Grade descriptors and other information concerning grading are contained in the Macquarie University Assessment Policy.

All final grades are determined by a grading committee, in accordance with the Macquarie University Assessment Policy, and are not the sole responsibility of the Unit Convenor.

Students will be awarded a final grade and a mark which must correspond to the grade descriptors specified in the Assessment Procedure (clause 128).

To pass this unit, you must demonstrate sufficient evidence of achievement of the learning outcomes, meet any ungraded requirements, and achieve a final mark of 50 or better.

Further details for each assessment task will be available on iLearn.

Late Submissions

Unless a Special Consideration request has been submitted and approved, a 5% penalty (OF THE TOTAL POSSIBLE MARK) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a grade of ‘0’ will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical concern. 

 For example:

Number of days (hours) late	Total Possible Marks	Deduction	Raw mark	Final mark
1 day (1-24 hours)	100	5	75	70
2 days (24-28 hours)	100	10	75	65
3 days (48-72 hours)	100	15	75	60
7 days (144-168 hours)	100	35	75	40
>7 days (>168 hours)	100		75	0

 

For any late submissions of time-sensitive tasks, such as scheduled tests/exams, performance assessments/presentations, and/or scheduled practical assessments/labs, students need to submit an application for Special Consideration.  

Special Consideration

If you are unable to complete an assessment task on or by the specified date due circumstances that are unexpected, unavoidable, significantly disruptive and beyond your control, you may apply for special consideration in accordance with the special consideration policy. Applications for special consideration must be supported by appropriate evidence and submitted via ask.mq.edu.au.

Learning activities

As a student enrolled in this unit, you will engage in a range of online and/or face-to-face learning activities, including lectures, tutorials, personal reflection, readings, online modules and a placement. Details can be found on the iLearn site for this unit.

 

Recommended Readings

Readings are all available in Leganto, which can be accessed via the unit iLearn page.

 

Week 1

No reading

 

Week 2

Students should complete the Ethics Module, which has one reading

 

Week 3

1. Anderson, C. A., & Bushman, B. J. (2002). Human Aggression. Annual Review of Psychology, 53, 27-51.

2. Raine, A. (2008). From genes to brain to antisocial behavior. Current Directions in Psychological Science, 17, 323-328.

3. Huesmann, L. R., Dubow, E. F., & Boxer, P. (2009). Continuity of aggression from childhood to early adulthood as a predictor of life outcomes: Implications for the adolescent-limited and life-course-persistent models. Aggressive Behavior, 35, 136-149.

4. Jockin, V., Arvey, R. D., & McGue, M. (2001). Perceived victimisation moderates self-reports of workplace and aggression and conflict. Journal of Applied Psychology, 86, 1262-1269.

5. Warburton, W. A., & Anderson, C. A. (2015). Social psychology of aggression. In J. Wright & J. Berry (Eds.), International Encyclopedia of Social and Behavioral Sciences, 2^nd Edition, Vol. 1 (pp. 373- 380). Oxford, England: Elsevier.

6. Warburton, W. A., & Anderson, C. A. (2018). Aggression. In T. K. Shackleford & P. Zeigler-Hill [Eds.], The SAGE handbook of personality and individual differences: Vol. 3 Applications of personality and individual differences (pp. 183-211). Thousand Oaks CA: Sage.

7. Warburton, W. A., & Anderson, C. A. (2018). On the clinical implications of the GAM to domestic violence. In R. Art-Javier & W. G. Herron [Eds.], Understanding domestic violence: Theories, challenges, remedies (pp. 71-106). Lanham ND: Rowman and Littlefield.

 

Week 4

* 1. Anderson, C. A., Bushman, B. J., Donnerstein, E., Hummer, T. A., & Warburton, W. A. (2015). SPSSI research summary on media violence. Analyses of Social Issues and Public Policy, 15, 4-19. DOI:10.1111/asap.12093

2. Anderson, C. A., Suzuki, K., Swing, E., Groves, C., Gentile, … Warburton, W. A., Zhang, X., Tajima, S., Qing, F., & Petrescu, P. (2017). Media violence and other aggression risk factors in seven nations. Personality and Social Psychology Bulletin, 43, 986-998.

3. Anderson, C. A., Berkowitz, L., Donnerstein, E., Huesmann, L. R., Johnson, J., Linz, D., Malamuth, N., & Wartella, E. (2003). The influence of media violence on youth. Psychological Science in the Public Interest, 4, 81-110.

4. Murray, J. P., Liotti, M., Ingmundson, P., Mayberg, H. S., Pu, Y., Zamarripa, F., Liu, Y., Woldorff, M., Gao, J. H., & Fox, P. T. (2006). Children’s brain activations while viewing televised violence revealed by (fMRI). Media Psychology, 8, 25-37.

5. Anderson, C. A., Shibuya, A., Ihori, N., Swing, E. L., Bushman, B.J., Sakamoto, A., Rothstein, H.R., & Saleem, M. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in Eastern and Western countries. Psychological Bulletin, 136, 151-173.

6. Warburton, W. A., & Braunstein, D. (2012). Growing up fast and furious: Reviewing the impact of violent and sexualized media on children. Sydney: The Federation Press. Available at http://www.bookdepository.co.uk/Growing-Up-Fast-Furious-Wayne-Warburton/9781862878235

7. Coyne, S. M., Warburton, W. A., Essig, L. W., & Stockdale, L. A. (2018). Violent video games, externalizing behavior, and prosocial behavior: A five-year longitudinal study during adolescence. Developmental Psychology, 54, 1868-1880. DOI: 10.1037/dev0000574

8. Warburton, W. A. (2014). Apples, oranges and the burden of proof: Putting media violence findings in context. European Psychologist, 19, 60-67. DOI: 10.1027/1016-9040/a000166

9. Brockmyer, J. F. (2022). Desensitization and Violent Video Games: Mechanisms and Evidence. Child and Adolescent Psychiatric Clinics of North America, 31(1), 121-132. DOI: 10.1016/j.chc.2021.06.005.

 

Week 5

* Cranney, J. & Dunn, D.S. (2012) The Psychologically Literate Citizen. New York: Oxford University Press. Chapter 1 Psychological Literacy and the Psychologically Literate Citizen (pp. 3-12). Library call number BF77 .P754 2012 (in e-reserve)

 

Week 6:

No readings

 

Week 7

Psychology Board of Australia. 4+2 and 5+1 internship for registration guidelines

http://www.psychologyboard.gov.au/Standards-and-Guidelines/Codes-Guidelines-Policies.aspx

 

Week 8

*1.Lim, M. S. C., Agius, P. A., Carrotte, E. R., Vella, A. M., & Hellard, M. E. (2017). Young Australians’ use of pornography and associations with sexual risk behaviours. Australian and New Zealand Journal of Public Health, 41(4), 438-443. doi: 10.1111/1753-6405.12678.

2. Bernstein, S., Warburton, W. A., Bussey, K., & Sweller, N. (2021). “Rule 34: If it exists, there is porn of it…” Insights into the content choices, viewing reasons and attitudinal impact of internet pornography among young adults. Sexual Health and Compulsivity, 28(1-2), 1-28. https://doi.org/10.1080/26929953.2021.1986763.

3. Bernstein, S., Warburton, W. A., Bussey, K., & Sweller, N. (2022). Beyond the screen: Violence and aggression towards women within an excepted online space. Sexes, 3, 78-96. https://doi.org/10.3390/sexes3010007.

4. Bernstein, S., Warburton, W. A., Bussey, K., & Sweller, N. (2022). Pressure, preoccupation and porn: The relationship between internet pornography, gendered attitudes and sexual coercion in young adults. Psychology of Popular Media. Advance online publication. https://doi.org/10.1037/ppm0000393.

5. Bernstein, S., Warburton, W. A., Bussey, K., & Sweller, N. (2022). Mind the Gap: Young Adulthood and the Hazard of Internet Pornography. Sexuality Research and Social Policy, Advance online publication. https://doi.org/10.1007/s13178-022-00698-8.

 

Week 9:

*1. Job, S. R. F. (1999). The road user: The psychology of road safety. In J. Clark [Ed.], Safe and mobile: Introductory studies in traffic safety (pp. 21-55). Armidale: Emu Press.

2. Salmon, P., & Read, G. (2015, October 21). The ‘fatal five’ causes of road trauma: who’s in control? [Web log post]. Retrieved from https://theconversation.com/the-fatal-five-causes-of-road-trauma-whos-in-control-48976

 

Week 10

*1. Australian Psychological Society Code of Ethics, as adopted 2007. Available from: https://www.psychology.org.au/About-Us/What-we-do/ethics-and-practice-standards/APS-Code-of-Ethics

2. National Practice Standards for the Mental Health Workforce. 2013, Available at:

https://www1.health.gov.au/internet/publications/publishing.nsf/Content/mental-pubs-n-wkstd13-toc~mental-pubs-n-wkstd13-3

3. The Australian Financial Counselling Code of Ethical Practice. Available at: https://www.financialcounsellingaustralia.org.au/docs/australian-financial-counselling-code-of-ethical-practice/

 

Week 11

1. NSW Mental health Act 2007. Available from

https://www.legislation.nsw.gov.au/view/html/inforce/current/act-2007-008

2. Understanding the NSW Mental Health ACT 2007. Resources, including Guidebook no 8, available at: https://www.heti.nsw.gov.au/education-and-training/courses-and-programs/nsw-mental-health-act-2007 (Please note that the link to “The Mental Health Act Guide Book 7th edition” actually takes you to the latest, 8^th edition guide).

3. Australian Health Practitioner Regulation Agency (AHPRA) Psychology Board of Australia. Codes and guidelines

3a – Mandatory Reporting Guidelines

3b - Area of Practice Endorsement Guidelines. Both are at:

https://www.psychologyboard.gov.au/standards-and-guidelines/codes-guidelines-policies.aspx

4. Federal Privacy Act [1988]. https://www.legislation.gov.au/Series/C2004A03712

Quick reference tool for the 13 Privacy Principles at https://www.oaic.gov.au/assets/privacy/guidance-and-advice/app-quick-reference-tool.pdf   

5. Human rights, discrimination, equal opportunity resources at http://www.hreoc.gov.au/

 

Week 12

Psychology Board of Australia. Continuing professional development guidelines

http://www.psychologyboard.gov.au/Standards-and-Guidelines/Codes-Guidelines-Policies.aspx

 

Week 13:

No readings

 

* Mandatory Readings. There are only five mandatory readings you will need to study for the final exam. Note: Unstarred readings are not mandatory and thus not examinable BUT they will be helpful for students wishing to extend their understanding of the subject matter, and a helpful resource to all students wishing to become psychology professionals.

 

Technology Used

Active participation in the learning activities throughout the unit will require students to have access to a tablet, laptop or similar device. Students who do not own their own laptop computer may borrow one from the university library.

 

Lectures

Week 1: Introduction to the unit.

Week 2: Ethics and Research Ethics.

Week 3: Integrating psychology disciplines. Case Study 1: Aggressive Behaviour. 

Week 4: Integrating psychology disciplines. Case Study 2: Mass media influences.

Week 5: Psychological literacy.

Week 6: Professional organisations. The Australian Psychological Society.

Week 7 Pathways to registration; Masters/professional programs; Career opportunities in psychology.

Week 8: Integrating psychology disciplines. Case Study 3: Internet Pornography and the cultivation of violence against women.

Week 9: Integrating psychology disciplines. Case Study 4: The psychology of road behaviour.

Week 10: National Mental Health Practice Standards, and professional ethics and behaviour in psychology.

Week 11: Legislation: The Mental Health Act [2007], Health Practitioner Regulation National Law Act [2009], Privacy, Human Rights, Discrimination laws.

Week 12: Professional development: Self care in a high burnout profession and maintaining professional competence.

Week 13: NO LECTURE; Study and Practice Exam

 

Tutorials

Tutorial 1: Introduction to the unit, FAQs and reflection

Tutorial 2: Interviews, selection criteria and generic graduate skills

Tutorial 3: Applying your knowledge to the issue of family violence

Tutorial 4: Drug and alcohol ethics

Tutorial 5: Ethics Case Studies

Tutorial 6: Obesity. Eating disordered behaviour and body dissatisfaction

Social inclusion at Macquarie University is about giving everyone who has the potential to benefit from higher education the opportunity to study at university, participate in campus life and flourish in their chosen field. The University has made significant moves to promote an equitable, diverse and exciting campus community for the benefit of staff and students. It is your responsibility to contribute towards the development of an inclusive culture and practice in the areas of learning and teaching, research, and service orientation and delivery. As a member of the Macquarie University community, you must not discriminate against or harass others based on their sex, gender, race, marital status, carers' responsibilities, disability, sexual orientation, age, political conviction or religious belief. All staff and students are expected to display appropriate behaviour that is conducive to a healthy learning environment for everyone.

In the Faculty of Medicine, Health and Human Sciences, professionalism is a key capability embedded in all our courses.

As part of developing professionalism, students are expected to attend all small group interactive sessions including clinical, practical, laboratory, work-integrated learning (e.g., PACE placements), and team-based learning activities. Some learning activities are recorded (e.g., face-to-face lectures), however you are encouraged to avoid relying upon such material as they do not recreate the whole learning experience and technical issues can and do occur. As an adult learner, we respect your decision to choose how you engage with your learning, but we would remind you that the learning opportunities we create for you have been done so to enable your success, and that by not engaging you may impact your ability to successfully complete this unit. We equally expect that you show respect for the academic staff who have worked hard to develop meaningful activities and prioritise your learning by communicating with them in advance if you are unable to attend a small group interactive session.

Another dimension of professionalism is having respect for your peers. It is the right of every student to learn in an environment that is free of disruption and distraction. Please arrive to all learning activities on time, and if you are unavoidably detained, please join activity as quietly as possible to minimise disruption. Phones and other electronic devices that produce noise and other distractions must be turned off prior to entering class. Where your own device (e.g., laptop) is being used for class-related activities, you are asked to close down all other applications to avoid distraction to you and others. Please treat your fellow students with the utmost respect. If you are uncomfortable participating in any specific activity, please let the relevant academic know.