Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- Herston
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- Herston
- Coordinating unit
- UQ Medical School
This course is designed to provide you with the foundation knowledge components required for critically engaging with the mental health field and progressing to more advanced courses. The course provides an overview of the field including the history and philosophy of mental illness and treatment from different perspectives. Different systems of diagnostic assessment across the psychiatric and psychotherapeutic approaches will be explored. Contemporary treatment approaches will then be reviewed and critiqued including the role of medications in the treatment of mental health issues. The role of evidence-based treatments will be emphasised throughout the course and you will have opportunities to critique the strengths and weaknesses of this approach. You will be required to choose one treatment approach and diagnostic issue covered in the course to engage with in your assessment tasks.
Welcome to PXMH7101, the first course in the Master of Mental Health and Graduate Certificate in Mental Health programs.
This course is designed to provide you with knowledge components required to critically engageﾠwith the mental health field and as a foundation for more advanced courses. The course provides an overview of the field including the history and philosophy of mental illness and treatment from a number of different perspectives. Different systems of diagnostic assessment across the psychiatric andﾠpsychotherapeutic approaches will be explored. Contemporary treatment approaches will then be reviewed and critiqued including the role of medications in the treatment of mental health issues. The role of evidence-based treatments will be emphasised throughout the course and you will have opportunity to critique the strengths and weaknesses of this approach.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
PXMH7023
Course contact
Course coordinator
Mr Sam McArdle
School enquiries
Medical School Student and Academic Administration Team
Course staff
Lecturer
Ms Manaali Manoharan
Ms Lauren Johnson
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
TUTORIALS
Tutorials will be held in each week of the semester starting Week 1 (24-28 February 2025) to Week 13 (26-30 May),ﾠ except for the workshop week in week 3 (10-14 March) and the mid-semester break (21-25 April). You should attend the tutorial group of your Field of Study (Art Therapy or Psychotherapy). You are expected to attend tutorials regularly, complete the required reading and contribute to the discussion in the tutorial.
Art Therapy (students enrolled in Master of Mental Health Art Therapy):
1. Remote students: Wednesdays 5:30-6:45 pm with Lauren Johnson. You will attend using Zoom.
2. Local students: Wednesdays 6:00-7:15 pm with Manaali Manoharan. You will attend using Zoom. ﾠ
Psychotherapyﾠ (students enrolled in Master of Mental Health Psychotherapy, and Grad Cert Mental Health):
ﾠTuesdays 5:30-6:45 pm with Sam McArdle. You will attend using Zoom
WORKSHOPS
These in-person all-day workshops, scheduled for Tuesday 11 March 2025, are held at the Herston campus in Brisbane. They are opportunities to work with your peers on key knowledge areas and clinical skills with direction from experienced UQ staff. You are expected to attend the workshops. If you have difficulties attending the workshops you should contact the course coordinator.
For more details see Learning Activities.
LECTURES
Some recorded lectures will be posted to the PXMH7101 Learn.UQ (Blackboard) site. They will be available to play when it is convenient for you.
Aims and outcomes
The course will provide an overview of contemporary approaches to mental health, mental illness and mental health interventions and will consider both historicalﾠ practice and future directions.ﾠIt will critically examineﾠcurrent approaches to treatment and evidence based practice.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand and critique contemporary and historical approaches to mental health and mental illness.
LO2.
Understand and critique contemporary and historical systems of diagnosis in mental health and psychotherapy.
LO3.
Understand and critique contemporary treatment approaches in mental health and psychotherapy practice.
LO4.
Critically understand the role of evidence-based practice in mental health and psychotherapy, both current and developing.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Mental health and mental illness | 25% 1500 words |
31/03/2025 1:00 pm
Submit via Turnitin |
| Essay/ Critique | Examining evidence-based practice | 50% 2500 words |
6/05/2025 1:00 pm |
| Participation/ Student contribution, Presentation | Using diagnosis in mental health | 25% |
19/05/2025 - 6/06/2025
Specific dates of presentations to be negotiated with tutors. To be video recorded as per UQ policy on oral assessments. |
Assessment details
Mental health and mental illness
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 25% 1500 words
- Due date
31/03/2025 1:00 pm
Submit via Turnitin
- Learning outcomes
- L01, L03
Task description
Both mental health and mental illness are contested terms. Articulate your current understanding of the most appropriate ways of defining these terms considering authoritative published guidelines, professional and research literature, experiences of people who have experienced mental illness diagnosis and treatment and other sources which you consider contribute to your current understanding of these terms. This essay should demonstrate your capacity to critically examine a range of sources of information about a contested topic and articulate, in an academic format, your own position.
Criteria & Marking:
1. Student has presented their own current understanding of mental health and mental illness
2. Student has demonstrated capacity to critically examine key sources such as authoritative published guidelines, professional and research literature, experiences of people who have experienced mental illness diagnosis and treatment and other appropriate sources and to integrate information from these sources into their own understanding of these terms.
3. Essay is 1500 words (+/-10%), is written in an appropriate academic format and uses a standard referencing style.
Submission guidelines
To be submitted via Turnitin
Deferral or extension
You may be able to apply for an extension.
Please find information about applying for an assessment extension here.
Late submission
Please refer to the UQ policy on late submission.
Examining evidence-based practice
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50% 2500 words
- Due date
6/05/2025 1:00 pm
- Learning outcomes
- L04
Task description
Evidence-based practice underpins contemporary mental health treatment. The argument is that if empirical research has supported the efficacy of a treatment, it must be effective. This position is flawed as empirical research typically demonstrates reliable clinical change only for a percentage of participants. So, in essence, no treatment works for everyone to the same degree.
You should choose a diagnostic disorder from the DSM-V (NOT "Depression"). You are asked to examine the research evidence to assist in deciding about appropriate treatment for this disorder. You should compare two different psychotherapy based treatment approaches for your chosen diagnostic disorder. Art Therapy students should include one Art Therapy based treatment, alongside another psychotherapy approach. You can choose any two different approaches as long as they have been subject to empirical investigation and the differences between them can be clearly articulated. Compare the published studies for each of your chosen approaches for your chosen disorder. It is suggested that 4 studies per approach is reasonable.
Develop a critical discussion around which approach may be most effective and why. Your critical discussion should include an assessment of common factors to describe the mechanisms of change or explain equivocal effectiveness.
What can be concluded about best EBP with your chosen disorder based on your review?
Criteria & Marking:
1. Student identifies an appropriate DSM-V disorder and identifies two appropriate treatment approaches that have been subject to empirical investigation and the differences between them can be clearly articulated.
2. Student compares and evaluates the two different treatment approaches for the chosen diagnostic disorder and reviews at least 4 studies for each approach.
3. Student critically evaluates approach effectiveness and mechanisms of change and critically evaluates common factors in the changes process for each approach.
4. Student develops conclusions about evidence-based practice with the chosen disorder based on the review.
5. Essay is in an appropriate academic form and structure, uses formatting that assists in clarifying the evidence and the argument relying on that evidence, is well written and free from grammatical and spelling errors, uses a standard referencing format and is 2500 words (+/- 10%).
Submission guidelines
To be submitted via Turnitin
Deferral or extension
You may be able to apply for an extension.
Please find information about applying for an assessment extension here.
Late submission
Please refer to the UQ policy on late submission.
Using diagnosis in mental health
- Mode
- Activity/ Performance, Oral
- Category
- Participation/ Student contribution, Presentation
- Weight
- 25%
- Due date
19/05/2025 - 6/06/2025
Specific dates of presentations to be negotiated with tutors.
To be video recorded as per UQ policy on oral assessments.
- Learning outcomes
- L02, L03
Task description
Diagnosis in mental health practice is used to communicate with other professionals and to guide the treatment of mental health problems. Diagnostic systems have been criticised as either too pathologising or as narrow in assessing people’s concerns and strength. The most dominant system of diagnosis for mental health is the DSM (DSM-V). This assessment task will be based on DSM-V diagnostic criteria.
You should make a 10 minute presentation to your colleagues and tutor and be available for a 5 minute discussion with them on issues that arise from your presentation.
- Choose a diagnosable disorder, NOT "Depression", and evaluate the diagnostic DSM-V criteria in the following ways.
- Using the diagnostic criteria, evaluate how the criteria assists in, or doesn't assist in, understanding the complex personal crisis of the person with this disorder.
- Using the diagnostic criteria, evaluate how the diagnosis, or absence of one, may assist or restrict the development of a treatment plan that will work for the person.
- Using your experience of evaluating the DSM-V diagnostic criteria for this disorder, as well as the professional literature including research informed literature, clinical focused and informed by patient experience, present your critical evaluation of the role of diagnosis and treatment planning in mental health practice.
Criteria & Marking:
- Student has chosen an appropriate diagnosable disorder from DSM-V.
- Student has used the diagnostic criteria, to evaluate how the criteria assists in, or doesn't assist, in understanding the complex personal crisis of the person with this disorder.
- Student has used the diagnostic criteria, to evaluate how the diagnosis, or absence of one, may assist or restrict the development of a treatment plan that will work for the person.
- Student has used her experience of evaluating the DSM-V diagnostic criteria for this disorder, as well as the professional literature, including literature that is research informed, clinical focused and informed by patient experience, to present her critical evaluation of the role of diagnosis and treatment planning in mental health practice.
- Student has prepared and presented an engaging, informative and thoughtful presentation for 10 minutes and was able to participate authoritatively and clearly in a discussion with colleagues.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
Please find information about applying for an assessment extension here.
Late submission
Please refer to the UQ policy on late submission.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Failure to submit any assessment requirements; attains an overall mark of less than 35%. |
| 2 (Fail) | 34 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Some assessment items submitted but material submitted shows major deficiencies when evaluated against assessment criteria or major part of assessment is incomplete; attains an overall mark of at least 35% but less than 45%. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to submit all assessment requirements and/or clear deficiencies when submitted assessment material is evaluated against marking criteria; attains an overall mark of at least 45% but less than the overall pass mark of 50%. Please note:ﾠYou will be unable to achieve a grade above 3 if you do not complete all assessment items, regardless of overall course performance.ﾠ |
| 4 (Pass) | 50 - 65 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Has met but not exceeded minimum assessment criteria; attains the overall pass mark of at least 50% but less than 66%. Please note:ﾠTo achieve a grade of 4 or above, you must complete and submit all assessment items. |
| 5 (Credit) | 66 - 75 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Has consistently exceeded the minimum assessment criteria on some assessment items but met only minimum criteria on others; attains an overall mark of at least 66% but less than 76%. |
| 6 (Distinction) | 76 - 85 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Has consistently exceeded minimum assessment criteria and has substantially exceeded minimum requirements on at least some items; attains an overall mark of at least 76% but less than 86%. |
| 7 (High Distinction) | 86 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Has consistently demonstrated outstanding achievement on assessment items when judges against marking criteria; attains an overall mark of at least 86%. |
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Submission
Please note that all submission dates for assessments are in Brisbane time - Australian Eastern Standard Time (AEST).
Artificial Intelligence
These assessment tasks evaluate students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). You are advised that the use of AI technologies to create responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct. If you wish to use AI technology for legitimate academic purposes please consult the course staff and get approval before submitting your essay. Please refer to UQs AI guidelines here.
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.
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 (24 Feb - 02 Mar) |
Tutorial |
Overview of PXMH7101 Tutorial Question: What is PXMH7101 about and how can I have the best learning experiences? Learning outcomes: L01, L02, L03, L04 |
Week 2 (03 Mar - 09 Mar) |
Tutorial |
Mental Health and Mental Illness What is mental health and what is its relationship to mental illness? Are we using all available perspectives e.g., from other cultures including Australian First Nation perspectives? How have we defined and understood ﾑmental illnessﾒ in the past? Is there value, as well as problems in historical approaches? Learning outcomes: L01 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Studying Mental Health As per task description in Assessment 3. Learning outcomes: L01, L02, L03, L04 |
Workshop |
PXMH7101 workshops Mental health and mental illness. Learning outcomes: L01, L02, L03, L04 |
|
Week 4 (17 Mar - 23 Mar) |
Tutorial |
Historical understandings of mental illness How have we defined and understood ﾓmental illnessﾒ in the past? Is there value in understanding how and why these ideas became dominant before being left behind? Learning outcomes: L02, L04 |
Week 5 (24 Mar - 30 Mar) |
Tutorial |
Mental Illness in contemporary Australian society How do we define and understand ﾓmental illnessﾔ in contemporary Australian society? Examining the institutional responses. Learning outcomes: L02, L04 |
Week 6 (31 Mar - 06 Apr) |
Tutorial |
Nature OR nurture? Well, is it nature OR nurture? Is this the right question? What impact does the experience of poverty, trauma, oppression and poverty have on mental health and mental illness? Learning outcomes: L02, L04 |
Week 7 (07 Apr - 13 Apr) |
Tutorial |
Bio/psycho/social? Is the ﾓbio/psycho/social approachﾔ discussed more than it is practiced? What are the alternatives? Learning outcomes: L03, L04 |
Week 8 (14 Apr - 20 Apr) |
Tutorial |
Evidence-based practice: only path or one of many? Is greater use of ﾓevidence-based practiceﾔ the only path for mental health or is it only one path of many? Learning outcomes: L03, L04 |
Week 9 (28 Apr - 04 May) |
Tutorial |
Medication in mental health practice Why is medication the dominant response to mental health problems in Australia? Do the ﾓcostsﾔ outweigh the ﾓbenefitﾔ? Learning outcomes: L03, L04 |
Week 10 (05 May - 11 May) |
Tutorial |
Psychotherapy in Mental Health: evidence of value What does the evidence tell us about the value of the psychotherapies for responding to mental health problems? Learning outcomes: L03, L04 |
Week 11 (12 May - 18 May) |
Tutorial |
Psychotherapy in Mental Health: evidence of risk What does the evidence tell us about the risks of the use of the psychotherapies for responding to mental health problems? Learning outcomes: L03, L04 |
Week 12 (19 May - 25 May) |
Tutorial |
Use of resources to address mental health problems Should future resources for addressing mental health problems be allocated to telehealth, public health campaigns and responsive NGOs rather than to public mental health services or to private practitioners? Learning outcomes: L03, L04 |
Week 13 (26 May - 01 Jun) |
Workshop |
Student presentations As per task description in Assessment 3. Learning outcomes: L03, L04 |
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 - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.