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Unit outline_

HSBH3015: Mental Health Rehabilitation

Semester 1, 2022 [Online] - Camperdown/Darlington, Sydney

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.

Unit details and rules

Academic unit Health Sciences
Credit points 6
Prerequisites
? 
48 credit points
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Erin Fearn-Smith, erin.fearnsmith@sydney.edu.au
Lecturer(s) Erin Fearn-Smith, erin.fearnsmith@sydney.edu.au
Tutor(s) Erin Fearn-Smith, erin.fearnsmith@sydney.edu.au
Mark Ngo, mark.ngo@sydney.edu.au
Jill Clancy, jill.clancy@sydney.edu.au
Type Description Weight Due Length
Small continuous assessment hurdle task Tutorial participation
Online tutorial participation
30% Multiple weeks n/a
Outcomes assessed: LO1 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment hurdle task Short written essay 1
Short written essay
25% Week 08 900 words (+ or - 10%)
Outcomes assessed: LO7 LO8 LO9
Assignment hurdle task Short written essay 2
Short written essay
45% Week 13 900 words (+ or - 10%)
Outcomes assessed: LO7 LO8 LO9
hurdle task = hurdle task ?

Assessment summary

  • Online participation (multiple weeks): Students’ contributions to the tutorial discussions will be assessed weekly by tutors. Final marks for this assessment is a sum of all weekly marks for all tutorials. You must participate in a minimum of 7 tutorial discussions to get a mark in this area of assessment.
  • Short written essay (week 8): This assessment task will provide an opportunity for students to reflect, evaluate, and apply their own understanding of the concepts and practices associated with best practice mental health rehabilitation.
  • Short written essay (week 13): This assessment task will provide an opportunity for students to reflect, evaluate, and apply their own understanding of the concepts and practices associated with best practice mental health rehabilitation.

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

Oustanding

Distinction

75 - 84

Very Good

Credit

65 - 74

Good

Pass

50 - 64

Sufficient

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.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Introduction; Mental health conditions Online class (2 hr) LO1 LO7
Week 02 Stigma and oppression Online class (2 hr) LO2 LO7
Week 03 Recovery from mental illness Online class (2 hr) LO1 LO3 LO7
Week 04 Recovery and Family Online class (2 hr) LO1 LO2 LO3 LO4 LO6
Week 05 Goals, values, and principles of psychiatric rehabilitation; Ethics in mental health Online class (2 hr) LO2 LO3 LO4 LO7
Week 06 Mental health services Online class (2 hr) LO2 LO3 LO5
Week 07 Treatment options and medications management; Illness management and recovery Online class (2 hr) LO1 LO5 LO6
Week 08 Physical health and health care Online class (2 hr) LO1 LO2 LO4 LO5 LO6
Week 09 Housing: quality of housing, social integration Online class (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 10 Dual diagnosis; Integrated treatment services Online class (2 hr) LO1 LO2 LO4 LO5 LO6
Week 11 Employment: supported employment, workplace accommodations, and disclosure Online class (2 hr) LO1 LO2 LO4 LO6
Week 12 Services/resources coordination; Assertive community treatment Online class (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Week 13 Peer support and Peer workers Online class (2 hr) LO2 LO3 LO4 LO6 LO7

Attendance and class requirements

Attendance: You are expected to participate in minimum of 7 of the online tutorials in order to get a mark for this area of assessment. All tutorials are online, open for one full week, and you do not need to participate at a specific time or be on campus to do the tutorials.

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 are no specific prescribed readings for this unit.

Required materials: Online/Distance education units of study have the following computer requirements: (a) Desktop computer or laptop (not tablet) (b)Webcam and microphone (built-in or external)
(c) Connection to network with sufficient internet speed: at least 3 Mbps download speed and 3Mbps upload

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. describe the disability associated with persistent mental health problems
  • LO2. explain the impact of stigma and discrimination on the participation of people with mental health problems
  • LO3. differentiate personal recovery from clinical recovery in a mental health context
  • LO4. debate and defend the goals, values, and guiding principles of psychiatric rehabilitation
  • LO5. recognise the significant social and political influences on mental health care service delivery and reform
  • LO6. demonstrate an understanding of evidence-based treatment and rehabilitation interventions for people experiencing disability from persistent mental health conditions
  • LO7. use contemporary recovery oriented mental health information literacy and language skills
  • LO8. create a logical argument on a topic related to psychiatric rehabilitation
  • LO9. use skills in written communication, academic writing, and academic integrity.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

Student feedback has been incorporated into teaching and assessments for this unit.

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.