Recommended Study Sequence

This unit exposes students to advanced psychological methods. This will provide a strong basis for postgraduate studies and further strengthen applied research skills. The first half year will focus on qualitative methods. It will be assumed that students have not been exposed to these methods previously and this component of the unit will begin with an introduction to the topic before progressing to the major qualitative methods. The second half year will focus on quantitative methods and aims to extend and challenge some of the common statistical methods taught in earlier units.

This unit equips students with the skills needed to design and develop a research project, to operationalise their research question, to select and undertake the appropriate methods of analysis, and to effectively present results. The program is one year long, and is taught on the assumption that students have a statistical competence in multi-way analysis of variance, bivariate regression analysis, and basic non-parametric procedures. This includes demonstrated computational ability using the statistical package SPSS.

This unit exposes students to advanced psychological methods. This will provide a strong basis for postgraduate studies and further strengthen applied research skills. The first half year will focus on qualitative methods. It will be assumed that students have not been exposed to these methods previously and this component of the unit will begin with an introduction to the topic before progressing to the major qualitative methods. The second half year will focus on quantitative methods and aims to extend and challenge some of the common statistical methods taught in earlier units.

This unit equips students with the skills needed to design and develop a research project, to operationalise their research question, to select and undertake the appropriate methods of analysis, and to effectively present results. The program is one year long, and is taught on the assumption that students have a statistical competence in multi-way analysis of variance, bivariate regression analysis, and basic non-parametric procedures. This includes demonstrated computational ability using the statistical package SPSS.

Theory and Practice of Psychological Assessment and Intervention has been designed to develop practitioner competence by providing you with both relevant practical as well as theoretical input regarding the administration, scoring, and interpretation of some of the more frequently used standardised measures within an assessment context. In this unit, the scientific and ethical underpinnings of psychological testing and assessment are initially advanced in order to provide a general context for the employment of standardised psychological tests. Emphasis will then be placed on familiarising you with i) the processes that practitioners go through during a testing session and ii) current research employing the standardised tests presented in this unit. The unit will provide you with a foundation in psychological testing and assessment, allowing you to make informed use of some testing data and psychological reports. A further aim of the unit is to familiarise students with the principles of evidence based practice in psychological interventions.

In this unit students will study and critically evaluate the psychological theories and procedures that underlie contemporary approaches to the assessment and treatment of addictive behaviours. The emphasis will be on social learning theory conceptualisations of addictive behaviours and cognitive-behavioural models of assessment and treatment. This material will be at an advanced level building on the students' psychological knowledge from their first three years of study.

In 1913, the year when Jung left the psychoanalytic movement, he used the term 'analytical psychology' to identify what he called a new psychological science seen by him as having evolved out of psychoanalysis. At a later date, when he was firmly established in his own write, he referred to the 'psychoanalytic method' of Freud and the 'individual psychology' of Adler, and said that he preferred to call his own approach 'analytical psychology' by which he meant a general concept embracing both, as well as other endeavours.

This unit applies performance enhancement strategies in a variety of situations. It includes acquiring theorethical knowledge and practice of mental skills, as well as the design, implementation, and evaluation of a performance enhancement program. Although the focus of performance psychology has previously been on the elite sport performer, emphasis will be placed on the use of strategies and techniques in a variety of performance related activities.

This academic unit is designed to show how both Jung and Freud were great believers in the direct connection between a particular psychological theory developed, for example Jungian or Freudian theory, and the particularity of the person involved (one's personal psychology). They saw the specificity of how a person lived in 'place' with a particular history as being a determinant in the 'personality' of the theory (its character and sense of direction). "…our way of looking at things is conditioned by what we are" (Jung CW 4, p.335). Life stories, case studies, narrative plots … these have become the hallmark of depth psychology. It is a though there is no psychological experience without the 'story' that supports its. The story/biography is both its context and its source of meaning.

Unit Co ordinator: Dr Danuta Chessor - Email: d.chessor@uws.edu.au. This unit provides an introduction to basic counselling and consultation skills. Students are provided with a theoretical overview of the 'helping relationship' and have opportunities to learn and practice basic counselling skills. There is a focuse on specific approaches such as solution focused and narrative therapies together with a range of ways of working with young children, adolescents, teachers and families. The unit provides structured opportunities to reflect on personal and professional development with the counsellor role.

Forensic Psychology is where psychological knowledge and research is applied to the components of the legal and justice systems. Law and psychology can be seen as two significant points on the same axis in the quest to understand the meaning of human behaviour. Recently there has been increased interest in the interface between psychology and the law. The legal system and the law itself provide a fruitful domain of study for psychologists and this topic is now recognised as a major area in applied psychology since most of the fundamental assumptions underlying the legal and justice systems are psychological in nature. This unit provides students with practical skills to work in the many settings in which forensic psychologists work within the law and justice administration including probation and parole, policing, juvenile justice, the courts, and corrections. Specifically it aims to introduce students to psychological practice and current issues in various forensic settings.

The aim of this unit is to develop an advanced level of theoretical and empirical knowledge in core topics of psychology, and an awareness of how this knowledge underpins evidence-based approaches to psychological intervention. The unit fosters an appreciation of how psychology as a scientific discipline based on sound research provides the foundation for psychological intervention and practice. Skills in the critical evaluation of knowledge and research are developed.

The unit adopts a lifespan approach to explore the range of counselling and intervention options, which can be used to optimize or enhance people's lives and to facilitate people in reaching their maximum potential at different stages of the lifespan.

This unit will provide students with increased understanding of the knowledge and skills necessary to begin practice as a psychology consultant. This will involve understanding the dynamics of gaining consulting opportunities, ethical considerations, assessing client needs, understanding the unique demands of a particular performance environment, developing effective communication skills, understanding behaviour change principles, and incorporating evaluation procedures.

This academic unit is designed to provide an opportunity for students to ask provocative questions about madness, health and therapy in familiar cultural contexts and discover some imaginative ways of addressing them. The tradition of Analytical psychology sees the recovery of the imagination as part of its therapeutic task. It is a way of taking seriously the place and function of dreams and ideals as a source of social inspiration. The focus of the unit is thoroughly psychological, but our purposes are less about the goal of 'sanity' via the clinic than the struggle to consider the health of diverse aspects of Australian culture. The domains of this work may include contemporary politics, the environment, public policy, intercultural communication, religion, workplaces, arts, law, media and the academy. Distinctions are made between psychotic madness and the madness of borderline states, individual madness and cultural madness, normal madness and the madness of the normal. The mutually shaping relationship of culture and madness will be emphasized.

While law and psychology appear to be antithetical, they can be seen as two significant points on the same axis in the quest to understand the meaning of human behaviour (Elazzi, 1996). This unit provides an overview of applied psychology in the legal context. Specifically it aims to introduce students to psychological perspectives and current issues in various forensic settings. Recently there has been increased interest in the interface between psychology and the law. The legal system and the law itself provide a fruitful domain of study for psychologists and this topic is now recognised as a major area in applied psychology. Most of the fundamental assumptions underlying law-making and the legal process are psychological and reflect a social construction of our world and actions. This unit provides students with an understanding of the contextual framework within which the law and legal system operate and the contribution of psychological knowledge. Students will be exposed to, and gain understanding of, the role and functions of forensic psychologists in a number of legal jurisdictions.

This unit will explore important issues related to developmental psychopathology in children and adolescents. It will focus on the criteria, etiology, and developmental progression, considering risk and resilience factors within a normative developmental approach. This unit will also consider the assessment, treatment and prevention and current developments including behaviour therapy, cognitive behaviour therapy, in childhood disorders. Psychopharmacology will also be discussed.

The aim of this unit is to develop an advanced level of theoretical and empirical knowledge in core topics of psychology, and an awareness of how this knowledge underpins evidence-based approaches to psychological intervention. The unit fosters an appreciation of how psychology as a scientific discipline based on sound research provides the foundation for psychological intervention and practice. Skills in the critical evaluation of knowledge and research are developed.