Outline

Overview

This unit aims to provide a comprehensive study of current psychological perspectives and research on the experience and impact of pain. Theoretical models are introduced and the ways in which psychological processes might modify and/or maintain pain experience are explored. The processes explored include the roles of attention, learning, affect/mood, beliefs, self-talk, coping strategies, and interactions with environmental factors such as significant others, social contingencies and contexts (including culture, gender, workplace, etc.). Attention is given to incorporating psychosocial assessment within a biopsychosocial framework.

Unit details and rules

Academic unit	Discipline of Pain Medicine
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Claire Ashton-James, claire.ashton-james@sydney.edu.au
Guest lecturer(s)	Sarah Overton, sarah.overton@sydney.edu.au
Guest lecturer(s)	Claire Ashton-James, claire.ashton-james@sydney.edu.au
Tutor(s)	Bradley Wood, bradley.wood@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Short essay Essay	30%	Mid-semester break Due date: 14 Apr 2024 at 23:59	1500-2000 words
Outcomes assessed:
Assignment	Topic review Review	40%	STUVAC Due date: 02 Jun 2024 at 23:00	2500-3000 words
Outcomes assessed:
Small continuous assessment	Structured online discussion and written reflection Online discussion and written reflection task	30%	Week 13 Due date: 26 May 2024 at 23:00	a. Week 2 to Week 13; b. 500 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assignment 1a. Structured online discussion and 1b. Written reflection: This discussion activity is conducted from Week 2 to Week 13. Your messages must build on the contributions that other students have made and/or open up a new thread of discussion. Students need to review their contribution to the discussion and evaluate their best four contributions to the online discussion. Students must submit these contributions with a short statement outlining why and how they provide a good illustration of their contribution to the discussion.
Assignment 2. Short essay: Guidelines for early management of acute injuries often say that primary health care providers should consider the presence of yellow flags only if the patient is not improving as fast as expected. Students are required to discuss the risks and potential benefits of this approach.
Assignment 3. Topic review: Four topics will be provided for students to consider. Choose one of the topics provided to answer.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Meets the unit requirements to an exceptional standard
Distinction	75 - 84	Meets the unit requirements to a very high standard
Credit	65 - 74	Meets the unit requirements to a good standard
Pass	50 - 64	Meets the unit requirements to an acceptable standard
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Penalties for late submission will be applied in accordance with the University Assessment Procedures, 2011 (Clause 7A).

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week -01	Orientation	Online class (2 hr)
Week 01	Online Introduction	Online class (8 hr)
Week 02	Module 1: Early intervention to prevent chronicity	Online class (20 hr)
Week 04	Module 2: Learning and pain	Online class (20 hr)
Week 06	Module 3: Multimodal interventions	Online class (20 hr)
Week 08	Module 4: Social aspects of pain	Online class (20 hr)
Week 10	Module 5: Cognition and pain	Online class (20 hr)
Week 12	Module 6: Psychological comorbidities	Online class (20 hr)

Attendance and class requirements

Active participation in online discussion forums is a compulsory activity for completion of this unit of study. It is expected that students will contribute unique content and/or reflections on other students’ postings at least twice per week.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

There is no prescribed textbook for this unit of study. All required readings are available online via Canvas and the University Library.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Collaborate and communicate with peers to share knowledge and ideas and explain concepts
LO2. Describe the main psychological models of pain clearly, demonstrating understanding
LO3. Identify the strengths and weaknesses of each model (referring to empirical findings in the published literature)
LO4. Discuss how psychological variables could cause pain, modulate pain, and maintain pain
LO5. Demonstrate familiarity with key psychological assessment methods
LO6. Discuss the possible relationships between pain and psychopathology, as well as issues concerning the use of DSM-IV diagnostic categories with chronic pain conditions
LO7. Discuss the ways in which social, cultural and interpersonal contexts could influence the experience and impact of pain
LO8. Identify important areas for future research.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was offered

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

PAIN5011: Psychology of Pain

Semester 1, 2024 [Online] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links