Outline

Overview

This unit explores four foundational areas in psychology: learning and behaviour, clinical psychology, developmental psychology, and neuroscience. The lecture series emphasises the underlying processes that shape behaviour, emotions, and motivation, examining both typical development and the emergence of psychopathologies. In tutorials, students will develop a behaviour change campaign for a relevant health behaviour. This project is particularly relevant for students interested in applied and clinical psychology. Additional tutorial modules focus on developmental psychology and neuroscience, providing a comprehensive understanding of these key areas.

Unit details and rules

Academic unit	Psychology Academic Operations
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Previous or concurrent completion of PSYC5111 or PSYC5112
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Caroline Moul, caroline.moul@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam	Final Exam Each lecture series will be assessed in a two-hour closed book exam held after the teaching period ends. The initial version of the Final Exam will consist of a mixture of multiple-choice and short-answer questions. If you are approved b	50%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
Contribution	Class engagement Students will be assessed by the tutor on their engagement in the 20 minute lecture-content discussions that will occur in tutorials 2-12.	5%	Multiple weeks	20 minutes each week	AI allowed
Outcomes assessed:
Presentation	Individual presentation Students will deliver a 5 minute presentation on their behaviour change plan, progress and reflections on the coaching exercise.	5%	Week 04	5 minutes	AI allowed
Outcomes assessed:
Presentation	Group Project Report Students will collaborate in a group to deliver a 15- minute presentation on cultural competency.	10%	Week 07	10 minutes	AI allowed
Outcomes assessed:
Written work	Project Report Students will write a 1200- word APA-formatted report about the behavioural change project.	20%	Week 10 Due date: 08 May 2026 at 23:59 Closing date: 05 Jun 2026	1200 words	AI allowed
Outcomes assessed:
In-person written or creative task	In-class test Students will take a 30- minute in-class test on the development and neuroscience modules.	10%	Week 13	30 minutes	AI prohibited
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Class Engagement (5%): Lectures will be delivered in person on Mondays, Tuesdays, and Wednesdays. Students will need to attend/watch lectures so that they can contribute to tutorial class discussions.

Group Project Presentation (10%): Students will collaborate in a group to deliver a 15-minute presentation.

Individual Project Presentation (5%): Students will deliver a 5-minute presentation.

In-class test (10%): Students will take an in-class test on the tutorial material.

Project Report (20%): Students will write a 1200-word APA-formatted report about the behavioural change project.

Final Exam (50%): The lecture series will be assessed in a two-hour closed book exam held after the teaching period ends. The initial version of the Final Exam will consist of a mixture of multiple-choice and short-answer questions. If you are approved by Special Consideration to miss the initial Final Exam, the Replacement Exam structure may vary. The Final Exam is a secure hurdle task. You must exceed a minimum mark in the exam to pass this unit, regardless of your marks in the other non-secure assessments.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	At HD level, a student demonstrates a flair for the subject as well as a detailed and comprehensive understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to a student who demonstrates the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.
Distinction	75 - 84	At DI level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well-developed critical analysis of theoretical concepts.
Credit	65 - 74	At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the unit material and can solve routine problems and/or identify and superficially discuss theoretical concepts.
Pass	50 - 64	At PS level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge.
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.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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	1. Fundamental concepts in the behaviour sciences; 2. Positive reinforcement and extinction; 3. The role of the discriminative stimulus in behaviour	Lecture (3 hr)
Week 01	Orientation and group exercise	Tutorial (2 hr)
Week 02	4. The motivating role of the reinforcer in behaviour; 5. Fear and punishment; 6. Avoidance learning	Lecture (3 hr)
Week 02	Considering behaviour change	Tutorial (2 hr)
Week 03	7. The effects of choice on behaviour 8. The motivational effects of agency 9. Techniques of behavioural change	Lecture (3 hr)
Week 03	Coaching behaviour change	Tutorial (2 hr)
Week 04	10. Behaviour change for health 11. Concepts of health and wellbeing from an Aboriginal and Torres Strait Islander perspective 12. Factors affecting mental health in Australian Aboriginal Peoples	Lecture (3 hr)
Week 04	Reflection and evaluating change	Tutorial (2 hr)
Week 05	13. Assessment and diagnosis 14. Depression and bipolar 15. Anxiety	Lecture (3 hr)
Week 05	Behaviour change conclusions	Tutorial (2 hr)
Week 06	16. Addiction 17. Psychosis 18. Psychotherapy evaluation	Lecture (3 hr)
Week 06	Mental health in Aboriginal communities	Tutorial (2 hr)
Week 07	19. Normal development: what can we do and when can we do it?; 20. Socio-emotional development 1: the first 18 months; 21. Socioemotional development 2: toddlerhood and early childhood	Lecture (3 hr)
Week 07	Mental health in Aboriginal communities	Tutorial (2 hr)
Week 08	22. The development of theory of mind; 23. Current directions in developmental psychology: where might this take you?; 24. Abnormal development: implications for experimental research	Lecture (3 hr)
Week 08	Developmental psychology	Tutorial (2 hr)
Week 09	25. Evolutionary psychology 1; 26. Evolutionary psychology 2; 27. Evolutionary psychology 3	Lecture (3 hr)
Week 09	Developmental Psychology	Tutorial (2 hr)
Week 10	28. The cells of the nervous system; 29. Organisation of the nervous system; 30. Experimental neuropsychology	Lecture (3 hr)
Week 10	Neuroscience	Tutorial (2 hr)
Week 11	31. Affective neuroscience: Stress and alarm 32. Affective neuroscience: Fear and anxiety 33. Affective neuroscience: Chronic stress neuroscience: Chronic	Lecture (3 hr)
Week 11	Neuroscience	Tutorial (2 hr)
Week 12	34. Motivated behaviour: Psychopharmacology 35. Motivated behaviour: Dopamine and reinforcement 36. Motivated behaviour: Addiction	Lecture (3 hr)
Week 12	Neuroscience	Tutorial (2 hr)
Week 13	37. Motivated behaviour: Feeding and eating 38. Motivated behaviour: Sexual behaviour 39. Q & A with special guest	Lecture (3 hr)
Week 13	In-class test, feedback, and discussion.	Tutorial (2 hr)

Attendance and class requirements

There is no mandatory attendance policy for PSYC5215 but we recommend attendance at 80% of lectures and tutorials.

Tutorials:
The tutorials involve group work assessed by a peer-review system. A component of the peer review process will be an evaluation of your attendance and preparedness.

Tutorial groups will be formed in class in weeks 1 and 2.

There is an in-class test in week 13 assessing material taught in the tutorials.

Tutorials are not recorded.

Attendance at tutorials is recorded.

Lectures:
There are lecture engagement assessments for each 3-week lecture block that must be completed the week after they finish.

A component of the lecture engagement assessments is whether you have attended lectures or watched the lecture recordings by the end of the engagement period.

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

All readings for this unit can be accessed through the Library’s reading list system Leganto, available on Canvas.

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.

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

LO1. Understand and apply the principles, theories, and concepts of the following core areas of Psychology: Learning and Motivation, Mental Health Conditions and Clinical Psychology, Developmental Psychology, and Neuroscience and Biological Psychology
LO2. Design and evaluate the effectiveness of a health behaviour campaign
LO3. Apply the principles of cultural safety to the design of a community mental health research project in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals, including with Aboriginal and Torres Strait Islander people.
LO4. Critique methods used in neuroscience for examining the biological bases of behaviour and design improvements
LO5. Conduct collaborative projects demonstrating interpersonal skills and teamwork
LO6. Communicate the project outcomes in a range of formats, including APA style written reports and oral presentations

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Psychology Accreditation Council - 1.1. Comprehend and apply a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach, including the following topics: 1.1.9. lifespan developmental psychology 1.2. Apply knowledge and skills of psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals. 1.3. Analyse and critique theory and research in the discipline of psychology and communicate these in written and oral formats. 1.6. Demonstrate self-directed pursuit of scholarly inquiry in psychology.
	Australian Psychology Accreditation Council - 1.1.12. research methods and statistics. 1.2. Apply knowledge and skills of psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals. 1.3. Analyse and critique theory and research in the discipline of psychology and communicate these in written and oral formats. 1.5. Demonstrate interpersonal skills and teamwork. 1.6. Demonstrate self-directed pursuit of scholarly inquiry in psychology.
	Australian Psychology Accreditation Council - 1.1.12. research methods and statistics. 1.2. Apply knowledge and skills of psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals. 1.4. Demonstrate an understanding of appropriate values and ethics in psychology.
	Australian Psychology Accreditation Council - 1.2. Apply knowledge and skills of psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals. 1.3. Analyse and critique theory and research in the discipline of psychology and communicate these in written and oral formats. 1.6. Demonstrate self-directed pursuit of scholarly inquiry in psychology.
	Australian Psychology Accreditation Council - 1.1.1. the history and philosophy underpinning the science of psychology and the social, 1.2. Apply knowledge and skills of psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals. 1.3. Analyse and critique theory and research in the discipline of psychology and communicate these in written and oral formats. 1.4. Demonstrate an understanding of appropriate values and ethics in psychology. 1.5. Demonstrate interpersonal skills and teamwork.
	Australian Psychology Accreditation Council - 1.3. Analyse and critique theory and research in the discipline of psychology and communicate these in written and oral formats. 1.4. Demonstrate an understanding of appropriate values and ethics in psychology.

Australian Psychology Accreditation Council -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Comprehend and apply a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach, including the following topics:
1.1.1		the history and philosophy underpinning the science of psychology and the social,
1.1.11		culturally appropriate psychological assessment and measurement
1.1.2		individual differences in capacity, behaviour and personality
1.1.3		psychological health and well-being
1.1.4		psychological disorders and evidence-based interventions
1.1.5		learning and memory
1.1.7		motivation and emotion
1.1.8		neuroscience and the biological bases of behaviour
1.1.9		lifespan developmental psychology
1.2		Apply knowledge and skills of psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
1.3		Analyse and critique theory and research in the discipline of psychology and communicate these in written and oral formats.
1.4		Demonstrate an understanding of appropriate values and ethics in psychology.
1.5		Demonstrate interpersonal skills and teamwork.
1.6		Demonstrate self-directed pursuit of scholarly inquiry in psychology.

Responding to student feedback

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

This is the first time this course has been offered

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Use of generative artificial intelligence (AI)

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

PSYC5215: Brain, Behaviour, and Mental Health

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links