BRAIN AND MIND CENTRE - Postgraduate Program 2017
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BRAIN AND MIND CENTRE Postgraduate Program 2017
“In the 21st century, to progress scientific enquiry, clinical practice or public policy, those interested in the brain and mind sciences need a solid background in the new evidence that informs this field. Studying at the Brain and Mind Centre provides a unique opportunity for active interaction with those scientific and clinical leaders who are at the forefront of modern science, technology and clinical services.” Professor Ian Hickie AM Co-Director, Health and Policy of the Brain and Mind Centre at the University of Sydney and Senior Principal Research Fellow of the NHMRC (2013–2017). Professor Hickie’s research, clinical and health services development work focuses on expansion of population-based mental health research and development of international mental health strategies. He is a Commissioner in the National Health Commission to oversee enhanced accountability for mental health reform in Australia.
Contents Postgraduate program in 2 Brain and Mind Sciences Master of Brain and Mind 3 Sciences – Coursework Master of Medicine 17 (Psychiatry) – Coursework Research degrees 26 How to apply 28
POSTGRADUATE
PROGRAM in
BRAIN and MIND SCIENCES
Program overview The courses provide focused education and training for
the next generation of science, medical, nursing,
The Brain and Mind Centre is a centre for discovery, psychiatry, psychology and allied health workforces to
innovation and integrative research strategies, clinical better meet the needs of those suffering from disorders
delivery and translating research into improved of the brain and mind.
treatment and disease prevention strategies.
The Postgraduate Program in Brain and Mind Sciences
Who should apply?
builds on existing undergraduate offerings of the Psychologists, nurses, general practitioners and
University of Sydney with units of study that cut across allied health staff for postgraduate education and
boundaries between traditional subject areas. professional development.
The Postgraduate Program is currently open to Graduate scientists working in industry and those
applications for the following coursework options: who wish to update their neuroscience skills and
Graduate Certificate in Brain and Mind Sciences knowledge before undertaking a higher research
Graduate Diploma in Brain and Mind Sciences degree in the area of brain and mind sciences.
Master of Brain and Mind Sciences
Graduate Certificate in Medicine (Psychiatry) Psychiatry trainees, for whom this will form the
Graduate Diploma in Medicine (Psychiatry) Formal Education Course (FEC) component of
Master of Medicine (Psychiatry) training under the Royal Australian and New
Master of Medicine (Advanced) (Psychiatry) Zealand College of Psychiatrists (RANZCP)
Fellowship requirements, can undertake the Master
and the following research degrees: of Medicine (Psychiatry) programme, as can
Master of Philosophy psychiatrists and other doctors working in the field
Doctor of Philosophy. of psychiatry (eg Career Medical Officers).
Why choose the University of Sydney?
The University of Sydney was founded in 1850 and was School, respected as not only a provider of quality
the first university in Australia. For over 150 years we teaching, but also as a leader in research, with funding
have maintained a national and international reputation from state, national and international bodies. Covering
for academic excellence. We strive constantly for 19 disciplines and with over 40 specialist research units,
excellence in intellectual inquiry, academic freedom and Sydney Medical School is conducting cutting-edge
integrity, and ethical practice in academic endeavours. education and research in the full spectrum of health and
At the heart of all of this is an exciting and stimulating medical knowledge, from the medical sciences through
student-centred learning and teaching environment. Our to clinical medicine, public health, health service delivery
award courses are administered by Sydney Medical and medical education.
2
Master of Brain and Mind
Sciences – Coursework
Overview Coursework options
This postgraduate program strongly promotes the Graduate Certificate in Brain and Mind Sciences
philosophy of interdisciplinary research that underpins (24 credit points)
the Brain and Mind Centre. Diseases of mental health Students must complete 2 core subjects BMRI5002
are explored from both the basic sciences and clinical and BMRI5004 and 2 electives. Students can complete
research rather than as disparate scientific disciplines. requirements in a minimum of 1 semester and a
maximum of 2 years from initial enrollment.
The core units of the program give students a foundation
in fundamental neuroscience and its translational and Graduate Diploma in Brain and Mind Sciences
clinical applications. Critical appraisal of the biomedical (36 credit points)
literature is developed, as is the ability to use this to Students must complete 2 core subjects BMRI5002
inform further research or clinical applications. and BMRI5004 and 4 electives. Students can complete
requirements in a minimum of 1 year and a maximum of
The elective units of the program approach disorders 4 years from initial enrollment.
of the brain and mind from the perspective of clinical
staging: how they emerge during development from early Master of Brain and Mind Sciences
childhood, adolescence and into old age. (48 credit points)
Students must complete 3 core subjects BMRI5002,
Other areas of focus at the Brain and Mind Centre and BMRI5004 and BMRI5020 and 5 electives, including at
in the postgraduate program are genetic aetiology of least 1 capstone unit of study. Students can complete
brain and mind disorders, neuroimaging, practice of requirements in a minimum of 1 year and a maximum of
therapeutic strategies from pharmacology to cognitive 6 years from initial enrolment.
behaviour therapy, and principles of neuropsychological
assessment. Workshops in clinical leadership and in
suicide prevention will give students an understanding
Course outcomes
of the broader provision of support in the mental health
Graduates of the Master of Brain and Mind Sciences will
field.
be able to demonstrate:
mastery of the knowledge, principles and methods
Capstone units of study are designed to allow students
of the brain and mind sciences
to delve into an area of brain and mind sciences and
training in the skills required to apply the basic
produce an original work of scholarship. Those students
knowledge, principles and methods to problems of
accepted into the Research Activity unit will have an
professional practice (research and/or clinical)
opportunity to work with a research group at the Brain
acquisition of specific skills in the use of relevant
and Mind Centre, culminating in a mini thesis.
procedures, technologies and techniques in relation
to research investigation, assessment, diagnosis
The postgraduate program in brain and mind sciences
and management of brain and mind disorders
brings together lecturers from the cutting edge of
development of the skills and attitudes to exhibit
their respective fields. Students will emerge with an
initiative and self-reliance in critically evaluating and
understanding of the very latest in interdisciplinary
synthesizing ideas & information related to the units
research and the skills to use this in professional settings
development of the skills and attitudes to work
in the laboratory, clinic or allied mental health care fields.
effectively and collaboratively within teams from
different disciplinary, professional and cultural
backgrounds.
3
Entry requirements
For Master of Brain and Mind Sciences and embedded degrees:
Bachelor degree in a relevant discipline. Examples Students may be asked to attend an interview to
of relevant degrees are Bachelor of Science, Medical discuss suitability for entry into the course. This will be
Science, Nursing, Medicine, Psychology, Health Science determined after applications close.
and Pharmacy.
Student pathway
The options of enrolment for a full-time Masters candidate are laid out below.
Semester 1, 2017 Page
BMRI5002 Fundamental Neuroscience 5
BMRI5004 Translational and Clinical Neuroscience 6
BMRI5020 Research Inquiry 7
Electives – choose from the following units of study
BMRI5010 Brain and Mind Disorders (Child/Youth) 8
BMRI5013 Neuropsychopharmacology 9
Semester 2, 2017 Page
BMRI5001 History, Philosophy & Ethics of Brain & Mind Sciences (capstone) 10
BMRI5006 Cognitive Behaviour Therapy 11
BMRI5007 Neuropsychology 12
BMRI5012 Brain Ageing 13
BMRI5017 Genetics of Brain and Mind Disorders (capstone) 14
BMRI5023/5024 Research Activity (capstone) 15
BMRI5027 Leadership and Policy in Mental Health (capstone) 16
Part-time students should undertake core BMRI5002 and BMRI5004 before attempting electives.
You can enrol as a non-award student for any of the units of study listed. You can count the credit obtained from
the successful completion of these units of study towards one of our university degrees, as long as it is claimed
within two years of completing the unit of study and you have approval from your degree coordinator.
For some units, there is a short course or continuing medical education option that does not require the formal
assessment process. Students do not enrol as university students in the degree pathway, and these units
can not be claimed for degree progression. However, they may be claimed for Continuing Medical Education.
Reduced fees apply. For further details, contact medicine.postgradbmri@sydney.edu.au
4
Fundamental Neuroscience
BMRI5002 Semester 1 CORE
This core unit of study will introduce the main concepts system. Immunology and neuropathology will also be
of neurobiology starting with neural cell structure and studied with insights into how genetics and interaction
physiology, neurodevelopment and synaptic plasticity. with glial cells underlie these processes. Examples will
The modularity of the brain and connective pathways will be given of how brain disorders emerge from disruption
then be examined with a focus on the functional anatomy to these fundamental processes.
of sensory processing, the basal ganglia and the limbic
Credit points: 6
Week Proposed topic / presenter Teacher/Coordinator: Dr Daniel Brown
Session: Semester 1
1 Overview on neuroscience research – Prof Max Bennett Classes:
Neuroanatomical pathways – Dr Eryn Werry 1x 2-hr lecture/week, 3 tutorials
Assumed knowledge:
2 Neural development and axonal guidance Cell biology up to 1st year level
Dr Claire Goldsbury Assessment: test (30%),
extended response questions (30%),
3 Neurotransmission I – Dr Mic Cavazzini
short answer questions (40%)
4 Neurotransmission II – Dr Mic Cavazzini Campus: Mallett Street
Delivery Mode: Normal (lecture/lab/
5 Synaptic plasticity and learning – Dr Mic Cavazzini tutorial) Evening
6 Sensory processing – Dr Daniel Brown
7 The basal ganglia in habit behaviour –
Learning outcomes
Prof Bernard Balleine
At the conclusion of this unit of study,
8 The limbic system and emotions students should be able to:
Dr Ian Johnston, School of Psychology Explain the basis of neuronal
excitability and synaptic
9 Sensory perception – Dr Daniel Brown
transmission.
10 Neuroimmunology and auto-immune disorders Describe learning and memory
Dr Emily Mathey, from a behavioural and cellular
11 Glia – neuronal interactions and pathology perspective.
Prof Manuel Graeber Describe the main stages of
neural development and axonal
12 Cell death and neurotoxicity wiring.
Dr Susanna Park Evaluate how network behaviour
13 Genetic epidemiology and expression of neuropsychiatric contributes to function sensory
disorders – A/Prof Marina Kennerson processing, the basal ganglia
and the limbic system.
Discuss major concepts in
genomics and the genetic
epidemiology of brain and mind
disorders.
Interpret neuropathological
microimages and the role of glia
in neuronal development and
support.
5
Translational and Clinical Neuroscience
BMRI5004 Semester 1 CORE
This unit of study introduces the principal disorders of windows for therapeutic intervention that would prevent
mental health and current methods for diagnosing and or delay progression from earlier to later stages of a
understanding them. Disorders of development, mood, disorder can be defined. The unit will also describe
personality and cognitive decline will be introduced fundamental principles of clinicopathology and some of
from the perspective of the clinical staging model. This the latest understanding of early diagnostic biomarkers
model attempts to identify the risks of such disorders for disease and novel applications of neuroimaging and
emerging and progressing in individuals when all spectroscopy will be discussed in this context.
biopsychosocial variables are considered. In this way,
Credit points: 6 Teacher/Coordinator: Dr
Week Proposed topic / presenter Daniel Hermens Session: Semester 1
Classes: 1x 2-hr lecture/week
1 Advantages-disadvantages of DSM / ICD & development of Assessment: essay (30%),
clinical staging models for brain and mind disorders case study analysis (30%),
Dr Daniel Hermens, Youth Mental Health Program literature review (40%)
Campus: Mallett Street Delivery Mode:
Q & A session – Clinical staging model vs DSM / ICD Normal (lecture/lab/tutorial) Evening
2
Moderator: Dr Daniel Hermens
3 Brain and mind disordes emerging in childhood and youth
TBA Learning outcomes
At the conclusion of this unit of study
4 Emerging disorders in adulthood
students should be able to:
Moran Gilat, Parkinson’s Disease Research Group
Assess the relevance and
5 Clinical assessments of brain and mind disorders & importance of developing clinical
introduction to cognitive therapies staging models for the diagnosis
Dr Loren Mowszowski, Healthy Brain Ageing and management of a variety of
brain and mind disorders.
6 Introduction to therapeutic interventions
Compare and contrast a range
A/Prof Loyola McLean, Brain and Mind Centre
of risk factors during a spectrum
Prof Alan Rosen, NSW Deputy Mental Health Commissioner
covering childhood, adolescence
7 Suicide Prevention and old age that manifest in
Adj Assoc Prof John Mendoza, Connetica Consulting clinical symptoms of various
8 Transcranial magnetic stimulation: clinical applications - TBA brain and mind disorders.
Evaluate a case study by
9 Diffusion tensor imaging & Functional MRI interpreting various assessment
Dr Shantel Duffy, Healthy Brain Ageing techniques and understand the
10 MRI and Spectroscopy: biomarkers of neurodegenerative range of potential interventions
disorders suitable to various clinical
Dr Kathryn Broadhouse, Regenerative Neuroscience Group stages.
Evaluate and appraise
11 Electrophysiological biomarkers of early episode psychosis Dr
neuroimaging techniques,
Daniel Hermens
and how these can be used to
12 Q & A session – Imaging biomarkers – why do we need them? identify preclinical markers of
Moderator: Dr Daniel Hermens brain and mind disorders.
13 A translational model of Neuro-regeneration
Dr Thomas Duncan and Dr Amit Lampit, Regenerative
Neuroscience Group
6
Research Inquiry
BMRI5020 Semester 1 CORE
Doctors and researchers depend on the latest scientific Similarly, students will look at the basic design of
literature published week by week in countless different laboratory research and the different types of questions
journals, but not every study can be trusted. Scientific that can be asked from studies on humans, rats or brain
studies are fraught with complications that can threaten tissue.
their reliability, or the extent to which their results can be All classes will be based on published examples of
applied very widely. This unit will help students develop research literature and students will learn how to
the skills necessary to critically appraise the research navigate different methods and data types.
literature and identify sources of bias and confounding. This unit will give students the confidence to read widely
Students will learn how cross-sectional studies, case- across the mental health field, and judge which findings
control studies, cohort studies and clinical trials are more can be relied upon to inform future research or medical
or less vulnerable to these problems. practice.
Credit points: 6 Teacher/Coordinator: Dr Eryn Werry
Session: Semester 1 Classes: 1 x 2-hr lecture/week, 3 tutorials
Assumed knowledge: some basic statistical concepts essential, with 1st year university statistics desirable
Assessment: journal club (10%), short answer questions (20%), extended response questions (30%), 2hr exam (40%) Campus:
Mallett Street Delivery Mode: Normal (lecture/tutorial) Evening
Week Proposed topic / presenter
Learning outcomes
Evaluate the merit of different
1 Levels of evidence clinical study designs in the
Assoc Prof Loyola McLean, Brain and Mind Centre ‘levels of evidence’ hierarchy
and understand the differences
Introductory biostatistics
2 and respective merits and
Dr Tim Schlub, School of Public Health
applications of qualitative versus
3 Qualitative research quantitative methodologies.
Assoc Prof Loyola McLean, Brain and Mind Centre Understand the ethical context
and requirements of research.
4 Case control studies
Identify sources of selection
Dr Yu Sun Bin, Northern Clinical School
bias and information bias in a
5 Cross-sectional surveys research study and the potential
Dr Isabella Choi, Brain and Mind Centre effects on data and understand
6 Cohort studies the concepts of trustworthiness
Dr Brian O’Toole, Vietnam Veterans Family Health Study of data in qualitative research.
Assess the statistical tests used
7 Clinical and Controlled trials
in a given study, the power of the
Prof. Val Gebski, NHMRC Clinical Trials Centre
study and factors that influence
8 Systematic reviews and meta-analysis this.
Dr. Amit Lampit, Regenerative Neuroscience Group Ascertain confounding variables
9 Ethics – Margaret Faedo and Greg Smith, Research Integrity in research & ways to address
and Ethics Administration them.
Recognise different levels of
10 Lab publications: Animal behaviour
laboratory research and navigate
Dr Laura Bradfield, UNSW
papers presenting a range of
11 Lab publications: Human neurophysiology complex data and experiments.
Dr Richard Morris, UNSW Critically appraise and compare
publications from clinical and
12 Lab publications: Localisation and genetic manipulation
basic research.
Dr Eryn Werry, Drug Discovery Research Unit
13 Lab publications: Electrophysiology & pharmacology
Dr Jane Carland, Discipline of Pharmacology
7Brain and Mind Disorders (Child/Youth)
BMRI5010 Semester 1 ELECTIVE
This unit of study will adress key neurobiological, psychotic disorders, sleep disorders and somatic
psychological and environmental contributions and symptom disorders. The aetiology, phenomenology and
their interactions on child and adolescent brain treatment of these mental disorders are considered
development from a clinical perspective. Students in the context of developmental continuities and brain
will be introduced to neurodevelopmental disorders maturational processes throughout infancy, childhood
affecting infants, children and youth, including intellectual and adolescence. Finally, students will understand the
disability, autism spectrum disorders, attention deficit principles of pharmacological, psychological and family
hyperactivity disorder, and a range of emergent mental management of these disorders, including models of
disorders such as anxiety disorders, mood disorders, service delivery in child and youth mental health.
Credit points: 6 Teacher/Coordinator: Dr Raphael Chan Session: Semester 1 Classes: 1 x 2-hr lecture/week
Assessment: short answer questions (30%) extended response questions (30%), essay (40%) Campus: Mallett Street Delivery
Mode: Normal (lecture/lab/tutorial) Evening
Proposed topic / presenter
Learning outcomes
1 Introduction & Mental health assessment of children and youth At the conclusion of this unit of study
Dr Raphael Chan, Brain and Mind Centre students should be able to:
2 Principles of attachment in infancy and childhood Characterise normal child
Dr Margaret Goldfinch, Senior Clinical Psychologist development from infancy to
adolescence.
3 Language and cognitive development in childhood Assess the influence of genetics
Dr Antoinette Hodge & Rebecca Sutherland, Children’s Hosp on child and youth development
Westmead and learning.
4 Brain development in adolescence - Prof Peter McGeorge, St Evaluate how environmental and
Vincent’s Hospital societal factors influence child
Imaging the adolescent brain - Prof Rhoshel Lenroot, UNSW and youth development.
Compare and contrast common
5 Intellectual disability and autism spectrum disorder
developmental, learning and
Prof Stewart Einfeld, Brain and Mind Centre
cognitive disorders.
6 Attention-deficit / hyperactivity disorder (ADHD) Dr Raphael Chan Assess the effectiveness
Disruptive behaviour disorders Dr Daniel Hermens, Braina nd of different therapeutic and
Mind Centre management options for children
7 Anxiety disorders in children and youth and youth with brain and mind
Dr Lauren McLellan, Macquarie University disorders.
8 Mood disorders in children and youth - Dr Raphael Chan
9 Psychotic disorders in children and youth
Dr Anthony Harris, Sydney Medical School
10 Psychosomatic disorders in children and youth
Sleep disorders in children and youth
Prof Nick Glozier, Sydney Medical School
11 Mental disorders in children and youth: Principles of treatment
Dr Raphael Chan
12 Introduction to family therapy
Dr Glenn Larner, Northern Sydney Local Health District
13 Service delivery for youth mental health
Dr Blake Hamilton, Headspace Camperdown
8Neuropsychopharmacology
BMRI5013 Semester 1 ELECTIVE
This elective unit will focus on neuropsycho- a rationale for chosen drug targets. Students will also
pharmacology as a tool for characterising brain pathways examine the relationship between dosage, specificity
and as a treatment for brain disorders. Students will and negative side effects of such drugs and how to
be introduced to basic principles of pharmacology evaluate costs and benefits of drug treatment in model
governing drug binding and metabolism that underlie scenarios. There will be opportunity to examine current
the rationale for drug design. Links between brain directions in neuropharmacology research, the role of the
circuitry and phenomenology of mood disorders, pharmaceutical industry and potential new pathways for
psychosis and addiction will be examined to provide future drug design.
Credit points: 6 Teacher/Coordinator: Dr Eryn Werry Session: Semester 1
Classes: 9am–5pm on a weekday in weeks 3, 6 and 11 Assessment: Online test (30%), report (30%), presentation (40%)
Campus: Mallett Street Delivery Mode: Block Mode
Learning outcomes Workshop Proposed topic / presenter
At the conclusion of this unit of study, students should
be able to:
Understand the biological substrates underlying
1 Basic principles of pharmacology
human central nervous system (CNS) – mediated Neurotransmitter systems
function and behaviour. A/Prof Jonathon Arnold,
Apply principles of pharmacokinetic and Drug absroption and metabolism
pharmacodynamics to commonly used agents Dosage and non-specific targets
targeting the central nervous system. Principles of drug discovery Dr Eryn
Explain the mechanisms of action of drugs used Werry
to modulate neurological function and behaviour,
including drugs used to treat neuroinflammation, Modelling behaviour – cellular and
2
movement disorders, anxiety, depression, animal laboratory and their use Dr
schizophrenia, dementia and epilepsy. Wendy Imlach
Construct an evidence-based rationale for the use Lab Tour
of pharmaceutical drugs to treat neuropsychological Anxiety and Dementia Dr Briony
conditions based on up-to- date understanding of Winters
the underlying circuitary
and phenomenology. 3 Drugs of abuse – mechanisms
Understand the neurobiology of addiction, Neuroadaptation and addiction Dr
mechanism of common drugs of abuse and Kirsten Morely
describe pharmacological interventions to combat Neuropharmacology of Overdose Prof
addiction. Paul Pilowsky
Anti-glioblastoma data analysis Dr Eryn
Werry
9History, Philosophy and Ethics in Brain and
Mind Sciences BMRI5001 Semester 2 CAPSTONE ELECTIVE
This unit of study uses a neuroethics lens to examine the society. The unit is divided into four three-week modules
impacts of modern neurotechnology on our understanding that progressively deepen the analysis of the impact of
of brain function and its relation to concepts of mind. modern neurotechnology on the brain and mind sciences.
Neuroethics is sub-field of bioethics that is concerned with Module 1:- Historical overview - the mind, consciousness
the ethical, legal and social impact of the neurosciences. and the self. Module 2: Introduction - modern
Throughout this unit, students will critically assess current neurotechnologies and the general ethical challenges
applications of neurotechnology and engage with the they pose. Module 3: Analysis of specific examples of
issues that arise as these neurotechnologies influence how modern neurotechnologies have changed clinical
how we conduct research, treat clinical conditions, make diagnosis and treatment Module 4: Analysis of specific
individual and collective decisions, and live together as a examples of how modern neurotechnologies have
changed legal and social practices.
Week Proposed topic / presenter
Credit points: 6 Teacher/Coordinator:
1 Introduction to neuroethics: An overview of the definitions, goals Dr Cynthia Forlini , Prof Max Bennett
and underlying principles of neuroethics scholarship and practice - Session: Semester 2
Classes: 1x 2-hr lecture/week
Dr Cynthia Forlini
Assessment: class discussion (5%),
History I: Aristotle, the soul, Ventricular doctrine - Prof Max Bennett open peer commentary (10%), Abstract
2 (5%), position paper I (40%), position
Discussion: “Neurorealism”- what does neurotechnology actually
paper II (40%) Campus: Mallett Street
tell us about our brain function? - Dr Cynthia Forlini
Delivery Mode:
3 History II: The mind, consciousness and the cortex - Prof Max Normal (lecture/lab/tutorial) Evening
Bennett
Discussion: “Neuroessentialism”- does our brain function define Learning outcomes
who we are? - Dr Cynthia Forlini At the conclusion of this unit of
4 History III: Animal electricity, the Neuron Doctrine and the study, students should be able to:
emergence of clinicopathology - Prof Max Bennett Discuss brain and mind
Discussion: “Neuropolicy”- using knowledge about brain function to function within an historical,
justify health and social policy - Dr Cynthia Forlini philosophical and ethical context.
Explain the impacts of key
5 The “neuroscience of ethics”: What has neurotechnology
neurotechnologies of the last
shown us about the neural basis of behavior, personality, and
century on concepts of brain and
consciousness? - Dr Cynthia Forlini
mind function.
6 Discussion: Round table discussion of open peer commentaries & Critique claims regarding
preparation of position papers - Dr Cynthia Forlini the benefits and harms of
7 Intervening in the self: Do clinical interventions in the brain or mind neurotechnology for understanding
change our sense of self and identity? – Prof Ian Kerridge brain and mind function
Determin ethical issues
8 Illness of the mind?: Ethical implications of the way we classify
that arise from the use of
mental ill health - Dr Jennifer Smith-Merry
neurotechnology in research and
9 Ontology of the body: Ethical issues in settling disputes between clinical contexts.
the brain and mind - Dr Chris Ryan Analyze broader implications
of neurotechnology in social and
10 Disorders of consciousness and brain death - Prof Max Bennett &
legal contexts.
Dr Cynthia Forlini
Debate appropriate uses of
11 “Better than well”: Ethical and social issues of improving the neurothechnology in clinical, social
cognitive performance of healthy individuals - Dr Cynthia Forlini and legal contexts.
12 Neurolaw: Does neuroscience have a place in the courtroom? - Dr
Sascha Callaghan
13 Public understanding of neuroscience - Dr Cynthia Forlini
10Cognitive Behaviour Therapy
BMRI5006 Semester 2 ELECTIVE
Cognitive Behaviour Therapy (CBT) is an evidence- neuroscience of CBT as applied to various conditions.
based psychotherapy for a range of psychological It demonstrates techniques of CBT, including case
disorders, with strong foundations in cognitive science assessment, formulation, and therapy components.
and now increasingly in neuroscience. This unit Students will develop a neurobiological understanding
provides a solid foundation in the theoretical and clinical of CBT interventions and examine practice through case
underpinnings of the therapy, with a specific focus on the examination and group exercises.
Credit points: 6 Teacher/Coordinator: Assoc Prof Adam Guastella Session: Semester 2 Classes: 12pm-2pm in week 2, 9am-5pm
on a weekday in weeks 4, 8 and 11 Assessment: online test (20%), case study analysis (40%), extended response questions (40%)
Campus: Mallett Street Delivery Mode: Block Mode
Workshop Proposed topic / presenter
Introduction Overview of themes and reading materials to be covered by students in preparation for
(2 hours) Workshop 1
Assoc Prof Adam Guastella, Brain and Mind Centre
1 Novel cognitive approaches to the assessment and treatment of fear circuitry
Full day disorders: the neurobiological underpinnings of CBT intervention; causal and maintenance
processes according to dominant CBT models of anxiety; identifying critical targets for
change in therapy for anxiety
Assoc Prof Adam Guastella, Brain and Mind Centre
2 CBT in treatment of mood disorders: depression in young adults; active case management
Full day Assoc Prof Adam Guastella
3 CBT, family therapy, and exploring the neuroscience of externalising problems:
Full day theoretical models and pathways for externalising disorders; assessment of subjects
and treatment formulation; evidence-based practice of externalising problems
Dr Tracy Rhodes, Clinical Psychologist, Brighter Pathways
Learning outcomes
At the conclusion of this unit of study students should be
able to:
Explain the theoretical and neurobiological
underpinnings of CBT.
Assess recent advances in the understanding CBT
that may improve methods of assessment and
intervention.
Examine case scenarios of anxiety, depression and
externalising problems and identify critical targets
for change in therapy.
Discuss the process of assessment and case
formulation and evaluate best practice CBT skills.
11Neuropsychology
BMRI5007 Semester 2 ELECTIVE
This unit of study will enable students to understand integrating medical, psychological and social information
the basic principles of brain behaviour relationships that into neuropsychological assessment through case based
underpin assessment of brain disorders across the age learning. At the end of the unit of study, students will have
span. A wide range of neuropsychological syndromes an awareness of the ‘state of the art’ in neuropsychological
and neuropsychiatric and neurological disorders will be intervention/rehabilitation strategies for people with
examined. The unit of study will outline procedures for acquired brain impairment.
Credit points: 6 Teacher/
Week Proposed topic / presenter Coordinator: Prof Sharon Naismith Session:
Semester 2
1 Introduction to neuropsychology Classes: 1x 2-hr lecture/week Assessment:
Dr Haley La Monica, Healthy Brain Ageing Program, essay (40%), clinic visit and case presentation
Brain and Mind Centre (15%), client report (45%) Campus: Mallett
Street Delivery Mode: Normal (lecture/lab/
Neuropsychological assessment tutorial) Evening
2
Dr Sara Lucas, Neuropsychologist
3 Behavioural neurology and apraxia
Dr Simon Lewis, Parkinson’s Research Clinic, Learning outcomes
Brain and Mind Centre At the conclusion of this unit of study
4 Neuropsychological syndromes: Agnosia students should:
TBA Analyse the theoretical frameworks
underpinning the study of brain
5 Neuropsychological profiles in stroke and brain tumours behaviour relationships.
Dr Zoe Thayer, RPAH Understand and differentiate core
6 Neuropsychological profiles in schizophrenia and affective disorders – neuropsychological syndromes
Mr Rico (Sze’) Lee Youth Mental Health Group, Brain and Mind Centre arising from brain disorders.
Apply knowledge and skills
7 Paediatric neuropsychology
in the interpretation of
Dr Antoinette Hodge, Children’s Hospital Westmead
neuropsychological tests and
8 Neuropsychological profiles associated with multiple sclerosis questionnaires used in the
Dr Wendy Longley, Sydney Medical School assessment of brain disorders.
9 Mild cognitive impairment, Alzheimer’s disease and vascular Examine the pathological changes
dementia that occur in brain disorders across
A/Prof Sharon Naismith, Brain and Mind Centre the age spectrum.
Compare and contrast social,
10 Parkinsons disease and fronto-temporal dementia
psychological, medical,
Dr Zoe Terpening
neurological and rehabilitation
11 Cognitive rehabilitation factors associated with
Dr Antoinette Hodge, Children’s Hospital Westmead neuropsychological syndromes.
12 Student case presentations
A/Prof Sharon Naismith
13 Student case presentations
A/Prof Sharon Naismith
12Brain Ageing
BMRI5012 Semester 2 ELECTIVE
This unit of study provides an introduction to two be covered, and counterbalanced with new insights about
important aspects of brain and mind ageing science what determines successful ageing and how
– neurodegenerative disorders and opportunities for we can use lifestyle interventions to keep people’s brains and
neuroplasticity and human flourishing. Students will learn minds fit and well throughout late life.
about the clinical presentation and pathophysiology of This unit will use case studies to reinforce learning, focusing
neurodegenerative disorders on common neuropsychological assessment methods and
such as Alzheimer’s disease, Parkinson’s disease, vascular research methods. Students will also be introduced to the
dementia and frontotemporal dementia. social and ethical aspects of brain and mind ageing.
Psychogeriatrics and late-life depression will also
Credit points: 6
Week Proposed topic / presenter Teacher/Coordinator:
Assoc Prof Michael Valeunzuela Session:
1 Mild cognitive impairment, dementia and Alzheimer’s disease – Semester 2
Dr Haley LaMonica, Healthy Brain Ageing Classes: 1 x 2-hr lecture/week Assessment:
extended response questions (40%), case
Current directions in the basic science of Alzheimer’s disease – study analysis (40%), group presentation
2
Dr Claire Goldsbury, (20%) Campus: Mallett Street
Alzheimer’s Disease Cell Biology Laboratory Delivery Mode: Normal (lecture/ lab/tutorial)
Evening
3 Parkinson’s disease and Lewy body dementia
A/Prof Simon Lewis, Parkinson’s Research Clinic
4 Vascular dementia
Dr Louisa Norrie, Consultant Psychiatrist
Learning outcomes
At the conclusion of this unit of study
5 Frontotemporal dementia students should be able to:
A/Prof Olivier Piguet, Neuroscience Research Australia Analyse the contribution of
6 Successful ageing: what have we learnt from Aussie environment and pathophysiology
centenarians? – Dr Charlene Levitan, UNSW to various neurodegenerative
disorders.
7 Brain imaging across neurodegenerative diseases
Compare assessment and imaging
Dr Kathryn Broadhouse, Regenerative Neuroscience Group
techniques used in differentiating
8 Late-life depression and psychogeriatrics diagnoses.
Dr Louisa Norrie, Consultant Psychiatrist Explain how risk factors for brain
and mind disorders are related to
9 Case discussion conference
ageing and psychiatric symptoms
Dr Haley LaMonica, Dr Loren Mowszowski and A/Prof Simon
such as late-life depression.
Lewis
Describe some of the determinants
10 Using neuroplasticity: computerised cognitive training of successful ageing.
Dr Amit Lampit, Regenerative Neuroscience Group Understand capacity in a medico-
11 Guardianship, testamentary capacity, informed consent legal sense and discuss issues
Ms Rachel Chua associated with informed consent.
Critically evaluate strategies for
12 Neurodegeneration in a dish? Power and pitfalls of
healthy brain ageing.
stem cell models of brain disease
Dr Thomas Duncan, Regenerative Neuroscience Group
13 Prevention and lifestyle modifications for healthy
brain ageing – A/Prof Michael Valenzuela, Regenerative
Neuroscience Group
13Genetics of Brain and Mind Disorders
BMRI5017 Semester 2 CAPSTONE ELECTIVE
This unit of study provides a comprehensive Methods used to examine and control gene expression in
introduction to the research methods involved in animal models will also be explored. This is a capstone
identification and characterisation of genetic variants unit of study that will require students to develop over
underlying neuropsychiatric disorders. The first part the semester an original piece of scholarship on one of
of the unit will focus on the statistical methods to the issues raised by the lecturers. Through the course,
quantify the contribution of genetic factors to disorders students use bioinformatics tools
in the population. Heredity and epidemiology of to study gene regions inherited with a disorder of interest
neuropsychiatric and neurodevelopmental disorders and validate candidate gene. The research report will
will be discussed. The course will then discuss concepts be carried out in two parts over the semester and will
of genetic architecture and linkage and students will require significant research and critique of the relevant
learn to use bioinformatics tools. literature.
Credit points: 6 Teacher/Coordinator: A/Prof Marina Kennerson Session: Semester 2
Classes: 3pm-5pm WSednesday in Week 2, 9am-5pm Wednesday in Weeks 4, 9 and 11 Assessment: lab report (40%), Journal
Article (60%) Campus: Mallett Street Delivery Mode: Block Mode
Workshop Proposed topic / presenter
Introduction Introduction to gene mapping causal and susceptiblity loci in families and poulations
(2 hours) A/Prof Marina Kennerson, ANZAC Research Institute
1 Quantification of genetic epidemiology
Full day Dr Jake Gratten & Dr Anna Vinkhuyzen , Queensland Brain Institute, University of Queensland
Understanding linkage analsis and next generation sequencing (NGS) tools to map genes for
2
Mendelian diseases
Full day
A/Prof Marina Kennerson, ANZAC Research Institute
3 Bioinformatics to explore the genome and DNA variants
Full day Dr Megan Brewer, Postdoctoral Research Fellow, ANZAC Research Insitute
Animal models in studying genetic functions
Dr Angela Laird, Developmental Biology Laboratory
Learning outcomes
At the conclusion of this unit of study students should be able to:
Interpret measures for genetic epidemiology in brain Use bioinformatics resources to apply what
and mind disorders. is known about a gene’s expression pattern,
Demonstrate a practical understanding of genome- protein outcomes and evolutionary history.
wide association studies (GWAS) & their limitations. Assess the central role of animal models in the
Explain how changes to genetic architecture understanding of genetic contribution to disease
contribute to disordered gene function & expression. phenotypes.
14Foundations of Leadership and Policy in
Mental Health BMRI5027 Semester 2 CAPSTONE ELECTIVE
This capstone unit examines the key constructs of change. These elements will provide the foundations
leadership, leadership development and change for self-development as a leader and the development
management with specific reference to mental health of service level change/reform initiatives. Under
reform in Australia. Students will gain an understanding supervision, students are assessed on the application
of leadership, leadership development, their own of theoretical constructs and models, and will produce a
leadership attributes and developmental needs. Students significant scholarly project of change management and
will also gain an insight into the development of strategy, implementation in their own work setting or context.
organizational level policy and governance for achieving
Credit points: 6 Teacher/Coordinator: Adj Assoc Prof John Mendoza Session: Semester 2
Classes: 9am–5pm Friday and 9am–12.30pm Saturday in weeks 2 and 7, 9am–5pm Friday in week 13
Assessment: leadership assessment and self development plan (30%), scenario analysis (20%), change management and
implementation plan (35%), participation (15%) Campus: Mallett Street Delivery Mode: Block Mode
Workshop Proposed topic / presenter
1 Introduction to the unit of study, ethics, course materials, assessments.
Full day Friday + Topics covered include: leadership, leadership development and change management;
half day Saturday why leadership matters to mental health reform in Australia; introduction to leadership;
the core of leadership – personal effectiveness, communication and influence.
Facilitated by Adj Assoc Professor John Mendoza
2 Major topics include: leadership and strategy; leadership and people; leadership
Full day Friday + and organisational culture; and leadership and change management.
half day Saturday Suicide prevention as a case study in leadership in policy.
Facilitated by Adj Assoc Professor John Mendoza
3 Application of leadership theory and practice to leading change in mental health.
Friday Student presentations. Summary and close of unit.
Facilitated by Adj Assoc Professor John Mendoza
The workshops are part didactic, part interactive. The didactic sessions are short with opportunities to apply learning
in workplaces and other contexts.
Learning outcomes
At the conclusion of this unit of study students should be able to:
Compare and contrast different models of leadership Develop strategies to improve team performance,
and change management strategies. including recognising staff strengths and improving
Evaluate their own leadership strengths and learning staff engagement.
priorities. Analyse key strategies for successful organisational
Assess how policy and strategy are critical to the change initiatives.
implementation of leadership vision. Apply leadership theory and practice and a change
Evaluate effective personal influence strategies. management framework to develop reform within a
service setting.
15Research Activity
BMRI5023/24 Semester 2 CAPSTONE ELECTIVE
This unit of study requires students to develop over the independence and the production of an original piece of
semester an original piece of research and provides a research scholarship. As part of the assessments for the
capstone experience for those wishing to go on to further units of study, students will present to their colleagues
postgraduate research. This practical project is based the rationale and design of their project in a seminar
in a research group at the Brain and Mind Centre which setting towards the beginning of semester and their
deal variously in areas of clinical, epidemiological and final results and conclusions at the end of semester.
fundamental neuroscience research. The 12 credit points Additionally students will submit a 4000-word thesis in
combined of BMRI5023/BMRI5024 carry the expectation the format of a research publication.
of around 3 days per week availability towards the given NB: This is a capstone unit of study.
research project. Students will learn a variety of skills
for acquisition, analysis and presentation of data. This
is a capstone unit of study requiring a great deal of
Credit points: 6 Teacher/Coordinator: Dr Amit Lampit Sessions: Semester 2 Classes: 3 days per week Corequisites:
BMRI5023/5024 Assumed knowledge: At discretion of particular supervisor Assessment: presentation (10%), thesis (40%),
supervisor evaluation (40%) Final presentation (10%) Campus: Mallett Street Delivery Mode: Field Experience
Week Proposed topic / presenter
3 days per week Research topic to be discussed with supervisor
Throughout semester Statistics Workshops
Learning outcomes
At the conclusion of this unit of study students should be Note: Department permission is required for
able to: enrolment. Students will be accepted based
Analyse a broad scientific question and define on availability of places and suitability of academic
specific research objectives. background.
Explain how the techniques being employed in the
project address specific research aims and the
strengths and limitations of different approaches.
Assess and carry out protocols for data acquisition
within the project.
Present data using appropriate figures and written
language.
Apply statistical tests to examine trends in the data.
Interpret the project’s research findings in the
context of the broader field and discuss implications
and limitations of the project.
Produce a written summary of the research
project in a thesis format appropriate for academic
publication.
16Master of Medicine (Psychiatry)
– Coursework
Overview Course outcomes
Graduates of the Master of Medicine (Psychiatry) will:
The Master of Medicine (Psychiatry) programme has Acquire the knowledge, skills and attitudes of the
been developed specifically as a Formal Education Learning Outcomes for Basic Training (Stage 1
Course (FEC) for basic trainees in Psychiatry. It and 2) as outlined in the Royal Australian and New
enhances neuroscience and research training in Zealand College of Psychiatrists Competency-Based
psychiatry, facilitating collaboration between clinicians Fellowship Program.
and researchers, thus optimising the translation of Demonstrate the relevant competencies at the level
research findings into improved healthcare practice. of entry into advanced training in psychiatry in the
seven key CanMeds roles of Medical Expert (ME),
Capstone units of study require students to produce a Communicator (Com), Collaborator (Coll), Health
work of scholarship that builds on learning throughout Advocate (HA), Manager (Man), Scholar (Sch) and
the course. The Research Project capstone provides an Professional (Prof).
opportunity to work in the student’s own clinical setting or Understand and apply the biopsychosociocultural
with a research group at the Brain and Mind Centre. The model in psychiatry.
other capstone electives are Genetics, Leadership and Understand and apply relevant procedures, models,
Neuroethics technologies and techniques in relation to clinical
The postgraduate program in Medicine (Psychiatry) assessment, diagnosis, management and research
brings together academics and experts from the cutting of brain, mind and related general medical disorders.
edge of their respective fields. Students will emerge Critically evaluate the literature and make evidence-
with an understanding of the latest in interdisciplinary based decisions in clinical practice and research.
research and develop critical appraisal skills to utilise Be aware of the consumer context of health delivery
the findings in clinical or research settings. The MMed and have an understanding and application of
(Psychiatry) offers a number of shared units with the recovery and trauma-informed models of care.
Master of Brain and Mind Sciences, which will provide Possess the University of Sydney graduate
the opportunity for vital interdisciplinary collaboration in attributes including scholarship, lifelong learning and
mental health research and clinical practice. global citizenship.
17Coursework options Units of study
Graduate Certificate in Medicine (Psychiatry) Compulsory for the Master degree
requires the successful completion of 24 credit points BMRI5020 Research Inquiry (or Introduction to
of stream specific units of study. Clinical Epidemiology)
Capstone (choice listed below)
Graduate Diploma in Medicine (Psychiatry)
requires the successful completion of 36 credit points Brain and Mind Centre capstone electives
of units of study comprising: BMRI5055 Research Project in Psychiatry
6 credit points of compulsory units of study BMRI5001 History, Philosophy and Ethics in
(BMRI5020 Research Inquiry or equivalent) Brain and Mind Sciences
30 credit points of stream specific units of study BMRI5017 Genetics of Brain and Mind Disorders
BMRI5027 Leadership and Policy in Mental Health
Master of Medicine (Psychiatry)
requires the successful completion of 48 credit points of Psychiatry stream units
units of study comprising: BMRI5003 Clinical Psychiatry I
12 credit points of compulsory units of study made up BMRI5050 Clinical Psychiatry II
of BMRI5020 Research Inquiry or online equivalent BMRI5053 Bodies, Brains and Minds in Connection
AND a capstone unit of study chosen from: BMRI5052 Child and Youth Mental Health
• BMRI5055 Research Project in Psychiatry BMRI5012 Brain Ageing
• BMRI5001 Neuroethics BMRI5054 Psychotherapy and Psychosocial Care
• BMRI5017 Genetics of Brain and Mind Disorders
• BMRI5027 Leadership & Policy in Mental Health Non-Brain and Mind Centre electives
36 credit points of psychiatry stream units of study Students are also able to choose other electives from
other medical disciplines, including public health,
The Master of Medicine (Advanced) (Psychiatry) requires paediatrics and critical care.
the successful completion of 60 credit points of units of
study comprising: RANZCP Formal Education Course requirements
48 credit points of the Master program and an Psychiatry trainees who wish to meet the RANZCP
additional 12 credit points of psychiatry stream requirements need to complete all of the following units
units of study. of study:
BMRI5003 Clinical Psychiatry I
Continuing Medical Education (Short course option) BMRI5050 Clinical Psychiatry II
A Continuing Medical Education (CME) option is BMRI5020 Research Enquiry
available for psychiatry trainees who wish to complete BMRI5053 Bodies, Brains and Minds in Connection
the Formal Education Course but who do not wish to BMRI5052 Child and Youth Mental Health
progress towards a degree. Students undertaking this BMRI5012 Brain Ageing
option will be required to attend teaching sessions BMRI5054 Psychotherapy and Psychosocial Care
and participate in online learning activities, but will not Substance Use & Addictions in Psychiatry (13 week
be required to submit assignments or examinations. course)
Students in locations outside Sydney will be able to Forensic Psychiatry (4 week short course)
participate in classes online. All units required for »»
completion of the FEC will be available as CME units. »»
Please email medicine.postgradbmri@sydney.edu.au for »»
further information or read the flyer on Psychiatry FEC »»
pathway. »»
Entry requirements
»»
Admission to the Master of Medicine (Psychiatry) or
embedded degrees requires current medical registration
in Australia and current employment in a RANZCP-
accredited psychiatry training position or equivalent.
Psychiatrists are also eligible to apply.
18Student Pathway
The Master of Medicine (Psychiatry) can be completed on a part-time basis. The Formal Education Course units of
study approved by the RANZCP are available over a three year pathway. The standard course progression over three
years is shown below.
Stage 1 (same units every year)
Semester 1
BMRI5003 Clinical Psychiatry I
Semester 2
BMRI5050 Clinical Psychiatry II
Stage 2 (some units only offered in alternate years)
Semester 1, 2017
BMRI5052 Child and Youth Mental Health
BMRI5020 Research Inquiry
Semester 2, 2017
BMRI5053 Bodies, Brains and Minds in Connection
BMRI5012 Brain Ageing
Capstone unit (BMRI5001, BMRI5017, BMRI5027 or BMRI5055*)
Stage 2
Semester 1, 2018
Forensic Psychiatry short course (February) (required for FEC)
Substance Use and Addictions in Psychiatry (required for FEC)
BMRI5020 Research Inquiry
Semester 2, 2018
BMRI5054 Psychotherapy and Psychosocial Care
BMRI5012 Brain Ageing
Capstone unit (BMRI5001, BMRI5017, BMRI5027 or BMRI5055*)
* Some units of study for Stages 2a and 2b will be offered in alternate years only; some units
are offered every year
* BMRI5055 – possible to commence in semester 1 with departmental permission
19Clinical Psychiatry I
BMRI5003 Semester 1
This unit of study provides psychiatry trainees with an clinical symptoms of psychiatric disorders. This unit
opportunity to develop effective clinical skills including will cover all aspects of psychotic and mood disorders
the psychiatric interview, mental state examination and including aetiology, phenomenology and epidemiology.
biopsychosocial formulation. The relevance of diagnostic Students learn to develop management plans for these
neuroimaging is explored as well as management of disorders according to a biopsychosocial framework
psychiatric emergencies, risk assessment and the use of incorporating psychosocial care and recovery principles.
mental health legislation. Students will aquire a deeper The principles of neuropsychopharmacology as applied
understanding of how genetic and environmental risk to these disorders are covered.
factors affect the developing individual to generate the
Credit points: 6 Coordinator: Dr Sonia Kumar Session: Semester 1 Classes: Tuesday afternoons Assessment: weekly online
assessments (30%), exam (35%), case study (35%) Campus: Mallett Street Delivery Mode: Normal (seminar)
Learning outcomes
Week Seminar topic
At the conclusion of this unit of study
Introductory to ECT – students should be able to:
1 Conduct a comprehensive
Dr Bruce Boman, Dr Bill Lyndon
psychiatric assessment.
2 Psychiatric assessment – Dr Sonia Kumar Critically discuss the literature
3 Psychosis and schizophrenia – Prof Antony Harris regarding epidemiology,
aetiology, clinical characteristics
4 Antipsychotic medication – Prof Antony Harrist
and management of psychotic
5 Depressive disorders – Dr Sonia Kumar and mood disorders.
6 Bipolar disorders – Dr Sonia Kumar Identify and summarise
biological, psychological, cultural
7 Bipolar disorders – Dr Liz Scott and social contributors to the
8 Getting back to life: psychosocial management, love and work patient’s illness and recovery and
Prof Antony Harris and Prof Alan Rosen construct a differential diagnosis
for patients presenting with
9 Suicide prevention – A/Prof John Mendoza
psychotic and mood disorders.
10 Diagnostic classification in psychiatry – Dr Daniel Hermens Construct and implement
11 Introduction to substance abuse – Dr Paul Haber comprehensive management
Introduction to delirium/dementia – Dr Peter Kelly plans using evidence-based
biological and psychosocial
12 Neuroimaging – Stefan Dimou
approaches in a recovery-
Risk assessment - Dr Chris Ryan and Dr Nick O’Connor
oriented multidisciplinary context.
13 Extrapyramidal Side Effects - Dr Lauren Taylor Describe and apply the principles
Metabolic Effects and Medication Monitoring - Dr Megan of mental health legislation,
Kalucy risk assessment and informed
consent.
Identify the impact of stigma of
mental illness on patient, families
and carers.
20Clinical Psychiatry II
BMRI5050 Semester 2
This unit provides an in-depth study of anxiety, trauma community settings. This unit also provides psychiatry
and personality disorders including epidemiology, trainees with foundational knowledge and skills in
aetiology, phenomenology and management. This unit psychotherapeutic techniques including supportive
follows on from BMRI5003 Clinical Psychiatry I, and psychotherapy, building a therapeutic alliance and
provides the psychiatry trainee with an opportunity to cognitive behavioural therapy. Principles of recovery-
further develop their clinical skills with an emphasis oriented practice and trauma-informed care, psychiatric
on psychosocial care and working collaboratively ethics, history of psychiatry, rural and indigenous mental
with consumers and families in multidisciplinary and health will be studied.
Credit points: 6 Coordinator: Dr Sonia Kumar Session: Semester 2 Classes: Tuesday afternoons
Assessment: attachment formulation (40%), reflective journal essay (20%), presentation (40%)
Campus: Mallett Street Delivery Mode: Normal (seminar)
Week Seminar topic
Learning outcomes
At the conclusion of this unit of study students
1 Introduction to CBT – Dr Jason Fowler should be able to:
Characterise the epidemiology, aetiology
2 Anxiety disorders – Dr Bill Brakoulias and clinical characteristics of anxiety,
3 Attachment theory and normal development - A/Prof trauma, personality and dissociative
Loyola McLean disorders and conduct a comprehensive
assessment, formulation and construct
4 Trauma: Normal responses and associated
biopsychosocial management plans for
disorders – A/Prof Loyola McLean
patients with these disorders.
Trauma informed care – Ms Cathy Kezelman
Understand and apply psychodynamic
5 Personality disorders – A/Prof Janine Stevenson principles to the development of
6 Introduction to psychodynamic therapy therapeutic relationships with patients,
A/Prof Loyola McLean carers and relevant others.
Identify the major principles of supportive
7 Supportive psychotherapy – Sophia Parnas psychotherapy and cognitive-behaviour
Exercise, lifestyle and mental health therapy and develop skills to apply these
Jeanne Gehue therapies in routine clinical practice.
8 Recovery philosophy and peer-led services Demonstrate an understanding of the needs
Ms Faye Jackson and Prof Alan Rosen and characteristics of special populations
Family-centred care within psychiatry (including Indigenous,
Ms Jackie Crowe refugee, victims of trauma, culturally diverse
and rural populations) and adapt clinical
9 Rural psychiatry - Dr Therese Grotowski
approaches accordingly.
Professionalism – Teach the Teacher workshop
Demonstrate an awareness of the
A/Prof Louise Nash and Dr Catherine Hickie
principles of prevention, promotion,
10 Indigenous mental health – Dr Ernest Hunter early intervention, recovery and ethics
11 History of psychiatry – A/Prof Hans Pols underpinning psychiatry and apply these
Ethics seminar – Dr Chris Ryan to clinical practice.
12 Supervision - A/Prof Louise Nash
E-health – A/Prof. Jane Burns
13 Cultural diversity – Dr Lea Crisante
Doctors’ Health - A/Prof Louise Nash
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