • 2. Critique the major theoretical models in health psychology.
  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Assessment tasks

  • Simulated Grant Application
  • Class Test

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes

  • 4. Design a basic outline of a health intervention based on modifying commonly held beliefs and health behaviours.
  • 6. Compare and contrast different approaches to managing health-related conditions in chronic disease, pain and stress.

Assessment tasks

  • Simulated Grant Application
  • Class Test