Outline

Overview

This unit aims to help students become knowledgeable about health psychology and neurodevelopmental conditions across the lifespan. The health psychology component will examine the relationship between psychological and physical functioning across a range of conditions. In particular, students will investigate the way in which cognitive and behavioural factors influence psychological and physical functioning. This component of the course will also introduce theories and interventions that improve quality of life for people with physical health problems including topics such as: adjustment to illness, working with patients and their families with chronic illness and dealing with death and dying. The neurodevelopmental component of this unit of study will introduce students to common neurodevelopmental conditions. The course aims to develop students’ understandings of assessment, diagnosis, differential diagnosis and management of these conditions. Lectures will include theoretical components, formulations, treatment planning, vignette/case studies informed by a research evidence base and common clinical presentations, as well as discussions.

Unit details and rules

Academic unit	Psychology Academic Operations
Credit points	6
Prerequisites ?	PSYC6083
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Elizabeth Seeley, elizabeth.seeley@sydney.edu.au
Lecturer(s)	Adam Guastella, adam.guastella@sydney.edu.au
	Grace Wei, grace.wei@sydney.edu.au
	Elizabeth Seeley, elizabeth.seeley@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Role play presentation Role played case presentation of formulation and treatment planning (video)	0%	Week 07	15-20 min recorded video	AI allowed
Outcomes assessed:
In-person written or creative task	Quiz - ADHD Short quiz on the one-off topic of ADHD; hand written short answer.	0%	Week 09	15 min at end of the lecture	AI prohibited
Outcomes assessed:
In-person written or creative task	Quiz - ASD Short answer written quiz on the one-off topic of ASD	0%	Week 10	15 min at the end of the lecture	AI prohibited
Outcomes assessed:
Written work	Health Assignment Reflective essay	0%	Week 10	750 words	AI allowed
Outcomes assessed:
In-person written or creative task	Quiz - Behavioural Management Short written quiz on the one-off topic of behavioural management plans.	0%	Week 11	15 minutes at the end of the lecture	AI prohibited
Outcomes assessed:
In-person written or creative task	Quiz - Dementia Short answer hand written quiz on dementia interventions for patient/carers	0%	Week 12	15 minutes at the end of the lecture	AI prohibited
Outcomes assessed:

Assessment summary

Health Assignments: The assignments ask you to apply knowledge that has been gained from health lectures from within the course.

Assessment criteria

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

Result name	Mark Range	Description
Pass with Merit	PM	The material or clinical practice substantially exceeds the expected level of competence for the stage of training. Reserved for work of an exceptionally high standard that demonstrates independent thought, originality and comprehensive knowledge of the subject area. In order to be awarded a ‘Pass with Merit’, a student needs to perform in the top 10% of students.
Pass	P	The material or clinical practice meets the expected level of competence for the stage of training. A pass is considered to signify work that is of a good to very good standard, according to the relevant expectations.
Meet with Marker	MEET	The written material or clinical practice demonstrates some misunderstanding or a minor deficiency in level of competence. The student must meet with the examiner to discuss the problems with the work. If the marker is satisfied with the outcome of the meeting, the work is given a pass. Alternatively, the student may be required to resubmit or repeat the work.
Resubmit	RE	The written material or clinical practice does not meet the required competency. The student must resubmit or repeat the work within a period of time determined by the CPU and the work will be re-marked. Resubmitted or repeated work that on this basis fails to meet the required competency will then be marked independently by a second marker, and a third marker if the two initial markers disagree. Work that is deemed to have failed to meet course requirements by two markers will be assigned a Fail.
Fail	F	The written material or clinical practice is of a sufficiently low standard, or demonstrates unethical or dangerous practice. Any piece of written work that is marked with Fail will be marked independently by a second marker, and by a third marker if the two initial markers disagree. Where required, the three markers meet to decide upon a final mark to be awarded. Work that is deemed to have failed to meet course requirements by two markers will be assigned a Fail. In most cases, written assessments and clinical practice assessments examine core clinical competencies, and the Fail mark will result in the Unit of Study being failed. case report, the student fails the Unit of Study and is required to repeat and re-enrol in that Unit of Study. Any Unit of Study that the student is deemed to have failed will have to be repeated, and the student will be required to re-enrol in that Unit of Study. Students are only eligible to repeat Units of Study once.

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.

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:

Late penalties If you do not submit an assessment by the due date, and do not have an approved special consideration application, late penalties will apply. The following penalties apply for any assessment submitted late without an extension approved through special consideration: Less than 1 week late > Meet with Marker (MEET) Requirement: Student to meet with Unit Coordinator plus either Director of Clinical Training or Head of the Clinical Psychology Unit. 1-2 weeks late > Resubmit (RE) Requirement: Student to complete a new piece of work and resubmit within one week (eg. new assignment or new case report or new research report). Unit Coordinator to provide new assignment question or instructions. 2 weeks late > Fail (F) Requirement: Result reported as Fail for unit of study on student academic transcript.

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	Introduction to Health Psychology; Managing health behaviour and increasing adherence; Adjustment to illness	Lecture (2 hr)
Week 02	Empirically validated treatments for managing anxiety in the context of ill health	Lecture (2 hr)
Week 03	Empirically validated treatments for managing depression in the context of ill health	Lecture (2 hr)
Week 04	Pain and pain management	Lecture (2 hr)
Week 05	Treating fear of cancer recurrence; Palliative care; Working with carers	Lecture (2 hr)
Week 06	Managing sleep and its disturbances across the lifespan	Lecture (2 hr)
Week 07	Working with older adults	Lecture (2 hr)
Week 08	In-class review of recorded case presentations	Lecture (2 hr)
Week 09	Implementing behavioural management plans	Lecture (3 hr)
Week 10	Clinical management of ASD (assessment, diagnosis, differential diagnosis, and interventions)	Lecture (3 hr)
Week 11	Clinical management of ADHD (assessment, diagnosis, differential diagnosis, and interventions)	Lecture (3 hr)
Week 12	Interventions for people with dementia and their carers	Lecture (3 hr)

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.

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 how ill health and neurodevelopmental difficulties affect the core principles and theoretical models that underpin current evidence-based practice with socially and culturally diverse clients
LO2. develop advanced knowledge of the relevant current theories, principles, approaches, and practices of health psychology, informed by a research evidence base
LO3. formulate conceptualisations of presenting issues that include the impact of physical ill health on psychological processes and mental ill health
LO4. develop advanced knowledge of the relevant current theories, principles, approaches, and practices regarding neurodevelopmental conditions across the lifespan, informed by a research evidence base
LO5. formulate conceptualisations of presenting issues that include the impact of neurodevelopmental and neuropsychological conditions on cognitive and psychological processes
LO6. implement appropriate, empirically supported interventions, and monitor clients’ progress and intervention outcomes
LO7. work effectively with a range of professional and support staff and communicate effectively, within the bounds of ethical and legal requirements

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 - 4.2.1. Apply advanced psychological knowledge of the following to their practice in clinical psychology: 4.2.1.1. psychological theories of the aetiology, progression and/or recovery, precursors and sequelae of psychological disorders, including incidence, prevalence and predisposing, risk, protective and maintenance factors 4.2.1.2. both developmental systems and biopsychosocial models of health as they apply to psychological disorders as well as the multiple factors that impinge on mental health across the lifespan 4.2.1.3. psychopathology and relevant international taxonomies of classification of psychological disorders, including severe, complex and chronic mental illness
	Australian Psychology Accreditation Council - 4.2.1. Apply advanced psychological knowledge of the following to their practice in clinical psychology: 4.2.1.1. psychological theories of the aetiology, progression and/or recovery, precursors and sequelae of psychological disorders, including incidence, prevalence and predisposing, risk, protective and maintenance factors 4.2.1.2. both developmental systems and biopsychosocial models of health as they apply to psychological disorders as well as the multiple factors that impinge on mental health across the lifespan 4.2.1.3. psychopathology and relevant international taxonomies of classification of psychological disorders, including severe, complex and chronic mental illness
	Australian Psychology Accreditation Council - 4.2.1. Apply advanced psychological knowledge of the following to their practice in clinical psychology: 4.2.1.1. psychological theories of the aetiology, progression and/or recovery, precursors and sequelae of psychological disorders, including incidence, prevalence and predisposing, risk, protective and maintenance factors 4.2.1.2. both developmental systems and biopsychosocial models of health as they apply to psychological disorders as well as the multiple factors that impinge on mental health across the lifespan 4.2.1.3. psychopathology and relevant international taxonomies of classification of psychological disorders, including severe, complex and chronic mental illness 4.2.2. Apply advanced psychological knowledge to culturally responsive assessment in the area of clinical psychology, including: 4.2.2.1. evaluation of psychological disorders with reference to relevant international taxonomies of classification, including disorders of moderate to severe level and complexity 4.2.2.2. use of assessment tools and processes related to a wide range of psychological disorders, and including psychometric tests, structured or semi-structured interviews, behavioural observations, measures of functionality and processes that enable collection of collateral information from multiple sources, including groups and systems relevant to the client 4.2.2.3. integration, interpretation, and synthesis of clinical psychological assessment data with the knowledge of psychopathology to inform case formulation, diagnosis and intervention
	Australian Psychology Accreditation Council - 4.2.1. Apply advanced psychological knowledge of the following to their practice in clinical psychology: 4.2.1.1. psychological theories of the aetiology, progression and/or recovery, precursors and sequelae of psychological disorders, including incidence, prevalence and predisposing, risk, protective and maintenance factors 4.2.1.2. both developmental systems and biopsychosocial models of health as they apply to psychological disorders as well as the multiple factors that impinge on mental health across the lifespan 4.2.1.3. psychopathology and relevant international taxonomies of classification of psychological disorders, including severe, complex and chronic mental illness
	Australian Psychology Accreditation Council - 4.2.1. Apply advanced psychological knowledge of the following to their practice in clinical psychology: 4.2.1.1. psychological theories of the aetiology, progression and/or recovery, precursors and sequelae of psychological disorders, including incidence, prevalence and predisposing, risk, protective and maintenance factors 4.2.1.2. both developmental systems and biopsychosocial models of health as they apply to psychological disorders as well as the multiple factors that impinge on mental health across the lifespan 4.2.1.3. psychopathology and relevant international taxonomies of classification of psychological disorders, including severe, complex and chronic mental illness 4.2.2. Apply advanced psychological knowledge to culturally responsive assessment in the area of clinical psychology, including: 4.2.2.1. evaluation of psychological disorders with reference to relevant international taxonomies of classification, including disorders of moderate to severe level and complexity 4.2.2.2. use of assessment tools and processes related to a wide range of psychological disorders, and including psychometric tests, structured or semi-structured interviews, behavioural observations, measures of functionality and processes that enable collection of collateral information from multiple sources, including groups and systems relevant to the client 4.2.2.3. integration, interpretation, and synthesis of clinical psychological assessment data with the knowledge of psychopathology to inform case formulation, diagnosis and intervention
	Australian Psychology Accreditation Council - 4.2.3. Apply advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology, including: 4.2.3.1. selection, tailoring and implementation of appropriate evidence-based interventions on the basis of an initial case formulation, whether individuals, dyads or carers/dependents
	Australian Psychology Accreditation Council - 4.2.3. Apply advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology, including: 4.2.3.3. consultation and collaboration with other professionals regarding clinical planning and referrals, particularly in the context of complex case presentations

Responding to student feedback

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

Additional information

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

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

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

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

PSYC6084: Health and Neurodevelopmental Conditions

Semester 2, 2025 [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

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links