Students
PSYN8847 – Neuropsychological Rehabilitation and Intervention
2020 – Session 2, Special circumstance
Notice
As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group learning activities on campus for the second half-year, while keeping an online version available for those students unable to return or those who choose to continue their studies online.
To check the availability of face to face activities for your unit, please go to timetable viewer. To check detailed information on unit assessments visit your unit's iLearn space or consult your unit convenor.
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Melanie Porter
Jamie Berry
|
|---|---|
| Credit points |
Credit points
10
|
| Prerequisites |
Prerequisites
Admission to MClinNeuro or MClinPsych
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit offers an introduction to: developmental and acquired brain impairment and how this can affect day to day functioning; emotional and psychological reactions to brain impairment; the neuropsychologist's role in intervention; recovery and rehabilitation following acquired brain impairment; models and theories of rehabilitation; and developing and evaluating intervention programs. The unit covers both child and adult neuropsychological intervention.
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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:
- ULO1: Demonstrate in-depth knowledge of direct and indirect effects of CNS/brain impairment.
- ULO2: Understand the neuropsychologist's role in rehabilitation/intervention.
- ULO3: Critically evaluate various models and approaches of neuropsychological intervention.
- ULO4: Design, implement and evaluate neuropsychological intervention programs within the context of a multi-disciplinary team.
- ULO5: Set functional intervention goals.
- ULO6: Understand the importance of a holistic approach to intervention.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Case conference class participation | 0% | Yes | TBA |
| Part B: Intervention goals and strategies | 30% | No | TBA |
| Part A: Case Description | 20% | No | TBA |
| Part C: Integrated and comprehensive intervention plan | 50% | No | TBA |
Case conference class participation
Assessment Type 1: Participatory task
Indicative Time on Task 2: 5 hours
Due: TBA
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students contribute to case conference presentations in the co-taught seminar with PSYN8916, where students on placement present cases from the placement to the combined group for open discussion.
On successful completion you will be able to:
- Demonstrate in-depth knowledge of direct and indirect effects of CNS/brain impairment.
- Understand the neuropsychologist's role in rehabilitation/intervention.
- Understand the importance of a holistic approach to intervention.
Part B: Intervention goals and strategies
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 20 hours
Due: TBA
Weighting: 30%
Students submit a 1,000 word description of intervention goals relating to their case, including GAS scaling for 2-3 goals. Students will discuss the models and approaches pertinent to the goals for the case, providing the rationale and justification for your approach, linking the goals to the intervention strategies
On successful completion you will be able to:
- Demonstrate in-depth knowledge of direct and indirect effects of CNS/brain impairment.
- Understand the neuropsychologist's role in rehabilitation/intervention.
- Critically evaluate various models and approaches of neuropsychological intervention.
- Design, implement and evaluate neuropsychological intervention programs within the context of a multi-disciplinary team.
- Set functional intervention goals.
- Understand the importance of a holistic approach to intervention.
Part A: Case Description
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 15 hours
Due: TBA
Weighting: 20%
Students submit a 500 word case scenario describing the condition (onset, nature, severity) of any cognitive, emotional, behavioural impairments, and/or other anomalies and the disabilities arising from them, as well as relevant psychosocial /other background details that will form the basis of your intervention and explain why you have chosen this case.
On successful completion you will be able to:
- Demonstrate in-depth knowledge of direct and indirect effects of CNS/brain impairment.
- Understand the neuropsychologist's role in rehabilitation/intervention.
- Design, implement and evaluate neuropsychological intervention programs within the context of a multi-disciplinary team.
- Understand the importance of a holistic approach to intervention.
Part C: Integrated and comprehensive intervention plan
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 31 hours
Due: TBA
Weighting: 50%
Students will submit, in 3000 words, an integrated and comprehensive neuropsychological intervention plan for the patient/client within the context of an interdisciplinary team, based on feedback from Parts A and B.
On successful completion you will be able to:
- Demonstrate in-depth knowledge of direct and indirect effects of CNS/brain impairment.
- Understand the neuropsychologist's role in rehabilitation/intervention.
- Critically evaluate various models and approaches of neuropsychological intervention.
- Design, implement and evaluate neuropsychological intervention programs within the context of a multi-disciplinary team.
- Set functional intervention goals.
- Understand the importance of a holistic approach to intervention.
1 If you need help with your assignment, please contact:
- the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
- the Writing Centre for academic skills support.
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Delivery and Resources
TBA
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/student-conduct
Results
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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 help you improve your marks and take control of your study.
The Library provides online and face to face support to help you find and use relevant information resources.
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
If you are a Global MBA student contact globalmba.support@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.