Outline

Overview

This course is designed for students who would like to learn about the core concepts of clinical and biobehavioural psychology, and their applications to therapies, organisations, and an individual's behaviour. The emphasis is on behaviour, emotions, and motivational processes. You will learn how to analyse the environmental cause of behaviours, and how to use reinforcements, punishments and incentives to modify and motivate behaviour. Clinical Psychology will focus on emotional and motivational disorders, such as anxiety and depression, addiction, sexual disorders, and eating disorders. The way in which these processes arise and are shaped in people will be presented in the section on Developmental Psychology. Neuroscience will focus on the evolutionary, genetic, neurobiological, and pharmacological mechanisms underlying the phenomena taught in the other sections. The practical classes are designed for students with an interest in clinical and therapeutic Psychology, and will train students to design and implement a behaviour modification programme.

Unit details and rules

Academic unit	Psychology Academic Operations
Credit points	6
Prerequisites ?	PSYC1002
Corequisites ?	None
Prohibitions ?	PSYC2010 or PSYC2910 or PSYC2011 or PSYC2911 or PSYC2915
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Ian Johnston, i.johnston@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam	Final take home exam 48 hour take-home written exam	50%	Formal exam period	2.5+ hours
Outcomes assessed:
Assignment	Introduction section Introduction section of a written scientific report	10%	Week 07 Due date: 06 Apr 2020 at 23:59 Closing date: 04 May 2020	500 words
Outcomes assessed:
Assignment	Research report Results and discussion sections of a written scientific report	20%	Week 11 Due date: 11 May 2020 at 11:59 Closing date: 01 Jun 2020	1000 words
Outcomes assessed:
Tutorial quiz	Tutorial quiz 20 Multiple choice questions	15%	Week 12	30 minutes
Outcomes assessed:
Presentation	Debate Oral in-class debate	5%	Week 13	50 minutes
Outcomes assessed:

Assessment summary

Submitted work: These two assessments form two parts of a written report on the tutorial project from weeks 2-7. The introduction section is a 500-word introduction section describing the background and hypotheses of the project. The research report is the results and discussion sections of a scientific report of the project.
Tutorial quiz: This is an open book MCQ quiz on the material presented in the tutorials for week 8-11. Completed through Canvas
Debate: This is an in-class debate on a contemporary issue with biological psychology. You must come prepared with a page of hand-written notes on the topic.
Final exam: This is a take home exam, 2000 words on the lecture topics.

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	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.

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.

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.

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 02	1. The motivating role of the reinforcer in behaviour; 2. Fear and punishment; 3. Avoidance learning	Lecture (3 hr)
Week 02	Behaviour modification 1: beginning the behavior modification exercise	Tutorial (1 hr)
Week 03	1. Intrinsic motivation; 2. Choice and self-control; 3. Applications of behavioural analysis	Lecture (3 hr)
Week 03	Behaviour modification 2: designing your own modification plan	Tutorial (1 hr)
Week 04	1. Assessment and diagnosis; 2. Depression and bipolar; 3. Anxiety	Lecture (3 hr)
Week 04	Behaviour modification 3: collection of baseline data, begin the exercise	Tutorial (1 hr)
Week 05	1. Addiction; 2. Psychosis; 3. Psychotherapy evaluation	Lecture (3 hr)
Week 05	Behaviour modification 4: collection of post-modification data	Tutorial (1 hr)
Week 06	1. Cognitive-behavioural therapies; 2. Neuropsychology; 3. Psychopharmacotherapies	Lecture (3 hr)
Week 06	Behaviour modification 5: learning and motivation	Tutorial (1 hr)
Week 07	1. Normal development: what can we do and when can we do it?; 2. Socio-emotional development 1: the first 18 months; 3. Socio-emotional development 2: toddlerhood and early childhood	Lecture (3 hr)
Week 07	Behaviour modification 6: discuss results, discuss report writing	Tutorial (1 hr)
Week 08	1. The development of theory of mind; 2. Current directions in developmental psychology: where might this take you?; 3. Abnormal development: implications for experimental research	Lecture (3 hr)
Week 08	Developmental 1: demonstration and discussion	Tutorial (1 hr)
Week 09	1. Instincts; 2. Evolutionary psychology 1; 3. Evolutionary psychology 2	Lecture (3 hr)
Week 09	Developmental 2: nature and nurture	Tutorial (1 hr)
Week 10	1. Behavioural genetics; 2. Gene-environmental interactions in behaviour; 3. Cells of the CNS	Lecture (3 hr)
Week 10	Neuroscience 1: psychopharmacology	Tutorial (1 hr)
Week 11	1. Neuroplasticity; 2. Stress and endocrine responses; 3. Neurobiology of fear and anxiety	Lecture (3 hr)
Week 11	Neuroscience 2: methods in functional neuroscience	Tutorial (1 hr)
Week 12	1. Dopamine and behaviour ; 2. Addiction 1; 3. Addiction 2	Lecture (3 hr)
Week 12	Final in-class Quiz	Tutorial (1 hr)
Week 13	1. Appetite and eating; 2. Neurobiology of sexual behaviour	Lecture (2 hr)
Week 13	Debate: conceptual analysis of biological psychology	Tutorial (1 hr)

Attendance and class requirements

All lectures are video and audio recorded.

Due to the exceptional circumstances caused by the COVID-19 pandemic, attendance requirements for this unit of study have been amended. Where online tutorials/workshops/virtual laboratories have been scheduled, students should make every effort to attend and participate at the scheduled time. Penalties will not be applied if technical issues, etc. prevent attendance at a specific online class. In that case, students should discuss the problem with the coordinator, and attend another session, if available.

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

TEXTBOOKS

No single textbook covers all the topics taught in this course so we must recommend more than one text. Because we realize that students may not be able to afford two books for a single course, multiple copies of these texts will be made available in the Library Reserve so you may copy the relevant sections as an alternative to buying the complete text. However, please note that in previous years that demand for the texts in Reserve is extremely high, and students have reported they have not been able to access the texts in Reserve when they have wanted them. These texts are also used in Senior level Psychology courses (PSYC3011 & PSYC3018, see below). If you plan on taking these senior level courses, you may want to buy these texts now. The two recommended texts are:

Bouton, M.E. (2016). Learning and Behavior: A Contemporary Synthesis. 2nd Ed. Sinauer. (This text will be particularly useful in Weeks 1- 3 and is also used in the Senior Psychology course PSYC3011 Learning and Behaviour. Please note, the old version of Bouton is fine as well.)

Rieger, E. (Ed.) (2017) Abnormal Psychology: Leading researcher perspectives. Sydney: McGraw-Hill Education (4th Edition). (This text will be particularly useful in weeks 4 – 6, and is also used in the Senior Psychology course PSYC3018 Abnormal Psychology.)

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. understand and describe the core concepts that underpin clinical and biobehavioural psychology, and their applications to therapies, organisations, and an individual's behaviour
LO2. analyse the environmental determinants of behaviour, and create and implement a behaviour modification therapy
LO3. understand and describe the core research design principles and statistical approaches used throughout psychology, to apply them in a critical manner, and to understand the main ethical principles guiding research in this discipline
LO4. apply the APA style of scientific writing to the generation of a research report
LO5. evaluate and debate the interactions between the individual, their environment, developmental, and neurobiological processes in complex contemporary issues around mental illness or socio-legal controversies
LO6. understand and describe how psychology is applied in clinical settings, and the roles of clinical psychologists within the broader health system and within our communities.

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.

We have modified the minor written assessment for this course based on feedback from students last year so that students write the introduction section of the report rather than a behaviour modification plan.

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.

General Laboratory Safety Rules

No eating or drinking is allowed in any laboratory under any circumstances
A laboratory coat and closed-toe shoes are mandatory
Follow safety instructions in your manual and posted in laboratories
In case of fire, follow instructions posted outside the laboratory door
First aid kits, eye wash and fire extinguishers are located in or immediately outside each laboratory
As a precautionary measure, it is recommended that you have a current tetanus immunisation. This can be obtained from University Health Service: unihealth.usyd.edu.au/

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

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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PSYC2015: Brain and Behavioural Psychology

Semester 1, 2020 [Normal day] - 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

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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect