Note: This is an archived Handbook entry from 2012.
|Credit Points: ||12.50 |
|Level: ||9 (Graduate/Postgraduate) |
|Dates & Locations: || |
This subject has the following teaching availabilities in 2012: Semester 1, Parkville - Taught online/distance.
|Pre-teaching Period Start ||not applicable |
|Teaching Period ||not applicable |
|Assessment Period End ||not applicable |
|Last date to Self-Enrol ||not applicable |
|Census Date ||not applicable |
|Last date to Withdraw without fail ||not applicable |
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment: ||Contact Hours: 24 hours |
Total Time Commitment: Not available
|Prerequisites: ||None |
|Corequisites: ||None |
|Recommended Background Knowledge: || Undergraduate qualification in a health-related discipline |
|Non Allowed Subjects: ||None |
|Core Participation Requirements: ||
For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/
|Subject Overview: ||
The content includes:
- Theories of developmental processes within the family context.
- Psychodynamic theories of development in late adolescence.
- Interpersonal theories of identity formation in late adolescence.
- Developmental disorders first evident during childhood and adolescence.
- Ecological perspectives on developmental processes in late adolescence.
- Mapping the developmental trajectory in late adolescence and early adulthood.
By the end of this subject students should be able to:
- Outline the predominant theories relating to the development of identity and independence during the transition from adolescence to adulthood.
- Discuss the relationship between the developmental process and serious mental illness in young people.
- Assess the relevant mediating factors in the identity formation process in young people presenting to mental health services.
- 25% weekly quizzes on lecture content (4 multiple choice questions per week for 5 weeks and 5 multiple choice questions in the last week = 25 questions in all)
- 25% graded contribution to discussion board (weekly contributions to the graded discussion board constituting one original post and at least one follow up post, totally a minimum of 12 posts in all. Forum receives an overall grade according to marking criteria)
- 50% major assignment: 3,000 word essay due Week 6 of the subject
|Prescribed Texts: ||NIL – list of recommended texts are provided on request |
|Breadth Options: || |
This subject is not available as a breadth subject.
|Fees Information: ||Subject EFTSL, Level, Discipline & Census Date |
|Generic Skills: ||By the end of this subject students should be able to: |
- Outline models of health promotion;
- Discuss the evidence and rationale for early detection and intervention in the treatment of serious mental illness in young people;
- Design community focussed strategies for primary and secondary prevention of serious mental illness in young people; and
- Design psychosocial treatment strategies in the prevention of secondary morbidity.
|Related Course(s): ||
Graduate Certificate in Youth Mental Health |
Graduate Diploma in Youth Mental Health