Course overview
- Study period
- Semester 1, 2026 (23/02/2026 - 20/06/2026)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Psychology School
The course provides an overview of the nature and history of abnormal behaviour and then examines the predominant models underlying our understanding of abnormality. Detailed descriptions and empirical research relating to a range of clinical problems form the core of the course. Topics include schizophrenia, mood disorders, anxiety disorders, personality, somatoform and dissociative disorders, and disorders of childhood. Presentations of clinical problems are supported by outside speakers or video based illustrations. There is an emphasis upon empirical evidence relating to the epidemiology, aetiology, and treatment of the clinical problems covered during the course. Students will also gain an introduction to the National Practice Standards for Mental Health Workforce.
Staff Introductions
Course Co-ordinator:ﾠ ProfessorﾠGenevieve Dingle
Genevieve is a registered clinical psychologist and Professor at the School of Psychology, University of Queensland. She completed her PhD in clinical psychology at the University of QLD and practiced in adult psychiatric hospitals, veterans' mental health, and alcohol and other drug treatment services from 1995 to 2007, when she returned to academia. She continues to contribute to the clinical psychology profession through training and supervision of provisional psychologists and clinical research. Genevieve's research interests are in non-medical approaches to social inclusion and mental health, including music, arts and nature-based programs (also known as social prescribing). Genevieve was the Director of clinical psychology programs at UQ from 2022-2024 and she has convened courses on psychotherapies, addiction science and practice, and research dissertations.
Tutorsﾠ
In general, the PSYC3102 tutors are undertaking postgraduate training in psychology, and/or working in psychology practice.ﾠThey have some clinical experience and have undertaken training in the assessment and diagnosis of psychopathology.ﾠThe tutors have a strong interest in clinical psychology, in particular psychopathology.
Introduction to Psychopathology & Course Overviewﾠ
Psychopathology: An academic challenge. The field of abnormal behaviour is fascinating and is bound to hold your interest.ﾠ Indeed, many people who study psychopathology decide to continue their studies and training in this area.ﾠ The field of psychopathology is devoted to the study of abnormal behaviour.ﾠ This course will present empirical approaches to mental disorders of all age groups.ﾠ Given that ideas about what is 'abnormal' psychological functioning have changed throughout recorded history, a historical overview of the classification and treatment of mental disorders is provided first. This is followed by a broad introduction to the classification, assessment and diagnosis of abnormal behaviour.ﾠ Contemporary etiological theories of abnormal behaviour are then introduced.ﾠ After establishing these foundations of psychopathology, the remainder of the course covers all major mental disorders, each of which will be discussed with respect to: assessment, diagnosis and classification; epidemiology; course of the disorder; etiological theories presented from an integrative perspective that stresses the importance of multifactorial rather than unifactorial approaches; and treatment.ﾠ Although therapeutic interventions for specific disorders will be surveyed, they will not be a major focus of this course.
Psychopathology: A personal challenge.ﾠ As well as finding the course academically challenging and stimulating, you will probably find some of the material personally challenging.ﾠ For example, the Lived Experience speakers will talk candidly about their own experiences of mental disorders, which may challenge your attitudes about those who suffer mental disorders.ﾠ There is still considerable misunderstanding and ignorance in the community concerning mental disorders.ﾠ It is likely that many of you will have a family member or friend who is experiencing a mental disorder.ﾠ In addition, you have probably experienced psychological problems that are to some extent similar to the types of disorders and symptoms discussed in the course.ﾠ You may also identify with aspects of some of the cases presented in lectures and tutorials.ﾠ Hence, in addition to the academic knowledge and skills you acquire in this course, it is hoped that you will also learn more about yourself!
How to approach the course. While learning about the psychological problems that people experience, there are several important points to keep in mind throughout the course.ﾠ First, the study of abnormality by psychologists is a subset of general psychology, which means we try to approach it with a scientific attitude.ﾠ Because abnormality is often so interesting in its own right, it is easy to lose track of psychology’s goal of explaining how problems come about and devising means of preventing and treating them.
Second, there is sometimes a tendency to romanticize abnormality, to think that people with interesting problems are somehow charismatic and special.ﾠ Although we can celebrate the strengths in everyone, mental illness should be viewed in a similar way as physical illness (rather than something romantic). The guest speakers in this course who speak about their psychological disorders will also share about the suffering and pain that their problems have caused.
Third, many problems exist in degrees, which means that you should not panic simply because part of what you experience in your life is similar to the striking cases of psychological abnormality described in this course.ﾠ Indeed, sadness and worry, confusion and hurt are all part of the human condition.
Course requirements
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
2 courses from PSYC2020 or PSYC2030 or PSYC2040 or PSYC2050
Incompatible
You can't enrol in this course if you've already completed the following:
PSYC4102
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Note that there are 3 components to this course: the 2-hour lecture, the 1-hour lived experience speaker workshop (before the lecture) and a 1-hour tutorial (various times across the rest of the week). Please check timetable information. The large group sessions (workshop and lecture) will be recorded and made available for delayed viewing. However, tutorial attendance is expected in person.
Aims and outcomes
The course aims to provide an overview of theoretical and empirical research relating to the classification, assessment, epidemiology, aetiology, and treatment of the major mental disorders.ﾠ The course also aims to train students in the application of fundamental diagnostic clinical decision making processes to case studies and to provide students with the opportunity to observe symptoms of psychopathology.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Describe and accurately employ a widely used system for classifying mental disorders; the Diagnostic and Statistical Manual of Mental Disorders 5th (TR) Edition
LO2.
Describe theoretical and empirical research relating to the classification, epidemiology, aetiology and treatment of the major mental disorders
LO3.
Apply fundamental diagnostic clinical decision making processes to case studies
LO4.
Apply key contemporary etiological theories of abnormal behaviour to case studies
LO5.
Describe the experience of observing symptoms of psychopathology and interacting with people who have mental disorder or who care for such persons
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation | Reflective Summaries (select 5 across semester, the first two are due in Week 7, the next 3 are due in Week 13) | 20% 5 reflections, each worth 4% |
13/04/2026 - 29/05/2026
Students can choose 5 of the cases to write their reflections, but they should submit 2 (from the first half of semester) on the first submission date MON 13/4/2026 and submit the other 3 (from the second half of semester) on the second submission date FRI 29/5/2026. |
| Examination |
Mid-semester Exam
|
40% |
In-semester Saturday 27/03/2026 - 3/05/2026 |
| Examination |
Final Exam
|
40% |
End of Semester Exam Period 6/06/2026 - 20/06/2026 |
Assessment details
Reflective Summaries (select 5 across semester, the first two are due in Week 7, the next 3 are due in Week 13)
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 20% 5 reflections, each worth 4%
- Due date
13/04/2026 - 29/05/2026
Students can choose 5 of the cases to write their reflections, but they should submit 2 (from the first half of semester) on the first submission date MON 13/4/2026 and submit the other 3 (from the second half of semester) on the second submission date FRI 29/5/2026.
- Learning outcomes
- L01, L03, L05
Task description
There are 2 streams to choose from, and you can choose all five cases in one stream or a mixture of cases from each stream. Each stream will involve submitting 5 reflective summaries (out of 7-8 across semester), each worth up to 4%. Please note that all students are encouraged to access both the guest speaker sessions and engage in the Sharper Minds modules – the choice is which written summaries you will submit for course assessment.
Stream A – Reflections on the Lived Experience Speakers’ experiences
An important learning component of PSYC3102 is the Lived Experience Speaker presentations (shown as workshop sessions in the timetable). These run from week 3 to 12 of semester and involve presentations by people affected by mental disorders who provide a personal account of their lived experience of mental health difficulties either directly as someone who has a mental disorder, or as a carer of someone with a mental disorder, or as a health professional working with people with mental disorders. Additional videos/written cases of individuals with mental disorders are also shown and you may also write a reflective summary on one or more of these.
Choose five of these cases across the semester and write a 200-300 word reflective summary on each one and submit via Turnitin. There are two submission dates, the first one is in week 7 where you should submit your first 2 reflective summaries. The second is in week 13 when you should submit your remaining 3 summaries. There will be further details and marking criteria provided in class and on Blackboard to guide you on what to write.
Stream B – Reflections on Peer Support using the Sharper Minds mental health modules
In this stream, you will be introduced to a series of seven hypothetical case studies, each one featuring a university student with the diagnosis from the week’s lecture. You will be asked to work through a specific Sharper Minds online module (taking about 15 minutes) and respond to questions about how you would apply the knowledge and skills from the module to provide peer support for the person in the case study.
Choose five of the modules and write a 200-300 word reflective summary on each one and submit via Turnitin before 2pm on the submission dates listed. There will be further details and marking criteria provided in class and on Blackboard to guide you on what to write.
Submission guidelines
All 5 reflective summaries must be submitted by the due dates via Turnitin and can be submitted any time prior to the due dates.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
No extension available. If you miss the due date for a speaker reflection, you will have to choose different speakers for your reflection essay or forfeit the 4% for that week.
Mid-semester Exam
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 40%
- Due date
In-semester Saturday
27/03/2026 - 3/05/2026
- Other conditions
- Secure.
- Learning outcomes
- L01, L02, L04
Task description
A mid-semester exam will be scheduled in the mid-semester exam period (one Saturday TBA). The exam consists of 100 multiple choice questions. All material presented in lectures and associated reading covered by the lectures in the first half of semester will be examinable. The cases in the Lived Experience sessions and written hypotheticals are not examinable (since they are assessed in the reflective summaries). There are a similar number of questions per lecture topic.
Please note: Not all examinable material may appear on the lecture slides; these are a summary form of information that is typically explained during the presentation of the lecture. Therefore, simply downloading lecture notes from the web does not guarantee coverage of critical material and is not a substitute for attendance at lectures (or delayed viewing of the recordings).
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 90 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Final Exam
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 40%
- Due date
End of Semester Exam Period
6/06/2026 - 20/06/2026
- Other conditions
- Secure.
- Learning outcomes
- L01, L02, L04
Task description
The exam consists of 100 multiple choice questions. All material presented in lectures and associated reading covered by the lectures in the second half of semester will be examinable. Some of the lecture and text material overlaps and sometimes there is no overlap. The cases in the Lived Experience sessions and written hypotheticals are not examinable (since they are assessed in the reflective summaries). There are a similar number of questions per lecture topic.
Please note: Not all examinable material may appear on the lecture slides; these are a summary form of information that is typically explained during the presentation of the lecture. Therefore, simply downloading lecture notes from the web does not guarantee coverage of critical material and is not a substitute for attendance at lectures (or delayed viewing of the recordings).
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24.99 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 25 - 46.99 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 47 - 49.99 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64.99 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74.99 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84.99 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Course Blackboard
- Key information on assessments will be provided on Blackboard
- Please refer to Blackboard for additional resources and announcements
- Course outline, lecture notes, and additional notices about this course, including small group tutorials, are available on Blackboard
- NOTE: material obtainable from Blackboard IS NOT a substitute for attendance at lectures and tutorials
- Check Blackboard for this course periodically for updates and notices.
- Ask questions via the discussion forum on blackboard. PSYC3102 tutors will monitor this forum.
Lecture Notes:
- Lecture notes are provided prior to the lecture on Blackboard (at the latest they will be available before 9am on the day of the lecture).
- Students are encouraged to save the slides and/or print them out, for note taking duringﾠlectures.
Additional Resources:
- I recommend that students who want to undertake a postgraduate degree and specialise in clinical psychologyﾠbecome familiar withﾠthe Diagnostic and Statistical Manual of Mental Disorders 5th Ed, revised (DSM-5-TR).ﾠ The DSM-5-TR is referred to throughout this course. It is expected that students will be able to critically appraise this diagnostic tool and develop a working knowledge of it.ﾠ In addition, the DSM-5-TR is used by students undertaking postgraduate degrees in clinical psychology both in their clinical placements and course work.ﾠﾠThere are multiple copies in the Social Sciences and Humanities Library and an electronic version can be accessed through the library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (23 Feb - 01 Mar) |
Lecture |
Introduction This week we introduce the educators, welcome students, and create a learning community. I will outline the content and assessments of the course and highlight the changes that have been made to try to relieve pressure points for students. I will give an overview of the history and classification systems involved in diagnosing mental illness. There is no workshop or tutorials in week 1. Learning outcomes: L01, L02 |
Week 2 (02 Mar - 08 Mar) |
Lecture |
Models of Psychopathology This week we will take a look at various models of psychopathology and its treatment. There is no workshop / Lived Experience speaker session this week, these start in week 3. Learning outcomes: L01, L02 |
Tutorial |
Meeting your tutorial group and discussing what a reflective essay means This is the first tutorial, where students will meet their tutor and get to know others in their class. We will discuss what a reflective essay involves and how to make the most of the Lived Experience sessions and where to find the peer support modules in the Sharper Minds package. Learning outcomes: L05 |
|
Week 3 (09 Mar - 15 Mar) |
Workshop |
A personal account - living with schizophrenia Learning outcomes: L01, L02, L03, L04 |
Lecture |
Schizophrenia Learning outcomes: L01, L02 |
|
Tutorial |
Unpacking the Lived Experience session and exploring DSM5-TR This week we will work through the first few reflective questions based on the Lived Experienced speaker session and explore the Schizophrenia section of the DSM5-TR. We will also introduce the Stream B case study (featuring a student with schizophrenia) and help students get started on the Mental Health Basics module from the Sharper Minds package. Learning outcomes: L05 |
|
Week 4 (16 Mar - 22 Mar) |
Workshop |
A personal account - living with a mood disorder This week we hear from a speaker with lived experience of bipolar disorder. Learning outcomes: L05 |
Lecture |
Mood Disorders This week, Professor Dingle focuses on mood disorders such as major depressive disorder, premenstrual dysphoria, and bipolar disorders. Learning outcomes: L01, L02 |
|
Tutorial |
Unpacking the Lived Experience session and exploring DSM5-TR This week we will discuss the Lived Experience speaker's session and relate it to the anxiety disorders section of the DSM5-TR. We will get started on the reflection questions and/or the online module. Learning outcomes: L01, L02, L03, L04 |
|
Tutorial |
Unpacking the Lived Experience session and exploring DSM5-TR Learning outcomes: L01, L02, L03, L04 |
|
Week 5 (23 Mar - 29 Mar) |
Workshop |
A personal account - Living with an anxiety disorder Learning outcomes: L05 |
Lecture |
Anxiety-Related Disorders This week guest lecturer Dr Fiona Maccallum presents on anxiety disorders and related disorders (trauma / ptsd) Learning outcomes: L01, L02 |
|
Week 6 (30 Mar - 05 Apr) |
Workshop |
A personal account - Caring for a loved one with dementia Learning outcomes: L05 |
Lecture |
Neurocognitive disorders This lecture from Professor Gail Robinson explores neurocognitive disorders such as the dementias and delirium. Learning outcomes: L01, L02 |
|
Tutorial |
Unpacking the Lived Experience session and exploring DSM5-TR We discuss the Lived Experience session and the carer experience, and prepare for the first submission of reflective summaries coming up in week 7 Learning outcomes: L01, L02 |
|
Mid-sem break (06 Apr - 12 Apr) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 7 (13 Apr - 19 Apr) |
Workshop |
A personal account - Gender transition journey This week's guest speaker describes his transition from female to male and the associated social and psychological aspects of the journey. Learning outcomes: L05 |
Lecture |
Child and Adolescent disorders This lecture describes some disorders with onset in childhood and adolescence such as ADHD and ODD. Learning outcomes: L01, L02 |
|
Tutorial |
Unpacking the Lived Experience session and exploring DSM5-TR Learning outcomes: L01, L02, L03, L04 |
|
Week 8 (20 Apr - 26 Apr) |
Workshop |
A personal account - Intellectual disability Learning outcomes: L05 |
Lecture |
Intellectual Disability & Autism Spectrum Disorder This week, Dr Radhika Tanksale presents the lecture on Intellectual Disabilities, Autism, and the importance of adopting a neurodivergent affirming framework. Learning outcomes: L01, L02 |
|
Tutorial |
Unpacking the Lived Experience session and exploring DSM5-TR Learning outcomes: L01, L02, L03, L04 |
|
Week 9 (27 Apr - 03 May) |
Workshop |
A personal account Learning outcomes: L05 |
Lecture |
Eating disorders Melanie Dalton from CYMHS eating disorders treatment service presents on eating disorders. Learning outcomes: L01, L02 |
|
Tutorial |
Unpacking the Lived Experience session and exploring DSM5-TR Learning outcomes: L01, L02, L03, L04 |
|
Week 10 (04 May - 10 May) |
Workshop |
A personal account - life after an addiction Learning outcomes: L05 |
Lecture |
Lecture - Substance Use Disorders Professor Dingle presents on the substance use disorders Learning outcomes: L01, L02 |
|
Tutorial |
Unpacking the lived experience session and exploring the DSM5-TR Learning outcomes: L01, L02, L03, L04 |
|
Week 11 (11 May - 17 May) |
Workshop |
A personal account - video of young woman living with Borderline Personality Disorder Learning outcomes: L05 |
Lecture |
Personality Disorders Professor Dingle describes the types, prevalence, causal explanations, and some treatment options for people with personality disorders. Learning outcomes: L01, L02 |
|
Tutorial |
Unpacking the video case, exploring DSM5-TR Learning outcomes: L01, L02, L03, L04 |
|
Week 12 (18 May - 24 May) |
Workshop |
A personal account - Psychologist's experience working with clients who have somatic disorders This week we will hear from a Psychologist who works in QLD Health and often treats clients presenting with somatic disorders. Learning outcomes: L05 |
Lecture |
Somatic and dissociative disorders Learning outcomes: L01, L02 |
|
Tutorial |
DIscussing the guest speaker's session and prep for final course assessments Learning outcomes: L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
- AI for Assessment Guide
- Recording of Teaching Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: