PYC4802/101/0/2022
Tutorial Letter 101/0/2022
Psychopathology
PYC4802
Year module
Department of Psychology
This tutorial letter contains important information about your module.
BARCODE
CONTENTS
Page
1
INTRODUCTION .......................................................................................................................... 3
2
PURPOSE AND OUTCOMES ...................................................................................................... 3
2.1
Purpose ....................................................................................................................................... 3
2.2
Outcomes .................................................................................................................................... 4
3
CURRICULUM TRANSFORMATION ........................................................................................... 5
4.
LECTURER(S) AND CONTACT DETAILS................................................................................... 5
4.1
Lecturer(s) ................................................................................................................................... 5
4.2
Department .................................................................................................................................. 6
4.3
University .................................................................................................................................... 7
5.
RESOURCES ............................................................................................................................... 8
5.1
Prescribed book ............................................................................................................................ 8
5.2
Recommended books ................................................................................................................... 8
5.3
Electronic Reserves (e-Reserves) ............................................................................................. 9
6.
STUDENT SUPPORT SERVICES .............................................................................................. 13
6.1
First-Year Experience Programme @ Unisa ............................................................................... 13
7.
STUDY PLAN ............................................................................................................................. 13
8.
PRACTICAL WORK ................................................................................................................... 15
9.
ASSESSMENT ........................................................................................................................... 15
9.1
Assessment criteria..................................................................................................................... 15
9.2
Assessment plan ........................................................................................................................ 17
9.3.
Assignment numbers .................................................................................................................. 18
9.4
Assignment due dates ................................................................................................................ 18
9.5
Submission of assignments ........................................................................................................ 19
9.6
Other assessment methods ........................................................................................................ 19
9.7
The examination ......................................................................................................................... 19
10.
ACADEMIC DISHONESTY ........................................................................................................ 19
10.1
Plagiarism ................................................................................................................................... 19
10.2
Cheating ..................................................................................................................................... 19
10.3
More information about plagiarism can be downloaded on the link below ................................... 19
11.
STUDENT WITH DISABILITY .................................................................................................... 19
12.
FREQUENTLY ASKED QUESTIONS ........................................................................................ 20
13.
SOURCES CONSULTED ........................................................................................................... 20
14.
IN CLOSING ............................................................................................................................... 20
15.
ADDENDUM ............................................................................................................................... 20
2
PYC4802/101/0/2022
1
INTRODUCTION
Dear Student
Welcome to our postgraduate module in Psychopathology! We trust that you will find the
experience of studying abnormal behaviour at honours level rich and rewarding. We also hope
that the module proves to be interesting, informative, and useful for deepening and developing
your expertise in researching, identifying, and classifying abnormal behaviour.
This Tutorial Letter PYC4802/101/2022 is vitally important for your studies in
psychopathology. It is your only guide that contains the information you need concerning
this module.
All study material indicated in this tutorial letter (including this tutorial letter) can be downloaded
from myUnisa, and study related queries can be found in Study@Unisa.
Please read this tutorial letter carefully and completely. Since tutorial material is the major means
of distance teaching, it is essential to make regular use of the internet and myUnisa. Should you
encounter academic problems, do not hesitate to contact us by email using only your Unisa email
address), phoning, or making an appointment to come and see us. Kindly note that due to covid19
regulation, most of the lecturers are working from home. Wherever we can, we will strive to assist
you regarding your academic problems.
Prior learning, we assume to be in place:
We assume that you have previously acquired the following levels of learning and competencies
in order to gain from this module:
You have successfully completed a BA, BA (BSW), or a BSc degree on NQF level 7.
•
You have successfully completed Psychology 03, with an average of at least 60%.
•
You can take responsibility for your own learning in a structured learning environment.
•
You can identify, analyse, and reflect upon complex texts regarding real life problems.
•
You can communicate your views coherently and reliably by using basic conventions of
academic discourse.
•
You are committed to strive for life-long learning within the context of ethical behaviour.
2
PURPOSE AND OUTCOMES
2.1
Purpose
The purpose of this module is to deepen your understanding of the complexity of psychopathology
within different contexts. The scope of this module ranges from an in-depth study of selected
themes regarding psychological disorders/phenomena in the world with the aim of researching,
analysing, discussing, and synthesising these disorders/phenomena in the context of the
physical, psychological and social environment of individuals.
3
2.2
Outcomes
A range of tasks in tutorial letters, assignments, and an examination will show that you can do the
following:
Outcome 1: Use general and qualitative research skills.
Assessment criteria:
We will know that you are competent in using general and qualitative research skills when you
can do the following:
Analyse, explain, describe, and discuss new information from prescribed books, journal articles
and additional sources within the framework of, and relevant to the selected themes, by critically
synthesising the new information with the DSM-5 criteria.
Select, order, and relate the new information according to the focus of each theme into a coherent
discussion with specific emphasis on relevance to the problem statement or question.
Outcome 2: Use relevant theories, models, and the latest DSM-5 classification system for
describing, explaining, assessing, and classifying abnormal behaviour.
Assessment criteria:
We will know that you are competent in using relevant theories, models, and the latest DSM-5
classification system for describing, explaining, assessing, and classifying abnormal behaviour,
when you can do the following:
Analyse questions and select relevant data and underlying knowledge (also from other modules)
in order to describe, explain, assess, and classify abnormal behaviour, identify connections, and
infer hidden meanings from a theme and across themes, by means of discussing the process and
choice of arguments.
Outcome 3: Use academic discourse and referencing techniques.
Assessment criteria:
We will know that you are competent in using academic discourse and referencing techniques
when you can do the following:
Analyse questions and select relevant data to evaluate psychological disorders, abnormal
behaviour, and dysfunctional interactional patterns, identify connections and infer hidden
meanings within and across themes, by justifying and referencing the process and choice of
arguments.
Apply the APA seventh edition style of referencing and acknowledge all literary sources
appropriately in the text and the reference section (refer to Tutorial Letter PSYHONM/301).
Cross-field outcomes and embedded knowledge
The following competencies and cross-field outcomes with regard to the honours module in
psychopathology are assessed indirectly. There are three formative assessment tasks for the
module. These will assist you in acquiring the necessary skills that should enable you to
demonstrate your competence during the examination. These assessment tasks develop your
proficiency in the following ways:
4
PYC4802/101/0/2022
•
The ability to conduct literature studies in preparation for further studies.
•
An increase in awareness of your responsibility for primary and tertiary prevention and for the
promotion of mental health within your family, community, and other contexts.
•
An increase in sensitivity and compassion towards all individuals who suffer from mental
disorders.
•
The ability to promote the eradication of a judgmental attitude within contexts of minimal
information, strangeness, difference, and otherness.
•
The ability to actively participate in reducing or eradicating distressing or inappropriate
behaviour, violence, child abuse, substance-related problems, depression, and environmental
destruction.
3
CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter based on five pillars and eight dimensions. In
response to this charter, we have placed curriculum transformation high on the teaching and
learning agenda. Curriculum transformation includes the following pillars: student-centred
scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of
teaching and learning, and the infusion of African epistemologies and philosophies. These pillars
and their principles will be integrated at both programme and module levels as a phased-in
approach. You will notice a marked change in the teaching and learning strategy implemented by
Unisa, together with how the content is conceptualised in your modules. We encourage you to
embrace these changes during your studies at Unisa in a responsive way within the framework
of transformation.
4. LECTURER(S) AND CONTACT DETAILS
4.1
Lecturer(s)
By telephone or e-mail
For academic enquiries, you may phone a lecturer or address the enquiries to
PYC4802@unisa.ac.za. Your lecturers are available to assist you with any academic enquiries
that you may have and may be contacted telephonically, by e-mail or via myUnisa. While we like
to meet our students, it is essential to consider the impact of Covid-19 pandemic on contact
learning and availability of staff members on campus. Also, note that lecturers are seldom
available between middle December and January. We earnestly request that you sort out your
academic problems before that time.
Lecturers are available on weekdays from 08:00 to 16:00 for telephonic academic enquiries.
Sometimes, however, lecturers must attend meetings, conferences, and so forth. If you have
trouble reaching a lecturer at his/her personal number, please contact the administrative
coordinator (Ms MG Phuti) responsible for the Psychology Honours modules if she is not
available, phone the general number for the Department of Psychology. The departmental
telephone is staffed by administrative personnel who will put you in contact with your lecturers.
5
Your Psychopathology team consists of the following lecturers:
Mr Palakatsela BR
(Paper leader)
+27 12 429 3778
PYC4802@unisa.ac.za
Mrs Mokgatlhe PB
+27 12 429 8238
PYC4802@unisa.ac.za
Ms Mojapelo CK
+27 12 429 6566
PYC4802@unisa.ac.za
Ms Du Rand D
+27 12 429 2222
PYC4802@unisa.ac.za
Dr Gumani MA
+27 12 429 8267
PYC4802@unisa.ac.za
Via myUnisa
If you want to contact a lecturer, proceed as follows:

Using your browser go to the Unisa web page, which is located at the Internet address
http://www.unisa.ac.za.

On this web page, select the option myUnisa. If you are a first-time user, you must now
click on the option ‘Register as myUnisa user’ which will enable you to register online (this
does not cost anything). Type in your name, student number and a password (the
password must be at least six characters long). Follow the instructions.
By ordinary mail
Letters should be sent to:
The Paper Leader (PYC4802)
Department of Psychology
PO Box 392
UNISA
0003
Please note: Letters to lecturers are not to be included with or inserted into assignments.
4.2
Department
By telephone and e-mail
The following telephone numbers are provided for your convenience. Contact persons for general
information about this module:
6
Contact person
Telephone
E-mail address
Ms MG Phuthi (Administrative Coordinator)
012 429 8309
phuthmg@unisa.ac.za
PYC4802/101/0/2022
Physical address
Winnie Madikizela-Mandela Building, 5th Floor, Room 5-49, Main Campus, Muckleneuk Ridge,
Pretoria.
4.3
University
If you need to contact the University about matters not related to the content of this module, please
consult the publication STUDY @ UNISA, which is available on myUnisa under the ‘Resources’
option. Remember to always have your student number ready when making an enquiry. Please
ensure that you contact the correct section or department for each enquiry as this will result
in a speedy resolution of the enquiry.
The contact details are:
Postal address of Unisa:
University of South Africa
PO Box 392
UNISA
0003
Physical address of Unisa:
University of South Africa
Preller Street
Muckleneuk Ridge
Pretoria
City of Tshwane
Online address:
http://my.unisa.ac.za
Unisa website:
http://www.unisa.ac.za
E-mail address:
study-info@unisa.ac.za
Fax number (RSA only):
012 4294150
Fax number (International):
+27 12 4294150
Examinations:
exams@unisa.ac.za
Aegrotat and special examinations: aegrotats@unisa.ac.za
Via myUnisa
The following functions have been implemented in myUnisa (http://www.myunisa.ac.za)
 you can contact your lecturers via e-mail.
 you can join a discussion forum (e.g. to discuss your course with other students doing the
same course).
 you can order books from the library, and search for books on the library database.
 you can download study material placed on myUnisa.
 you can check whether your assignments have been received and marked.
 you can submit written as well as multiple-choice assignments via myUnisa.
 you can look up your assignment or exam marks as soon as they are released.
7
To make use of myUnisa, you will need a computer with a modem and an Internet connection,
as well as a browser such as Netscape or Internet Explorer.
5. RESOURCES
5.1
Prescribed book
Burke, A. et al. (2019). Understanding psychopathology: South African perspectives (3rd
ed.). Oxford University Press Southern Africa.
ISBN: 13: 9780190722562
This exact prescribed book needs to be purchased as soon as possible from any official
bookseller, by consulting the list of official booksellers and their addresses in the brochure
Study@Unisa. Should you encounter any difficulties with obtaining books from these
bookshops, please contact the Prescribed Book section at email vospresc@unisa.ac.za or
telephone +27 12 429 4152.
5.2
Recommended books
The preferred way of requesting recommended or additional books is online via the library’s
catalogue.
Go to http://oasis.unisa.ac.za, or
via myUnisa, go to http://my.unisa.ac.za > Login > Library > Library catalogue, or
for mobile access (AirPAC), go to http://oasis.unisa.ac.za/airpac
Recommended books may also be requested telephonically from the Main Library in Pretoria.
Please refer to Section 6 below on Student support services for this module
List of recommended books for PYC4802 for 2022
TITLE
NUMBER
AUTHOR
SHELF
Abnormal child psychology
618.9289 MASH
Mash, Eric J
Abnormal psychology
616.89 DAVI
Davison, Gerald C
Abnormal psychology
616.89 NOLE
Nolen-Hoeksema, Susan
Abnormal psychology: An integrative approach
616.89 BARL
Barlow, David H.
8
PYC4802/101/0/2022
5.3
Electronic Reserves (e-Reserves)
PRESCRIBED ELECTRONIC RESERVES ARTICLE LIST FOR EXAMINATION
PYC4802 – 2022
First Author
Year
Title
Journal/Publication
Volume
Pages
Alexander,
Pamela C.
1985
A systems theory
conceptualisation of incest /
Pamela C. Alexander.
Family Process.
24(1)
79-88.
2000
Post-traumatic Stress
Disorder in older adults: A
conceptual review.
Journal of Anxiety
Disorders
14(2)
133156.
2007
An historical perspective on
family violence and child
abuse: Comment on Moloney
et al.
Allegations of Family
Violence
12
2-3.
Brookfield, S.
2011
When the black dog barks: An
New Directions for
autoethnography of adult
Adult and Continuing
learning in and on clinical
Education
depression.
(132)
35-42.
Brown, P. J., &
Wolfe, J.
1994
Substance abuse and posttraumatic stress disorder
comorbidity.
35(1)
51-59.
1988
High-risk infants and child
maltreatment: Conceptual and
Early Child
research model for
31(1-4)
Development and Care
determining factors predictive
of child maltreatment.
43-53.
1977
The intergenerational
transmission of family
violence: The long‐term
effects of aggressive
behavior.
Aggressive Behavior
3(3)
289299.
Cox Jr, R. B.,
Ketner, J. S., &
Blow, A. J.
2013
Working with couples and
substance abuse:
Recommendations for clinical
practice.
The American Journal
of Family Therapy
41(2)
160172.
Flemons, D. G.
1989
An ecosystemic view of family
violence.
Family Therapy
16(1)
1
Exploring the relationship
between poverty, childhood
adversity and child abuse
from the perspective of
adulthood.
Child abuse review
16(5)
323341.
Averill, P. M., &
Beck, J. G.
Bala, N.
Browne, D. H.
Carroll, J. C.
Frederick, J., &
Goddard, C.
2007
Drug and alcohol
dependence
9
Giel, R.
1990
Psychosocial processes in
disasters.
International Journal of
19(1)
Mental Health
7-20.
Hill, J.
2009
Developmental perspectives
on adult depression.
Psychoanalytic
Psychotherapy
23(3)
200212.
1997
Understanding post-traumatic
stress: A psychosocial
perspective on PTSD and
treatment.
Wiley.
.
51-67.
2010
Symptoms of depression and
anxiety among a sample of
South African patients living
with HIV.
AIDS care
22(2)
159165.
1997
Differentiating Post-Traumatic
Stress Disorder (PTSD) from
Major Depression Disorder
(MDD) and Generalised
Anxiety Disorder (GAD).
Journal of Anxiety
Disorders
11(3)
317328.
Knudson, T. M.,
2012
& Terrell, H. K.
Codependency, perceived
interparental conflict, and
substance abuse in the family
of origin.
The American Journal
of Family Therapy
40(3)
245257.
Krestan, J. A.,
& Bepko, C.
1990
Codependency: The social
reconstruction of female
experience.
Smith College Studies
in Social Work
Maj, M.
2012
Development and validation of
the current concept of Major
Psychopathology
Depression
Joseph, S.,
Williams, R., &
Yule, W.
Kagee, A., &
Martin, L.
Keane, T. M.,
Taylor, K. L., &
Penk, W. E.
McFarlane, A.
C.,
Atchison,
M., Rafalowicz, 1994
E.,& Papay, P.
McQueen, D.
Menard, C. B.,
BandeenRoche, K. J., &
Chilcoat, H. D.
Milevsky, A.,
Schlechter, M.,
Netter, S., &
Keehn, D.
10
60(3)
216232.
45(3)
135146.
Physical symptoms in PostTraumatic Stress Disorder.
Journal of
psychosomatic
research
38(7)
715726.
2009
Depression in adults: Some
basic facts.
Psychoanalytic
Psychotherapy
23(3)
225235.
2004
Epidemiology of multiple
childhood traumatic events:
child abuse, parental
psychopathology, and other
family-level stressors.
Social psychiatry and
psychiatric
epidemiology
2007
Maternal and paternal
parenting styles in
adolescents: Associations
with self-esteem, depression
and life-satisfaction.
Journal of Child and
Family Studies
39(11)
857865.
16(1)
39-47.
PYC4802/101/0/2022
Morgan, J. P.
1991
What is codependency?
Journal of clinical
psychology
47(5)
Nutt, D. (Ed.)
2000
Post-traumatic Stress
Disorder: Diagnosis,
Management and Treatment
.
.
147161.
Ponder, F.T.
2009
Family of origin addiction
patterns amongst counselling
and psychology students
The Forum on Public
Policy
.
11-Jan
Richter, L. M.,
& Dawes, A. R.
2008
Child abuse in South Africa:
rights and wrongs.
Child Abuse Review
17(2)
79-93.
Rosen, G.M.
2004
Posttraumatic Stress
Disorder: Issues and
controversies
Blackwell Science
.
147161.
Rus-Makovec,
M., Sernec, K.,
Rus, V.,
ČebašekTravnik, Z.,
Tomori, M., &
Ziherl, S.
2010
Adolescent substance
dependency in relation to
parental substance (ab) use.
Slovenian Journal of
Public Health
49(1)
1-10.
Schumm, J. A.,
Stines, L. R.,
2005
Hobfoll, S. E., &
Jackson, A. P.
The double‐barreled burden
of child abuse and current
stressful circumstances on
adult women: The kindling
effect of early traumatic
experience.
Journal of Traumatic
Stress
18(5)
467476.
Sheridan, M. J.,
1993
& Green, R. G.
Family dynamics and
individual characteristics of
adult children of alcoholics:
An empirical analysis.
Journal of Social
Service Research
17(1-2
73-97.
Sheridan,
Michael J.
1995
A proposed intergenerational
model of substance abuse,
family functioning, and
abuse/neglect
Child abuse & neglect
19(5)
519530.
Silva, P. D.
1993
Post-traumatic Stress
Disorder: Cross-cultural
aspects.
International Review of 5(2-3)
Psychiatry
217229.
Suprina, J. S.,
& Chang, C. Y.
2005
Child abuse, society, and
individual psychology: What's
power got to do with it?
Journal of Individual
Psychology
61(3)
.
Takeuchi, M.
S., Miyaoka, H.,
2010
Tomoda, A.,
Suzuki, M., Liu,
The effect of interpersonal
touch during childhood on
adult attachment and
depression: A neglected area
Journal of Child and
Family Studies
19(1)
109117.
720729.
11
Q., & Kitamura,
T.
of family and developmental
psychology?
Teychenne,M., Ball,
Sedentary behavior and
K., &
2010 depression among adults:
Salmon, J.
A review.
Velleman,R.,&
Templeton, L.
Understanding and
modifying the impact
2007
of parents’ substance
misuse on children.
International Journal
17(4)
of Behavioral Medicine
246254.
Advances in
13(2)
Psychiatric Treatment
79-89.
E-reserves can be downloaded from the Library catalogue. More information is available at
https://libguides.unisa.ac.za/request/request
5.4 Library services and resources
The Unisa Library offers a range of information services and resources:
•
For a general Library overview, go to
https://www.unisa.ac.za/sites/corporate/default/Library/About-the-Library
Library @ a glance
• For detailed Library information, go to
https://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (e.g. personal librarians and literature search services),
go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
The Library has created numerous Library guides to assist you: http://libguides.unisa.ac.za
Recommended guides:
•
•
•
•
•
•
•
12
Request recommended books and access e-reserve material:
https://libguides.unisa.ac.za/request
Requesting and finding library material: Postgraduate services:
https://libguides.unisa.ac.za/request/postgrad
Finding and using library resources and tools (Research Support):
https://libguides.unisa.ac.za/research-support
Frequently asked questions about the library:
https://libguides.unisa.ac.za/ask
Services to students living with disabilities:
https://libguides.unisa.ac.za/disability
A-Z databases:
https://libguides.unisa.ac.za/az.php
Subject-specific guides:
https://libguides.unisa.ac.za/?b=s
PYC4802/101/0/2022
•
Information on fines & payments:
https://libguides.unisa.ac.za/request/fines
Assistance with technical problems accessing the Unisa Library or resources:
https://libguides.unisa.ac.za/techsupport
Lib-help@unisa.ac.za (insert your student number in the subject line, please)
General library enquiries can be directed to Library-enquiries@unisa.ac.za
6.
STUDENT SUPPORT SERVICES
The Study @ Unisa website is available on myUnisa: www.unisa.ac.za/brochures/studies
This website has all the tips and information you need to succeed at Unisa.
6.1
First-Year Experience Programme @ Unisa
For many students, the transition from school education to tertiary education is beset with anxiety.
This is also true for first-time students to Unisa. Unisa is a dedicated open distance and e-learning
institution. Unlike face-to-face/contact institutions, Unisa is somewhat different. It is a mega
university, and all our programmes are offered through a blended learning mode or fully online
learning mode. It is for this reason that we thought it necessary to offer first-time students
additional/extended support so that you can seamlessly navigate the Unisa teaching and learning
journey with little difficulty and few barriers. In this regard, we offer a specialised student support
programme to students entering Unisa for the first time. We refer to this programme as Unisa’s
First-Year Experience (FYE) Programme. The FYE is designed to provide you with prompt and
helpful information about services that the institution offers and how you can access information.
The following FYE programmes are currently offered:
•
FYE website: All the guides and resources you need to navigate through your first year at
Unisa can be accessed using the following link: www.unisa.ac.za/FYE
•
FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.
•
FYE broadcasts: You will receive e-mails with links to broadcasts on various topics related to
your first-year studies (e.g. videos on how to submit assignments online).
•
FYE mailbox: For assistance with queries related to your first year of study, send an e-mail
to fye@unisa.ac.za
7.
STUDY PLAN
Visit the Unisa website for general time management and planning skills. In order to meet all the
deadlines within a limited time, we advise you to draw up a study timetable as soon as possible.
It should make provision for all your subjects and for unforeseen circumstances such as illness
and work pressure, to enable you to work through the syllabus in good time.
13
General outline for this module
The honours module in psychopathology differs from your previous experience of undergraduate
studies. It consists of an introduction to a research method approach to studying a small selection
of disorders more in-depth than you have done before. The aim is to do the following:
Explore the five (5) themes by reading, summarising, and studying all the prescribed journal
articles and other sources mentioned in this tutorial letter.
View the selected disorders in a way that allows you to understand and apply different theoretical
perspectives from which the selected disorders can be explained (These perspectives formed
part of your undergraduate studies as part of the abnormal behaviour and mental health and
personality theory modules). Integrate the knowledge from your undergraduate modules with the
more in-depth knowledge of your honours modules and apply your newly synthesised knowledge
to the disorders in each theme (Boundaries between subjects are artificial, and everything you
have learnt from the first year modules until now forms part of your repertoire of knowledge that
is in the process of becoming wider and deeper with every further application of your intellect in
the field of psychology).
Write about what you have read and studied by applying scholarly methods of presenting your
thoughts in the form of a scholarly essay (in Assignment 03) by solving the problems posed in the
assignment question. However, for the purpose of this module, you are required to explain the
disorders covered in the five (5) themes from the perspectives of the following models:
The psychoanalytic and psychodynamic models/approaches/perspectives
The psychodynamic perspective is a collection of theories and therapies united by a common
concern with the dynamics ( i.e. the motivating or driving forces of the mind) and the critical
influential role the initial years of life play in human development. This model encompasses
Freud's original psychoanalytical views and takes his ideas much further. When studying
abnormal behaviour, this model typically focuses on the underlying intra-psychic conflicts and
maintains that psychological problems later in life can be traced back to unresolved childhood
events and conflicts.
The medical model
The single most influential theoretical perspective on abnormal behaviour is the medical model,
the influence of which can be seen in the common acceptance of the term “mental illness”. As the
name of this model indicates, it approaches mental illness as medical science would approach
any other illness. When studying abnormal behaviour, this model typically focuses on underlying
physiological defects within the individual. The traditional model of psychopathology emphasises
disease and symptomatology in abnormal mental and interpersonal functioning. Other names
used for this model include “biochemical”, “psycho-medical” or “psychiatric” model. The DSM-5
classification system is based on this model.
The cognitive and behavioural models/approaches/perspectives
Historically, the learning-theory approach has confined itself to identifying abnormal behaviour
and the mechanisms that underlie them. A recent trend includes a focus on certain patterns of
thought or cognitions that seem to contribute to maladaptive behaviour. This model, also called
“learning theory”, emphasises the role of learning, whether it be the simple conditioning of a
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response to a stimulus (the central theme of behaviourism), or the processing of information in
learning (the central theme of the cognitive approach). The cognitive approach emphasises that
the way that people interpret events may be almost as important as the events themselves.
Another trend in this approach is termed social learning theory.
The family systems model/approach/perspective
A shift away from the narrow focus of linear thinking has gradually occurred by placing
symptomatology in the family context. This shift, known as “family systems theory”, gives new
meanings to symptoms and so-called abnormal (or deviant) behaviour by recognising the
communicative function of symptoms. This model is based on cybernetics (circular thinking). Note
that this approach focuses on interaction and the interrelatedness of the parts of a family system.
The family systems approach sees mental disorders as necessarily involving the network of
relationships binding the individual. The abnormality of the individual, in this view, can only be
understood in the context of the family system in which it arises.
The ecosystemic model
Ecosystemic thinking embodies a further shift, from so-called “first-order cybernetics" to “secondorder cybernetics”, where the focus is no longer on interaction, but on meanings and the cocreation and attribution of meaning within systems. Ecosystemic thinking acknowledges that
philosophical and scientific theories and findings of the nature of humanity are not objective, but
are situated within our culture and influence our conceptions of what constitutes adaptive and
maladaptive behaviour, or, in other words, what it is to be a person. Like the family systems
approach, the ecosystemic approach looks not only at the individual for the meaning of abnormal
behaviour but also beyond the individual, to his/her context. The ecosystemic perspective is
important in calling attention to the meanings attributed to psychological problems by everyone
involved in a situation, including the therapist.
The five (5) themes that we focus on form some of the core problem areas in our African and
South African society. Most of these disorders can be prevented, but before we can do so, we
need to study diligently what is already known about these disorders, how we can identify them,
explain them, and classify them according to the DSM-5. This is the abbreviation for the American
Psychiatric Association’s (2013) 5th edition of the Diagnostic and Statistical Manual of Mental
Disorders Washington, DC: American Psychiatric Association. Ideally, we would like you to
engage in your own learning by finding recent publications on this year’s themes in order to
deepen your understanding even further. That is, however, not always possible, but certainly,
something to aspire towards. However, reading extensively is within every individual’s reach; so,
let that be your goal – it is the secret habit of every true academic.
8.
PRACTICAL WORK
There are no practical sessions for this module.
9.
ASSESSMENT
9.1
Assessment criteria
Three formative assessment tasks (assignments) and one cumulative assessment task
(examination) are set for this module spaced over a period of 10 months. In addition, three
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compulsory assignments need to be submitted prior to the deadlines for gaining admission to the
examination.
Assessing assignments
Assignments 1 and 2 consists of multiple-choice questions which will be marked by computer. In
the case of wrong answers, students are required to re-work the prescribed and recommended
literature with the aim of understanding the material better.
Assignment 3 consists of an essay that will be marked. Feedback will be provided.
The purpose of the first three formative tasks (assignments) involves the acquisition of new
knowledge and the demonstration of your capability to systematically order the new information
by making distinctions between the content and process literature, between the general and
specific information, and the implicit and explicit outcomes of your literature study by applying
your critical thinking skills to the selected literature sources.
The tasks will be structured so that you are required to complete several steps that will enable
you to acquire new knowledge by studying the literature for every theme, analyse a question on
a theme. Secondly, compile a profile for a scholarly discussion (table of contents),
comprehensively reply to the question, or solve the problem statement (by writing an essay) within
certain limits by relating the new information to the DSM-5 diagnostic criteria for each disorder.
Throughout the essay task, frequent in-text referencing in the latest American Psychological
Association (APA) 7th edition style of referencing regarding the literary material, indicates that you
are familiar with the literature. Based on this style of referencing, complete a reference list of the
sources you have consulted, referred to and cited in your essay. The list has to be included at the
end of the essay.
Assessing the examination
The cumulative assessment task (examination) consists of a three-hour examination at the end
of the academic year around October. You are expected to demonstrate your acquired skills
regarding solving problems in the context of critically engaging in psychological discourse, without
having to reference your reading list.
The primary lecturers/assessors will know that you are competent when you provide well thought
through responses to several new, unseen problems/questions during a limited time span of three
hours. Four short essays with reference to the year’s selection of themes will be the compulsory
requirement for demonstrating your academic competence in psychopathology, based on the
selection of prescribed and recommended books, journal articles, and additional material you
studied throughout the year.
A second examiner/assessor will review your answers to the set questions by checking for
consistency in the assessment process. Finally, an external examiner/assessor will review a
representative sample of all student answers in conjunction with the marks allocated by the
primary lecturers/assessors and the course content.
All assessors are registered with the relevant ETQA.
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Supplementary examinations
Students who fail to obtain the required 50% (with a sub-minimum of 40%) for the year are
provided with the opportunity to write a supplementary examination in the following year.
9.2
Assessment plan
You are required to submit Assignments 01, 02, and 03 in order to obtain admission to the
examination.
Mark distribution: Year mark 20% + Examination mark 80% = Final mark 100%
Active student
Assignment 1 counts 100 marks. It records you as an active student.
Year mark
Assignment 2 counts 100 marks. 10% of your mark out of 100 contributes to your final mark for
the course.
Assignment 3 counts 100 marks. 10% of your mark out of 100 contributes to your final mark for
the course.
Examination mark
The examination counts 100 marks. 80% of your examination mark out of 100 contributes to your
final mark for the course.
Your final mark consists of your year mark (20% of your results for assignments 2 and 3) plus
your examination mark (80% of your results for the examination).
Examination
The format of the examination paper is the same as last year’s examination paper, which can be
viewed on myUnisa. Please note that the content has changed. You are required to answer 4
essay questions that can range between 20 and 30 marks each, with a total of 100 marks.
Examination guidelines
You will receive four (4) questions from different themes. Your examination answers should be in
essay style (with an introduction and conclusion). Avoid bullet points, and you do not need to add
references.
Your examination answers are assessed by evaluating the following:
•
•
•
Did you answer the question comprehensively?
Did you use the prescribed literature, and your additional reading to answer the question?
Have you discussed the full DSM-5 criteria and integrated them with the recommended
journal articles and books?
Have you thought about the information by integrating it meaningfully in your answer?
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•
•
Have you introduced your answer to each question adequately by a brief introduction,
which includes necessary definitions of the terms you are using, important diagnostic
criteria, and other important details for creating the relevant context for your discussion
with regard to answering the question?
Is your conclusion of each essay relevant to and essential for bringing your discussion to
a close, by rounding it off with an appropriately placed final conclusive comment?
Assignment 03 Guidelines
Assignment 03 is assessed according to the same criteria as the examination. However, you are
required to provide a list of references in APA style and cite extensively within your text as you
use the thoughts, ideas and conclusions of the people whose articles and books you have
consulted. You will receive personalised feedback for Assignment 03. We urge you to engage
with this feedback as a part of your examination preparation. The questions in the examination
will be similar in kind to the assignment question. If you can construct one answer by following
the process for your assignment, you should be able to respond adequately in the examination,
provided you have studied the literature, engaged in critical thinking and thoughtfully incorporated
the full DSM-5 criteria.
9.3.
Assignment numbers
•
There are no assignment unique numbers included in this tutorial letter.
•
Please start working on your assignments as soon as you register for the module.
•
Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assignments.
9.4
Assignment due dates
•
Assignment due dates will be made available to you on the landing page of myUnisa for
this module. We envisage that the due dates will be available to you upon registration.
•
Modules offered by Unisa are either blended (meaning that we use a combination of printed
and online material to engage with you) or online (all information is available via the
internet). In all cases of online engagement, we use myUnisa as our virtual campus.
•
From 2022, the myUnisa virtual campus will be offered via a new learning management
system. This is an online system that is used to administer, document and deliver
educational material to you and support engagement with you.
•
Look out for information from your lecturer as well as other Unisa platforms to determine
how to access the virtual myUnisa module site.
•
Information on the tools that will be available to engage with the lecturer and fellow students
to support your learning will also be communicated via various platforms.
•
The University undertakes to communicate as clearly and as frequently as is necessary to
ensure optimum advantage in the use of the new learning management system.
•
Additional information on the use of the myUnisa site for the module, as well as features
to engage and communicate with your lecturer and other students, will also be made
available via the online site for the module.
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•
Therefore, log on to the myUnisa site for your module to gain more information on where
to complete and/or upload your assignments and how to communicate with your lecturer.
9.5
Submission of assignments
As indicated in Section 9.2, you need to complete three assignments for this module which
contribute towards your year mark of 20%.
9.6
Other assessment methods
There are no other assessment methods for this module.
9.7
The examination
Examination information and details on the format of the examination will be made available to
you online via the myUnisa site. Look out for information that will be shared with you by your
lecturer and e-tutors (where relevant) and for communication from the University
10.
ACADEMIC DISHONESTY
10.1
Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft that involves several dishonest academic activities, such as the
following:
•
•
•
10.2
Cutting and pasting from any source without acknowledging the source.
Not including or using incorrect references.
Paraphrasing without acknowledging the original source of information.
Cheating
Cheating includes, but is not limited to, the following:
•
•
•
•
10.3
Completing assessments on behalf of another student, copying from another student
during an assessment or allowing a student to copy from you.
Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
Submitting corrupt or irrelevant files.
Buying completed answers from “tutors” or internet sites (contract cheating).
More information about plagiarism can be downloaded on the link below
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules
11.
STUDENT WITH DISABILITY
The Advocacy and Resource Centre for Students with Disability (ARCSWiD) provides an
opportunity for staff to interact with new and returning students with disabilities.
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•
12.
If you are a student with a disability and would like additional support or need additional
time for assessments, you are invited to contact the module leader, Mr Palakatsela BR on
palakbr@unisa.ac.za.
FREQUENTLY ASKED QUESTIONS
Visit the Unisa website for an A-Z guide of the most relevant study information.
13.
SOURCES CONSULTED
Guidelines obtained from Tuition and Student Support.
14.
IN CLOSING
We hope that you will enjoy the module. Best wishes on your studies.
15.
ADDENDUM
No addendum included in the Tutorial letter.
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