Outline

Overview

This unit is designed for students who would like to learn about the core concepts of clinical and biobehavioural psychology, and their applications to therapies, 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 applied 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	Caroline Moul, caroline.moul@sydney.edu.au

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

Type	Description	Weight	Due	Length
Supervised exam ?	Final Exam See Canvas for details.	40%	Formal exam period	2 hours
Outcomes assessed:
Small continuous assessment	Tutorial Quizzes See Canvas for details.	10%	Ongoing	See Canvas for details.
Outcomes assessed:
Small continuous assessment	Lecture Quizzes See Canvas for details.	5%	Ongoing	See Canvas for details.
Outcomes assessed:
Presentation	Group Project Presentation See Canvas for details.	15%	Week 10	15 minutes
Outcomes assessed:
Assignment	Research Report See Canvas for details.	20%	Week 12 Due date: 15 May 2024 at 23:59 Closing date: 12 Jun 2024	1500 words
Outcomes assessed:
Participation	Peer Evaluation See Canvas for details.	10%	Week 13	See Canvas for details.
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

More 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.

Support for students

The Support for Students Policy 2023 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 2023. 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 02	1. The motivating role of the reinforcer in behaviour; 2. Fear and punishment; 3. Avoidance learning	Lecture (3 hr)
Week 02	Behaviour project 1: Introduction to working in groups	Tutorial (1 hr)
Week 03	1.Choice and self-control; 2. Learned helplessness and contingency learning; 3. Intrinsic motivation	Lecture (3 hr)
Week 03	Behaviour project 2: Case study - measuring behaviour	Tutorial (1 hr)
Week 04	1. Assessment and diagnosis; 2. Depression and bipolar; 3. Anxiety	Lecture (3 hr)
Week 04	Behaviour project 3: Case study - developing a behaviour change intervention.	Tutorial (1 hr)
Week 05	1. Addiction; 2. Psychosis; 3. Psychotherapy evaluation	Lecture (3 hr)
Week 05	Behaviour project 4: Develop case study presentations	Tutorial (1 hr)
Week 06	1. Concepts of health and wellbeing from an Aboriginal and Torres Strait Islander perspective; 2. The social and emotional wellbeing framework; 3. Q & A with special guest on material from the first part of the unit	Lecture (3 hr)
Week 06	Behaviour project 5: Group presentations of case studies	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 project 6: Receive results of project, groups plan report and presenations.	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	Clinical psychology: Cross-cultural issues - a focus on Aboriginal mental health.	Tutorial (1 hr)
Week 09	1. Evolutionary psychology 1; 2. Evolutionary psychology 2; 3. Evolutionary psychology 3	Lecture (3 hr)
Week 09	Developmental Psychology: Developmental milestones.	Tutorial (1 hr)
Week 10	1. The cells of the nervous system; 2. Organisation of the nervous system; 3. Experimental neuropsychology	Lecture (3 hr)
Week 10	Behaviour project 7: Presentation of a draft of the group report.	Tutorial (1 hr)
Week 11	1. Stress and endocrine responses; 2. Neurobiology of fear and anxiety; 3. Chronic stress	Lecture (3 hr)
Week 11	Behavioural neuroscience 1: Neuroscience problems	Tutorial (1 hr)
Week 12	1. Psychopharmacology; 2. Dopamine and behaviour ; 3. Addiction	Lecture (3 hr)
Week 12	Behavioural neuroscience 2: Prepare project presentations	Tutorial (1 hr)
Week 13	1. Appetite and eating; 2. Neurobiology of sexual behaviour; 3. Q & A with special guest on the second half of the unit	Lecture (3 hr)
Week 13	Behavioural neuroscience 3: Project presentations	Tutorial (1 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 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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Psychology Accreditation Council - 1.1.11. culturally appropriate psychological assessment and measurement 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. 1.6. 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 - 1.3. 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 - 1.4. Demonstrate an understanding of appropriate values and ethics in psychology.

Responding to student feedback

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

Additional information

What is the difference between PSYC2015 and PSYC2915?

Students in these units have the same lectures and sit the same exams. All students do the same Clinical Psychology, Developmental Psychology, and Neuroscience tutorials.

However, the tutorial projects are different for these units.

PSYC2015 is designed for students who are more interested in learning about applied psychology. Students do a tutorial program teaching the basics of behavioural therapies, and learn applied skills to analyse the environmental determinants of behaviours, and then develop a program to analyse and modify their own behaviour. We will then examine if this behavioural change effects a change in another psychological function.

PSYC2915 is for students who are more interested in research. Students will have the opportunity to participate in an experiment. For the rest of the program, you will then be given a set of research problems and you will work in a group to develop a novel and creative solution for one of the problems, researching the best methods that should be used to investigate the problem.

Both units are equally as challenging and are marked to the same standards, they just have different focuses in the tutorial projects - a Distinction in PSYC2015 counts the same as a Distinction in PSYC2915.

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

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PSYC2015: Brain and Behavioural Psychology

Semester 1, 2024 [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

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect