University of Sydney Handbooks - 2018 Archive

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Health Descriptions

Health Major

A major in Health requires 48 credit points from this table including:
(i) 12 credit points of 1000-level core units
(ii) 12 credit points of 2000-level core units
(iii) 6 credit points of 3000-level research units
(iv) 6 credit points of 3000-level interdisciplinary project units
(v) 6 credit points of 3000-level disciplinary project units
(vi) 6 credit points of 3000-level selective units

Health Minor

A minor in Health requires 36 credit points from this table including:
(i) 12 credit points of 1000-level core units
(ii) 12 credit points of 2000-level core units
(iii) 12 credit points of 3000-level selective units

Units of study

The units of study are listed below

1000-level units of study

Core units

HSBH1012 Introduction to Health and Health Care

Credit points: 6 Session: Semester 1 Classes: 2-hr lecture/week, 1-hr tutorial/week Assessment: seminar presentation (20%), essay (35%), 1 x 2-hr exam (45%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit will develop students' broad understanding of the different approaches to health (e.g. biomedical, psychological, sociological). This would include understanding the different factors which impact health; how different approaches may lead to different strategies for developing and evaluating health solutions; and different ways of measuring health. Students are then enabled to consider how these different approaches to health are reflected in health systems both locally and internationally. Students would explore the different healthcare systems and engage with current and future challenges for health systems and health policy in Australia and abroad.
Textbooks
Readings will be drawn from a variety of journals, government reports and textbooks. The reading list will be available to students through the unit of study outline and learning management system
HSBH1013 Society and Health

Credit points: 6 Session: Semester 2 Classes: 2-hr lecture/week, 1-hr tutorial/week Assessment: short answer assessments (30%), presentation (20%), 1 x 2-hr exam (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
In considering how health is delivered, students will explore people involved in health. This includes the breadth of the health workforce (both paid and unpaid) and health consumers. Students will examine the social determinants of health and the meaning of health for different populations. Embedded in this unit will be considerations of ethics and legal concerns, cultural awareness and interdisciplinarity.
Textbooks
Readings will be drawn from a variety of journals, government reports and textbooks. The reading list will be available to students through the unit of study outline and learning management system.

2000-level units of study

Core units

HSBH2007 Research Methods in Health

Credit points: 6 Teacher/Coordinator: Dr Rowena Forsyth Session: Semester 1 Classes: 1x2-hr lecture/week, 1x1-hr tutorial/week Prerequisites: HSBH1006 and HSBH1008 and HSBH1009 Prohibitions: BACH2140 or HSBH1007 Assessment: Written group assignment (30%), written individual assignment (20%), 1x2-hr exam (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
The unit of study introduces students to the design and evaluation of research questions relating to health. Drawing on both qualitative and quantitative research methods, students will be introduced to key concepts relating to methodology; research design and research method.
HSBH2009 Innovations in eHealth

Credit points: 6 Session: Semester 2 Classes: 2-hr lecture/week, 1-hr tutorial/week Prohibitions: HSBH1010 Assumed knowledge: HSBH1012, HSBH1013 Assessment: reflection task (20%), health design project (30%), skills modules (10%), job application/eportfolio (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Digital technologies are changing the health landscape from consumers having access to Dr Google to clinicians using virtual reality as part of treatment. This unit of study explores the impact of digital technologies on our health and wellbeing and includes consideration of how these devices and software interact with the healthcare system, affect attitudes towards health and healthcare providers, and change the discussions about health ethics, and health equity. Students will engage in practical, hands-on learning experience and complete authentic assessments such as designing innovations, creating an ePortfolio, and applying for a job.
Textbooks
Readings will be drawn from a variety of journals, government reports, and textbooks. The reading list will be available to students through the unit of study outline and learning management system

3000-level units of study

Research units

HSBH3005 Evidence Based Health Care

Credit points: 6 Teacher/Coordinator: Dr Grace Spencer Session: Semester 2 Classes: 1x2-hr lecture/week, 1x1-hr tutorial/week Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: PICO framework (40%), critical apprisal essay (40%) and impact statement (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
Evidence-based health care is the conscientious use of current best evidence in making decisions about the care of individuals or the delivery of health services. This unit will introduce you to evidence based health care by developing your understanding of knowledge and evidence, and critical appraisal skills to inform your decision making in health care policy and practice.
Textbooks
Hoffman, T., Bennett, S. and Del Mar, C. (2013). Evidence-based practice across the health professions (2nd ed.). Chatswood: Elsevier.
HSBH3018 Quantitative Research Methods in Health

Credit points: 6 Teacher/Coordinator: Dr Tatjana Seizova-Cajic Session: Semester 1 Classes: 1x2-hr lecture/week, 1x1-hr tutorial or laboratory session/week Prerequisites: HSBH1007 or HSBH2007 Prohibitions: PSYC2012 or SCLG3603 Assessment: Group presentation (10%), In-class quiz (20%), 1000wd report (20%) and end semester exam (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit teaches about the research process from development of a research question to study design, quantitative data analysis, and interpretation of outcomes in the context of theory and practical applications. You will learn about concepts and logic that apply to quantitative research in general, with an emphasis on issues and types of studies most relevant in health research. As either an individual or group exercise, you will perform most aspects of the research process using examples given to you or created by you, and will receive comprehensive feedback along the way. The unit will prepare you to critically evaluate research findings in your future career, and to engage in further research training should you wish to do so. Skills you are expected to develop include succinct academic writing, simple data analysis using SPSS, and developing ideas in the context of teamwork.
Textbooks
Field, A. (2013). Discovering statistics using IBM SPSS statistics: And sex, drugs and rock 'n' roll (4th ed.). Los Angeles: Sage.
HSBH3019 Qualitative Research Methods in Health

Credit points: 6 Teacher/Coordinator: A/Prof Jennifer Smith-Merry Session: Semester 2 Classes: 1x2-hr Workshop/week, 1x1-hr tutorial/week Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Prohibitions: SCLG2602 or BACH4056 Assessment: 750wd research report (20%),2000wd research report (50%) and end semester take-home exam (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study has three aims: to build on core units of study offered in First Year and Second Year to provide critical appraisal skills in reading and utilising qualitative research related to health behaviour and health care; to understand the theoretical orientation of contemporary qualitative health research methods; and to develop skills in undertaking qualitative research methods. With a focus on applying critical and theoretical knowledge, the unit has a practical orientation and students will gain experience in techniques of observation, document analysis, in-depth interviewing and focus group interviews.
HSBH3024 Designing a Research Project

Credit points: 6 Teacher/Coordinator: Dr Vanessa Lee Session: Semester 2 Classes: 1 x 2-hr workshop, and 1x1-hr online and practical activities/week Prerequisites: (HSBH1006 AND (HSBH1007 OR HSBH2007) AND HSBH1008 AND HSBH1009) OR ((BACH1161 OR HSBH1003) AND HSBH1007) Assessment: ethics assignment 1500 wds (30%), oral presentation (20%), research proposal 2000 wds (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is designed to assist students understand the principles of writing a research proposal, applicable for either project planning or evaluation within health or for further research (e.g., Honours). Students will be introduced to the key components of preparing and writing up a proposal: purpose of the research and question(s) to be addressed; reviewing existing literature on the topic; deciding on a research methodology and methods used to collect data; proposing an approach for data analysis; identifying ethical issues and working through the process of applying for ethics approval; providing a clear plan and timeline for each stage of the research. At the completion of this unit, students will have undertaken an ethics application, planned, orally presented and written up a research proposal. This unit of study is recommended for students who wish to undertake Honours after completion of the pass degree.

Interdisciplinary project units

HSBH3003 Health Service Strategy and Policy

Credit points: 6 Teacher/Coordinator: A/Prof Kate O'Loughlin Session: Semester 2 Classes: 1x2-hr lectures/week, 1-hr tutorial/week Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: Tutorial activities (10%), online quizzes (15%), 2000wd report (35%) and 1.5hr exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study offers students an insight into the larger picture of how a nation sets priorities for health services. The importance of evidence-based health policy development in planning health services and strategies for increasing the cost-effectiveness of delivering health services will be covered. Students will gain skills in health service needs assessment, measuring cost-effectiveness, macroeconomic evaluation of health services and systems, and health equity assessment. It is envisaged that students will develop a capacity to understand the concept of health policy and its relevance to the delivery of health care services and to take a problem-oriented approach to analysing and evaluating current policy provisions and strategies in the Australian context.
HSBH3004 Health, Ethics and the Law

Credit points: 6 Teacher/Coordinator: A/Prof Jennifer Smith-Merry Session: Semester 1 Classes: 1x2-hr lectures/week, 1-hr tutorial/week Prerequisites: 48 credit points of units Assessment: Mid-semester exam (20%), research report (40%) and final exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study focuses on ethics and law in relation to the Australian health system. Fundamental ethical principles applied to ethical issues in health and health research are covered. Medico-legal aspects of health and health services will be explored. Particular areas of focus include mental health, health complaints, reproductive technologies, the start and end of life, disability, public health and genetic technology. Students will develop their own ethical thinking and an understanding of professionally acceptable behaviours appropriate to practice in a wide range of health professions. Learning is interactive and scenarios are used to develop ethical thinking. Students get to write a research report on an ethical and legal issue of their choosing.
Textbooks
Kerridge, I., Lowe, M., and Stewart, C. (2013). Ethics and law for the health professions. Leichardt: The Federation Press.
HSBH3011 Rural Health

Credit points: 6 Teacher/Coordinator: Dr Krestina Amon Session: Semester 1 Classes: Distance education/intensive on-campus mode. Web-based learning, Week 1 lecture (2hrs) on campus with mandatory attendance. All other materials asynchronous online. Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: Attendance at timetabled lecture and online participation (25%), group assignment 3000 words (30%), individual research assignment 2000 words (45%) Mode of delivery: Distance education/intensive on campus
This unit introduces students to a range of practice and research issues in rural health care. Topics covered include: the nature and variety of rural settings; special populations and cultural safety; rural health needs and access to health services; relevant models of health service delivery; and the rural health workforce and inter-professional practice.
HSBH3012 FHS Abroad

Credit points: 6 Teacher/Coordinator: Dr Elizabeth Dylke Session: Semester 1,Semester 2 Classes: Full-day briefing session, half-day debriefing session. Prerequisites: Successful completion of all 1st year units in an undergraduate FHS degree Assessment: Pre-departure research (30%), field diary (20%), report (40%) and presentation (10%). Practical field work: 4-6 weeks working with a community-based organisation in a developing country. Mode of delivery: Field experience
Note: Students interested in participating must obtain permission from their course director before enrolling in FHS Abroad. Some degrees require participants have a minimum credit average.
Cultural practices, disease patterns and healthcare systems are vastly different in different countries around the globe. This unit provides students with the opportunity to gain international experience in a health services setting in a developing country. Students will participate in a 4-6 week health or care placement with a community-based organisation in South or Southeast Asia. Countries where students can be placed include Vietnam, Cambodia, India and the Philippines. As part of the unit, you will be expected to participate in local development programs, live within the community that you are visiting, and document and reflect on key health and development issues facing local populations. The unit will require you to demonstrate cultural sensitivity and an ability to adapt to new environments, a capacity for critical reflection and awareness of complex global health and development issues.
HSBH3013 FHS Indigenous Communities

Credit points: 6 Teacher/Coordinator: Dr Josephine Gwynn Session: Semester 2 Classes: 1x2-hr introduction session (to be completed before enrolment), 5x2-hr workshops,1x2-hr debriefing session, and online learning activities Prerequisites: Successful completion of all 1st year units in an undergraduate FHS degree Assessment: Pre-fieldwork preparation paper 1000wd (30%), participation and contribution to on-line learning activities and discussion (10%), Fieldwork critical reflection report (60%) Practical field work: approximately 4 weeks working in an Indigenous community Mode of delivery: Field experience
This unit provides theoretical and practical knowledge about relevant models of community development in Aboriginal communities in New South Wales. Students will gain experience in working with Aboriginal communities in a health services setting, participating in an approximately 4 week placement in a local Aboriginal community. Students participate in a community identified development project and will document and report on their experiences in working with the local Aboriginal community. Students will be required to demonstrate project management skills including time management and reporting abilities. Students are required to attend briefing and debriefing activities and complete on-line learning activities in addition to their field experience.
HSBH3016 Individual and Societal Ageing

Credit points: 6 Teacher/Coordinator: A/Prof Kate O'Loughlin Session: Semester 2 Classes: 2x1-hr lecture, 1x1-hr tutorial/week Prerequisites: BACH1161 or HSBH1003 or HSBH1008 Assessment: 1500wd essay (30%), tutorial and online activities (30%) and 1hr exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Bachelor of Health Sciences students must have completed 24 credit points of HSBH junior units for enrolment into this unit. All other students must have completed 48 credit points.
This unit offers students an insight into the challenges and opportunities associated with population ageing and what is required to meet the needs of the increasing numbers of older people and those who will interact with them. It addresses the social and individual dimensions of ageing, health and well-being and the transitions that occur in later life. There will be an emphasis on the policy and practice implications of an ageing society and the role of various public and private providers (government, health care practitioners, family, voluntary) in providing services and care to older people. Students will be expected to develop a critical understanding of the issues related to ageing and the life course and gain an understanding of initiatives and policy debates relating to population ageing and quality of life of older people, their families and carers.
REHB3064 Alcohol and Drug Misuse Rehabilitation

Credit points: 6 Teacher/Coordinator: Dr Rodd Rothwell Session: Semester 1 Classes: Online Prerequisites: (HSBH1006, (HSBH1007 or HSBH2007), HSBH1008, HSBH1009) or 48 credit points of previous study. Prohibitions: REHB3061 Assessment: Short answer test (20%), Essay 2500 words (40%), 2 x online MCQ tests (40%) Mode of delivery: Distance education
Note: Students must have completed 48 credit points to enrol in this unit
This unit introduces students to issues relating to a major public health problem: the misuse of alcohol and other addictive drugs. The unit introduces students to two major aspects of this area: issues relating to the development of health prevention/health promotion policy, covering the philosophies of harm minimisation and zero tolerance; approaches to rehabilitation and treatment of those overusing both alcohol and other drugs. The unit commences with an analysis of public health policy approaches to the rehabilitation and treatment of people overusing alcohol and other harmful drugs. Students will be required to undertake an exercise involving an analysis of the effectiveness of the two major policy approaches to the problem of drug overuse and abuse: harm reduction and zero tolerance. They will be required to examine the evidence supporting these two approaches to public health policy. In the second part of the unit students will study the major therapeutic approaches to treatment and rehabilitation. This will include familiarisation with Alcoholics Anonymous, clinically based approaches including transactional analysis and other group therapy oriented approaches, the various behavioural therapies, therapeutic communities, methadone maintenance, needle exchange and recent trails in safe injection facilities. They will become familiar with the nature of services offered, the role of the various health professionals in these services and the nature of effective treatment and rehabilitation outcomes.

Disciplinary project units

HSBH3001 Health and Indigenous Populations

Credit points: 6 Teacher/Coordinator: Dr Vanessa Lee Session: Semester 1,Semester 2 Classes: 1x2-hr lecture/week, 1x1-hr tutorial/week. Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009) or (BACH1161 or HSBH1003) Assessment: On line quizzes (20%), Case study report 1500wd (40%), Critique diary 1500wd (40%). Mode of delivery: Normal (lecture/lab/tutorial) day
The aim of this unit of study is to provide students with the necessary tools to work with Aboriginal and Torres Strait Islander people and communities for equitable health service delivery. It explores the post-colonial impact and the policies that have contibuted to the adverse health outcomes that we see in the Aboriginal and Torres Strait Islander population of contemporary Australia today. The unit of study will also provide students with avenues of Best Practice in closing the gap between Indigenous and non-Indigenous people, for effective health service delivery.
HSBH3003 Health Service Strategy and Policy

Credit points: 6 Teacher/Coordinator: A/Prof Kate O'Loughlin Session: Semester 2 Classes: 1x2-hr lectures/week, 1-hr tutorial/week Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: Tutorial activities (10%), online quizzes (15%), 2000wd report (35%) and 1.5hr exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study offers students an insight into the larger picture of how a nation sets priorities for health services. The importance of evidence-based health policy development in planning health services and strategies for increasing the cost-effectiveness of delivering health services will be covered. Students will gain skills in health service needs assessment, measuring cost-effectiveness, macroeconomic evaluation of health services and systems, and health equity assessment. It is envisaged that students will develop a capacity to understand the concept of health policy and its relevance to the delivery of health care services and to take a problem-oriented approach to analysing and evaluating current policy provisions and strategies in the Australian context.
HSBH3004 Health, Ethics and the Law

Credit points: 6 Teacher/Coordinator: A/Prof Jennifer Smith-Merry Session: Semester 1 Classes: 1x2-hr lectures/week, 1-hr tutorial/week Prerequisites: 48 credit points of units Assessment: Mid-semester exam (20%), research report (40%) and final exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study focuses on ethics and law in relation to the Australian health system. Fundamental ethical principles applied to ethical issues in health and health research are covered. Medico-legal aspects of health and health services will be explored. Particular areas of focus include mental health, health complaints, reproductive technologies, the start and end of life, disability, public health and genetic technology. Students will develop their own ethical thinking and an understanding of professionally acceptable behaviours appropriate to practice in a wide range of health professions. Learning is interactive and scenarios are used to develop ethical thinking. Students get to write a research report on an ethical and legal issue of their choosing.
Textbooks
Kerridge, I., Lowe, M., and Stewart, C. (2013). Ethics and law for the health professions. Leichardt: The Federation Press.
HSBH3009 International Health

Credit points: 6 Teacher/Coordinator: Dr Zakia Hossain Session: Semester 2 Classes: 1x2-hour lecture/week, 1x1-hr face-to-face/on-line tutorial/week Prerequisites: 48 credit points of units Prohibitions: BACH3128 Assessment: Online activities (Blog and MCQs) (40%); Tutorial attendance and presentation (20%); and Briefing Paper 1500wd (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit examines theoretical and practical issues confronting global health professionals and practitioners, especially in low resource settings. The unit introduces students to: a) historical, political and economic forces that influence the health of populations around the world and contribute to international health inequities; b) global health crisis (emerging infectious disease; chronic disease and disability) facing both developed and developing countries and its impact; and, c) international health practices, including key actors and initiatives, as well as challenges and strategies for working in post-colonial and cross-cultural contexts. The unit provides students with an understanding of health determinants and interventions in international contexts, with a particular emphasis on low-resource settings. Examples of topics covered include health, poverty and inequality, globalisation and trade, foreign aid and development assistance. The unit also provides an introductory overview of contemporary international health challenges such as food security, humanitarian crises and climate change. Students will undertake an in-depth study of a global health issue, exploring the context in which it emerged and the forces that propel it, and advocate for actions to improve the issue in a specific local context and population group.
HSBH3011 Rural Health

Credit points: 6 Teacher/Coordinator: Dr Krestina Amon Session: Semester 1 Classes: Distance education/intensive on-campus mode. Web-based learning, Week 1 lecture (2hrs) on campus with mandatory attendance. All other materials asynchronous online. Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: Attendance at timetabled lecture and online participation (25%), group assignment 3000 words (30%), individual research assignment 2000 words (45%) Mode of delivery: Distance education/intensive on campus
This unit introduces students to a range of practice and research issues in rural health care. Topics covered include: the nature and variety of rural settings; special populations and cultural safety; rural health needs and access to health services; relevant models of health service delivery; and the rural health workforce and inter-professional practice.
HSBH3012 FHS Abroad

Credit points: 6 Teacher/Coordinator: Dr Elizabeth Dylke Session: Semester 1,Semester 2 Classes: Full-day briefing session, half-day debriefing session. Prerequisites: Successful completion of all 1st year units in an undergraduate FHS degree Assessment: Pre-departure research (30%), field diary (20%), report (40%) and presentation (10%). Practical field work: 4-6 weeks working with a community-based organisation in a developing country. Mode of delivery: Field experience
Note: Students interested in participating must obtain permission from their course director before enrolling in FHS Abroad. Some degrees require participants have a minimum credit average.
Cultural practices, disease patterns and healthcare systems are vastly different in different countries around the globe. This unit provides students with the opportunity to gain international experience in a health services setting in a developing country. Students will participate in a 4-6 week health or care placement with a community-based organisation in South or Southeast Asia. Countries where students can be placed include Vietnam, Cambodia, India and the Philippines. As part of the unit, you will be expected to participate in local development programs, live within the community that you are visiting, and document and reflect on key health and development issues facing local populations. The unit will require you to demonstrate cultural sensitivity and an ability to adapt to new environments, a capacity for critical reflection and awareness of complex global health and development issues.
HSBH3013 FHS Indigenous Communities

Credit points: 6 Teacher/Coordinator: Dr Josephine Gwynn Session: Semester 2 Classes: 1x2-hr introduction session (to be completed before enrolment), 5x2-hr workshops,1x2-hr debriefing session, and online learning activities Prerequisites: Successful completion of all 1st year units in an undergraduate FHS degree Assessment: Pre-fieldwork preparation paper 1000wd (30%), participation and contribution to on-line learning activities and discussion (10%), Fieldwork critical reflection report (60%) Practical field work: approximately 4 weeks working in an Indigenous community Mode of delivery: Field experience
This unit provides theoretical and practical knowledge about relevant models of community development in Aboriginal communities in New South Wales. Students will gain experience in working with Aboriginal communities in a health services setting, participating in an approximately 4 week placement in a local Aboriginal community. Students participate in a community identified development project and will document and report on their experiences in working with the local Aboriginal community. Students will be required to demonstrate project management skills including time management and reporting abilities. Students are required to attend briefing and debriefing activities and complete on-line learning activities in addition to their field experience.
HSBH3015 Mental Health Rehabilitation

Credit points: 6 Teacher/Coordinator: A/Prof Lynda Matthews Session: Semester 1 Classes: Online Prerequisites: (HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009) or (48 credit points of previous study with a miminum of 24 from Intermediate units of study) Assessment: 2x online assessments (20%) ,1x2000wd essay (50%) and participation (30%) Mode of delivery: Online
Note: Students must have completed at least 48 credit points to enrol in this UoS
Poor mental health poses a major challenge to our society, and health care professionals, among others, are charged with 'making a difference'. To do so, they need to be equipped with the most up-to-date knowledge of effective mental health approaches and interventions. This unit will overview major mental health conditions and significant social, philosophical, and historical influences on health care service delivery and reform to provide a context for contemporary rehabilitation practice. Students will be introduced to the goals, values and guiding principles of psychiatric rehabilitation and to practices that aim to address the culture of stigma and low expectations by society of people with mental health conditions. Rehabilitation interventions that have demonstrated efficacy in promoting recovery by reducing obstacles to participation for people with mental health conditions will be examined. Local and international research underpinning best practice in rehabilitation management and service delivery will be reviewed and consumer perspectives and experiences explored.
HSBH3016 Individual and Societal Ageing

Credit points: 6 Teacher/Coordinator: A/Prof Kate O'Loughlin Session: Semester 2 Classes: 2x1-hr lecture, 1x1-hr tutorial/week Prerequisites: BACH1161 or HSBH1003 or HSBH1008 Assessment: 1500wd essay (30%), tutorial and online activities (30%) and 1hr exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Bachelor of Health Sciences students must have completed 24 credit points of HSBH junior units for enrolment into this unit. All other students must have completed 48 credit points.
This unit offers students an insight into the challenges and opportunities associated with population ageing and what is required to meet the needs of the increasing numbers of older people and those who will interact with them. It addresses the social and individual dimensions of ageing, health and well-being and the transitions that occur in later life. There will be an emphasis on the policy and practice implications of an ageing society and the role of various public and private providers (government, health care practitioners, family, voluntary) in providing services and care to older people. Students will be expected to develop a critical understanding of the issues related to ageing and the life course and gain an understanding of initiatives and policy debates relating to population ageing and quality of life of older people, their families and carers.
HSBH3018 Quantitative Research Methods in Health

Credit points: 6 Teacher/Coordinator: Dr Tatjana Seizova-Cajic Session: Semester 1 Classes: 1x2-hr lecture/week, 1x1-hr tutorial or laboratory session/week Prerequisites: HSBH1007 or HSBH2007 Prohibitions: PSYC2012 or SCLG3603 Assessment: Group presentation (10%), In-class quiz (20%), 1000wd report (20%) and end semester exam (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit teaches about the research process from development of a research question to study design, quantitative data analysis, and interpretation of outcomes in the context of theory and practical applications. You will learn about concepts and logic that apply to quantitative research in general, with an emphasis on issues and types of studies most relevant in health research. As either an individual or group exercise, you will perform most aspects of the research process using examples given to you or created by you, and will receive comprehensive feedback along the way. The unit will prepare you to critically evaluate research findings in your future career, and to engage in further research training should you wish to do so. Skills you are expected to develop include succinct academic writing, simple data analysis using SPSS, and developing ideas in the context of teamwork.
Textbooks
Field, A. (2013). Discovering statistics using IBM SPSS statistics: And sex, drugs and rock 'n' roll (4th ed.). Los Angeles: Sage.
HSBH3022 Health Promotion: Principles and Practice

Credit points: 6 Teacher/Coordinator: Dr Justin McNab Session: Semester 1 Classes: 1x2-hr workshop/week Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: 1x1500wd essay (40%), 1x 15 min group oral presentation (10%) and 1x 2000wd project plan (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study introduces students to the key theories, principles and frameworks underpinning health promotion. Students will critically examine individual and socio-ecological approaches, models of community participation, and settings approaches. Students will develop an appreciation that effective health promotion involves actions that are aimed, not only at increasing the knowledge and skills of individuals, but also actions to strengthen community action and to create living and working environments that support health. Students will develop knowledge in the application of health promotion programs in diverse populations and settings, including Indigenous, culturally and linguistically diverse (CALD) and rural groups. Students will consider how health promotion fits within the broader health context, and the ways in which health promotion practitioners work collaboratively with communities, work places, schools, government and other health professionals to improve the health of populations. The theoretical and applied skills that students develop will prepare students for careers in health promotion practice and research.
HSBH3023 BHS Work Integrated Learning Placement

Credit points: 6 Teacher/Coordinator: Dr Elizabeth Bourne Session: Semester 2 Classes: 1 full day workshop prior to and 1 full day workshop at end of placement; online and/or face to face tutorial support during placement Prerequisites: (BIOL1001 OR BIOL1003) AND (PSYC1001 OR PSYC1002) AND at least 12cp from the list of BHlthSci senior units of study AND at least 24cp of units of study from the second major Prohibitions: HSBH3012, HSBH3013, CSCD3090 Assumed knowledge: Introductory neuroscience Assessment: compliance checking (pass/fail); attendance at briefing and debriefing activities (pass/fail); attendance at 10 full days or 20 half days of placement (pass/fail); project plan (10%); on-line forum (10%); reflective report (10%); project report (50%); presentation (10%); and supervisor¿s evaluation (10%) Practical field work: work integrated learning placement (1 day/week or 2 half-days/week for 10 weeks, negotiated with the placement site) Mode of delivery: Professional practice
Note: Eligible students will require permission from the Course Director to enrol in this unit of study. Enrolment will be subject to availability of suitable placements.
This Work Integrated Learning placement will be offered to high achieving BHthSci students (other than students doing the Hearing and Speech major or the BHS/MNursing dual degree) and will take place in settings aligned with their second major. The placement will be preceded and concluded by briefing and debriefing workshops on campus, with the placement occurring part-time over a maximum of 10 weeks in university approved workplaces. Learning activities and assessment tasks will support the development of graduate attributes, work-readiness and employability skills for students.
HSBH3024 Designing a Research Project

Credit points: 6 Teacher/Coordinator: Dr Vanessa Lee Session: Semester 2 Classes: 1 x 2-hr workshop, and 1x1-hr online and practical activities/week Prerequisites: (HSBH1006 AND (HSBH1007 OR HSBH2007) AND HSBH1008 AND HSBH1009) OR ((BACH1161 OR HSBH1003) AND HSBH1007) Assessment: ethics assignment 1500 wds (30%), oral presentation (20%), research proposal 2000 wds (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is designed to assist students understand the principles of writing a research proposal, applicable for either project planning or evaluation within health or for further research (e.g., Honours). Students will be introduced to the key components of preparing and writing up a proposal: purpose of the research and question(s) to be addressed; reviewing existing literature on the topic; deciding on a research methodology and methods used to collect data; proposing an approach for data analysis; identifying ethical issues and working through the process of applying for ethics approval; providing a clear plan and timeline for each stage of the research. At the completion of this unit, students will have undertaken an ethics application, planned, orally presented and written up a research proposal. This unit of study is recommended for students who wish to undertake Honours after completion of the pass degree.

Selective units

HSBH3001 Health and Indigenous Populations

Credit points: 6 Teacher/Coordinator: Dr Vanessa Lee Session: Semester 1,Semester 2 Classes: 1x2-hr lecture/week, 1x1-hr tutorial/week. Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009) or (BACH1161 or HSBH1003) Assessment: On line quizzes (20%), Case study report 1500wd (40%), Critique diary 1500wd (40%). Mode of delivery: Normal (lecture/lab/tutorial) day
The aim of this unit of study is to provide students with the necessary tools to work with Aboriginal and Torres Strait Islander people and communities for equitable health service delivery. It explores the post-colonial impact and the policies that have contibuted to the adverse health outcomes that we see in the Aboriginal and Torres Strait Islander population of contemporary Australia today. The unit of study will also provide students with avenues of Best Practice in closing the gap between Indigenous and non-Indigenous people, for effective health service delivery.
HSBH3003 Health Service Strategy and Policy

Credit points: 6 Teacher/Coordinator: A/Prof Kate O'Loughlin Session: Semester 2 Classes: 1x2-hr lectures/week, 1-hr tutorial/week Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: Tutorial activities (10%), online quizzes (15%), 2000wd report (35%) and 1.5hr exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study offers students an insight into the larger picture of how a nation sets priorities for health services. The importance of evidence-based health policy development in planning health services and strategies for increasing the cost-effectiveness of delivering health services will be covered. Students will gain skills in health service needs assessment, measuring cost-effectiveness, macroeconomic evaluation of health services and systems, and health equity assessment. It is envisaged that students will develop a capacity to understand the concept of health policy and its relevance to the delivery of health care services and to take a problem-oriented approach to analysing and evaluating current policy provisions and strategies in the Australian context.
HSBH3004 Health, Ethics and the Law

Credit points: 6 Teacher/Coordinator: A/Prof Jennifer Smith-Merry Session: Semester 1 Classes: 1x2-hr lectures/week, 1-hr tutorial/week Prerequisites: 48 credit points of units Assessment: Mid-semester exam (20%), research report (40%) and final exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study focuses on ethics and law in relation to the Australian health system. Fundamental ethical principles applied to ethical issues in health and health research are covered. Medico-legal aspects of health and health services will be explored. Particular areas of focus include mental health, health complaints, reproductive technologies, the start and end of life, disability, public health and genetic technology. Students will develop their own ethical thinking and an understanding of professionally acceptable behaviours appropriate to practice in a wide range of health professions. Learning is interactive and scenarios are used to develop ethical thinking. Students get to write a research report on an ethical and legal issue of their choosing.
Textbooks
Kerridge, I., Lowe, M., and Stewart, C. (2013). Ethics and law for the health professions. Leichardt: The Federation Press.
HSBH3005 Evidence Based Health Care

Credit points: 6 Teacher/Coordinator: Dr Grace Spencer Session: Semester 2 Classes: 1x2-hr lecture/week, 1x1-hr tutorial/week Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: PICO framework (40%), critical apprisal essay (40%) and impact statement (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
Evidence-based health care is the conscientious use of current best evidence in making decisions about the care of individuals or the delivery of health services. This unit will introduce you to evidence based health care by developing your understanding of knowledge and evidence, and critical appraisal skills to inform your decision making in health care policy and practice.
Textbooks
Hoffman, T., Bennett, S. and Del Mar, C. (2013). Evidence-based practice across the health professions (2nd ed.). Chatswood: Elsevier.
HSBH3009 International Health

Credit points: 6 Teacher/Coordinator: Dr Zakia Hossain Session: Semester 2 Classes: 1x2-hour lecture/week, 1x1-hr face-to-face/on-line tutorial/week Prerequisites: 48 credit points of units Prohibitions: BACH3128 Assessment: Online activities (Blog and MCQs) (40%); Tutorial attendance and presentation (20%); and Briefing Paper 1500wd (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit examines theoretical and practical issues confronting global health professionals and practitioners, especially in low resource settings. The unit introduces students to: a) historical, political and economic forces that influence the health of populations around the world and contribute to international health inequities; b) global health crisis (emerging infectious disease; chronic disease and disability) facing both developed and developing countries and its impact; and, c) international health practices, including key actors and initiatives, as well as challenges and strategies for working in post-colonial and cross-cultural contexts. The unit provides students with an understanding of health determinants and interventions in international contexts, with a particular emphasis on low-resource settings. Examples of topics covered include health, poverty and inequality, globalisation and trade, foreign aid and development assistance. The unit also provides an introductory overview of contemporary international health challenges such as food security, humanitarian crises and climate change. Students will undertake an in-depth study of a global health issue, exploring the context in which it emerged and the forces that propel it, and advocate for actions to improve the issue in a specific local context and population group.
HSBH3010 Health and Lifelong Disability

Credit points: 6 Teacher/Coordinator: Dr Zakia Hossain Session: Semester 2 Classes: 1x2-hr lecture/week, 1x1-hr tutorial/week. Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: Tutorial activities(20%), essay 2000wd (35%) and case study (45%). Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study explores the roles and responsibilities of health professionals who work with children, adolescents and adults with lifelong disabilities, and their families. Using an inter-professional case-based curriculum, students will examine the nature of lifelong disability; factors which affect the participation of persons with lifelong disability in everyday life activities including education, leisure, and employment; and strategies for increasing their participation in these activities. Students will be supported to critique research literature, to examine the roles and responsibilities of allied health professionals in the context of working with persons with lifelong disability, and to develop practical strategies for interacting and working collaboratively and successfully with children, adolescents, and adults with lifelong disabilities, their families and fellow professionals. It is expected that through a combination of face-to-face teaching and online learning activities, this unit will assist students in preparing to work with individuals with lifelong disabilities in a range of workplace settings.
HSBH3011 Rural Health

Credit points: 6 Teacher/Coordinator: Dr Krestina Amon Session: Semester 1 Classes: Distance education/intensive on-campus mode. Web-based learning, Week 1 lecture (2hrs) on campus with mandatory attendance. All other materials asynchronous online. Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: Attendance at timetabled lecture and online participation (25%), group assignment 3000 words (30%), individual research assignment 2000 words (45%) Mode of delivery: Distance education/intensive on campus
This unit introduces students to a range of practice and research issues in rural health care. Topics covered include: the nature and variety of rural settings; special populations and cultural safety; rural health needs and access to health services; relevant models of health service delivery; and the rural health workforce and inter-professional practice.
HSBH3012 FHS Abroad

Credit points: 6 Teacher/Coordinator: Dr Elizabeth Dylke Session: Semester 1,Semester 2 Classes: Full-day briefing session, half-day debriefing session. Prerequisites: Successful completion of all 1st year units in an undergraduate FHS degree Assessment: Pre-departure research (30%), field diary (20%), report (40%) and presentation (10%). Practical field work: 4-6 weeks working with a community-based organisation in a developing country. Mode of delivery: Field experience
Note: Students interested in participating must obtain permission from their course director before enrolling in FHS Abroad. Some degrees require participants have a minimum credit average.
Cultural practices, disease patterns and healthcare systems are vastly different in different countries around the globe. This unit provides students with the opportunity to gain international experience in a health services setting in a developing country. Students will participate in a 4-6 week health or care placement with a community-based organisation in South or Southeast Asia. Countries where students can be placed include Vietnam, Cambodia, India and the Philippines. As part of the unit, you will be expected to participate in local development programs, live within the community that you are visiting, and document and reflect on key health and development issues facing local populations. The unit will require you to demonstrate cultural sensitivity and an ability to adapt to new environments, a capacity for critical reflection and awareness of complex global health and development issues.
HSBH3013 FHS Indigenous Communities

Credit points: 6 Teacher/Coordinator: Dr Josephine Gwynn Session: Semester 2 Classes: 1x2-hr introduction session (to be completed before enrolment), 5x2-hr workshops,1x2-hr debriefing session, and online learning activities Prerequisites: Successful completion of all 1st year units in an undergraduate FHS degree Assessment: Pre-fieldwork preparation paper 1000wd (30%), participation and contribution to on-line learning activities and discussion (10%), Fieldwork critical reflection report (60%) Practical field work: approximately 4 weeks working in an Indigenous community Mode of delivery: Field experience
This unit provides theoretical and practical knowledge about relevant models of community development in Aboriginal communities in New South Wales. Students will gain experience in working with Aboriginal communities in a health services setting, participating in an approximately 4 week placement in a local Aboriginal community. Students participate in a community identified development project and will document and report on their experiences in working with the local Aboriginal community. Students will be required to demonstrate project management skills including time management and reporting abilities. Students are required to attend briefing and debriefing activities and complete on-line learning activities in addition to their field experience.
HSBH3015 Mental Health Rehabilitation

Credit points: 6 Teacher/Coordinator: A/Prof Lynda Matthews Session: Semester 1 Classes: Online Prerequisites: (HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009) or (48 credit points of previous study with a miminum of 24 from Intermediate units of study) Assessment: 2x online assessments (20%) ,1x2000wd essay (50%) and participation (30%) Mode of delivery: Online
Note: Students must have completed at least 48 credit points to enrol in this UoS
Poor mental health poses a major challenge to our society, and health care professionals, among others, are charged with 'making a difference'. To do so, they need to be equipped with the most up-to-date knowledge of effective mental health approaches and interventions. This unit will overview major mental health conditions and significant social, philosophical, and historical influences on health care service delivery and reform to provide a context for contemporary rehabilitation practice. Students will be introduced to the goals, values and guiding principles of psychiatric rehabilitation and to practices that aim to address the culture of stigma and low expectations by society of people with mental health conditions. Rehabilitation interventions that have demonstrated efficacy in promoting recovery by reducing obstacles to participation for people with mental health conditions will be examined. Local and international research underpinning best practice in rehabilitation management and service delivery will be reviewed and consumer perspectives and experiences explored.
HSBH3016 Individual and Societal Ageing

Credit points: 6 Teacher/Coordinator: A/Prof Kate O'Loughlin Session: Semester 2 Classes: 2x1-hr lecture, 1x1-hr tutorial/week Prerequisites: BACH1161 or HSBH1003 or HSBH1008 Assessment: 1500wd essay (30%), tutorial and online activities (30%) and 1hr exam (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Bachelor of Health Sciences students must have completed 24 credit points of HSBH junior units for enrolment into this unit. All other students must have completed 48 credit points.
This unit offers students an insight into the challenges and opportunities associated with population ageing and what is required to meet the needs of the increasing numbers of older people and those who will interact with them. It addresses the social and individual dimensions of ageing, health and well-being and the transitions that occur in later life. There will be an emphasis on the policy and practice implications of an ageing society and the role of various public and private providers (government, health care practitioners, family, voluntary) in providing services and care to older people. Students will be expected to develop a critical understanding of the issues related to ageing and the life course and gain an understanding of initiatives and policy debates relating to population ageing and quality of life of older people, their families and carers.
HSBH3018 Quantitative Research Methods in Health

Credit points: 6 Teacher/Coordinator: Dr Tatjana Seizova-Cajic Session: Semester 1 Classes: 1x2-hr lecture/week, 1x1-hr tutorial or laboratory session/week Prerequisites: HSBH1007 or HSBH2007 Prohibitions: PSYC2012 or SCLG3603 Assessment: Group presentation (10%), In-class quiz (20%), 1000wd report (20%) and end semester exam (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit teaches about the research process from development of a research question to study design, quantitative data analysis, and interpretation of outcomes in the context of theory and practical applications. You will learn about concepts and logic that apply to quantitative research in general, with an emphasis on issues and types of studies most relevant in health research. As either an individual or group exercise, you will perform most aspects of the research process using examples given to you or created by you, and will receive comprehensive feedback along the way. The unit will prepare you to critically evaluate research findings in your future career, and to engage in further research training should you wish to do so. Skills you are expected to develop include succinct academic writing, simple data analysis using SPSS, and developing ideas in the context of teamwork.
Textbooks
Field, A. (2013). Discovering statistics using IBM SPSS statistics: And sex, drugs and rock 'n' roll (4th ed.). Los Angeles: Sage.
HSBH3019 Qualitative Research Methods in Health

Credit points: 6 Teacher/Coordinator: A/Prof Jennifer Smith-Merry Session: Semester 2 Classes: 1x2-hr Workshop/week, 1x1-hr tutorial/week Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Prohibitions: SCLG2602 or BACH4056 Assessment: 750wd research report (20%),2000wd research report (50%) and end semester take-home exam (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study has three aims: to build on core units of study offered in First Year and Second Year to provide critical appraisal skills in reading and utilising qualitative research related to health behaviour and health care; to understand the theoretical orientation of contemporary qualitative health research methods; and to develop skills in undertaking qualitative research methods. With a focus on applying critical and theoretical knowledge, the unit has a practical orientation and students will gain experience in techniques of observation, document analysis, in-depth interviewing and focus group interviews.
HSBH3022 Health Promotion: Principles and Practice

Credit points: 6 Teacher/Coordinator: Dr Justin McNab Session: Semester 1 Classes: 1x2-hr workshop/week Prerequisites: HSBH1006 and (HSBH1007 or HSBH2007) and HSBH1008 and HSBH1009 Assessment: 1x1500wd essay (40%), 1x 15 min group oral presentation (10%) and 1x 2000wd project plan (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study introduces students to the key theories, principles and frameworks underpinning health promotion. Students will critically examine individual and socio-ecological approaches, models of community participation, and settings approaches. Students will develop an appreciation that effective health promotion involves actions that are aimed, not only at increasing the knowledge and skills of individuals, but also actions to strengthen community action and to create living and working environments that support health. Students will develop knowledge in the application of health promotion programs in diverse populations and settings, including Indigenous, culturally and linguistically diverse (CALD) and rural groups. Students will consider how health promotion fits within the broader health context, and the ways in which health promotion practitioners work collaboratively with communities, work places, schools, government and other health professionals to improve the health of populations. The theoretical and applied skills that students develop will prepare students for careers in health promotion practice and research.
HSBH3023 BHS Work Integrated Learning Placement

Credit points: 6 Teacher/Coordinator: Dr Elizabeth Bourne Session: Semester 2 Classes: 1 full day workshop prior to and 1 full day workshop at end of placement; online and/or face to face tutorial support during placement Prerequisites: (BIOL1001 OR BIOL1003) AND (PSYC1001 OR PSYC1002) AND at least 12cp from the list of BHlthSci senior units of study AND at least 24cp of units of study from the second major Prohibitions: HSBH3012, HSBH3013, CSCD3090 Assumed knowledge: Introductory neuroscience Assessment: compliance checking (pass/fail); attendance at briefing and debriefing activities (pass/fail); attendance at 10 full days or 20 half days of placement (pass/fail); project plan (10%); on-line forum (10%); reflective report (10%); project report (50%); presentation (10%); and supervisor¿s evaluation (10%) Practical field work: work integrated learning placement (1 day/week or 2 half-days/week for 10 weeks, negotiated with the placement site) Mode of delivery: Professional practice
Note: Eligible students will require permission from the Course Director to enrol in this unit of study. Enrolment will be subject to availability of suitable placements.
This Work Integrated Learning placement will be offered to high achieving BHthSci students (other than students doing the Hearing and Speech major or the BHS/MNursing dual degree) and will take place in settings aligned with their second major. The placement will be preceded and concluded by briefing and debriefing workshops on campus, with the placement occurring part-time over a maximum of 10 weeks in university approved workplaces. Learning activities and assessment tasks will support the development of graduate attributes, work-readiness and employability skills for students.
HSBH3024 Designing a Research Project

Credit points: 6 Teacher/Coordinator: Dr Vanessa Lee Session: Semester 2 Classes: 1 x 2-hr workshop, and 1x1-hr online and practical activities/week Prerequisites: (HSBH1006 AND (HSBH1007 OR HSBH2007) AND HSBH1008 AND HSBH1009) OR ((BACH1161 OR HSBH1003) AND HSBH1007) Assessment: ethics assignment 1500 wds (30%), oral presentation (20%), research proposal 2000 wds (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is designed to assist students understand the principles of writing a research proposal, applicable for either project planning or evaluation within health or for further research (e.g., Honours). Students will be introduced to the key components of preparing and writing up a proposal: purpose of the research and question(s) to be addressed; reviewing existing literature on the topic; deciding on a research methodology and methods used to collect data; proposing an approach for data analysis; identifying ethical issues and working through the process of applying for ethics approval; providing a clear plan and timeline for each stage of the research. At the completion of this unit, students will have undertaken an ethics application, planned, orally presented and written up a research proposal. This unit of study is recommended for students who wish to undertake Honours after completion of the pass degree.
REHB3064 Alcohol and Drug Misuse Rehabilitation

Credit points: 6 Teacher/Coordinator: Dr Rodd Rothwell Session: Semester 1 Classes: Online Prerequisites: (HSBH1006, (HSBH1007 or HSBH2007), HSBH1008, HSBH1009) or 48 credit points of previous study. Prohibitions: REHB3061 Assessment: Short answer test (20%), Essay 2500 words (40%), 2 x online MCQ tests (40%) Mode of delivery: Distance education
Note: Students must have completed 48 credit points to enrol in this unit
This unit introduces students to issues relating to a major public health problem: the misuse of alcohol and other addictive drugs. The unit introduces students to two major aspects of this area: issues relating to the development of health prevention/health promotion policy, covering the philosophies of harm minimisation and zero tolerance; approaches to rehabilitation and treatment of those overusing both alcohol and other drugs. The unit commences with an analysis of public health policy approaches to the rehabilitation and treatment of people overusing alcohol and other harmful drugs. Students will be required to undertake an exercise involving an analysis of the effectiveness of the two major policy approaches to the problem of drug overuse and abuse: harm reduction and zero tolerance. They will be required to examine the evidence supporting these two approaches to public health policy. In the second part of the unit students will study the major therapeutic approaches to treatment and rehabilitation. This will include familiarisation with Alcoholics Anonymous, clinically based approaches including transactional analysis and other group therapy oriented approaches, the various behavioural therapies, therapeutic communities, methadone maintenance, needle exchange and recent trails in safe injection facilities. They will become familiar with the nature of services offered, the role of the various health professionals in these services and the nature of effective treatment and rehabilitation outcomes.