The course has six modules. Students study one module per week. Each module teaches students about a different ways in which culture and psychology intersect. The six modules are:

• Module 1: Introduction to Culture and Context
• Module 2: Aboriginal and Torres Strait Islander Cultures
• Module 3: Mental Health in Context
• Module 4: Mental Health in CALD Groups in Australia
• Module 5: International Psychology
• Module 6: Culture and Context in Applied Settings

1	Examine personal cultural positioning and the implications for competent health service delivery.
2	Critically examine psychological research and theory in relation to culture, cross-cultural perspectives and theories of cross-cultural competency.
3	Apply basic principles and protocols underpinning ethical practice for working with Indigenous Australian peoples and communities.
4	Demonstrate interpersonal skills and teamwork to address issues relating to psychological health and wellbeing.
5	Communicate issues relevant to psychological health and wellbeing of culturally and linguistically diverse groups, in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.

Course Texts/Readings

Required readings in Module 1 will be taken from:

• Matsumoto, D., & Juang, L. (2017). Culture and psychology. (6th ed.). Cengage.

Required readings in Module 2 will be taken from:

• Bond, C. J. (2005). A culture of ill health: Public health or Aboriginality? Medical Journal of Australia, 183(1), 39–41.
• Gee, G., Dudgeon, P., Schultz, C., Hart, A., & Kelly, K. (2014). Aboriginal and Torres Strait Islander social and emotional wellbeing. In: P. Dudgeon, H. Milroy, & R. Walker (Eds.), Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice. (pp. 55–68). Australian Government Department of the Prime Minister and Cabinet.
• Carlson, B. (2016, March 21). Bronwyn Carlson: Who counts as Aboriginal today? SBS NITV.
• Jennings, W., Bond, C., & Hill, P. S. (2018). The power of talk and power in talk: A systematic review of Indigenous narratives of culturally safe healthcare communication. Australian Journal of Primary Health, 24(2), 109–115. 

Required readings in Module 3 will be taken from:

• Roy, D., Jayaram, G., Vassila, A., Keach, S., & Rao, V. (2015). Depression after traumatic brain injury: A biopsychosocial cultural perspective. Asian Journal of Psychiatry, 13, 56–61.
• Pham, A. (2015). Understanding ADHD from a Biopsychosocial-Cultural framework: A case study. Contemporary School Psychology, 19(1), 54–62.
• Hull, M., Fennell, K., Vallury, K., Jones, M., & Dollman, J. (2017). A comparison of barriers to mental health support‐seeking among farming and non‐farming adults in rural South Australia. Australian Journal of Rural Health, 25(6), 347–353. 

Required readings in Module 4 will be taken from:

• Ziersch, A., Due, C., & Walsh, M. (2020). Discrimination: A health hazard for people from refugee and asylum-seeking backgrounds resettled in Australia. BMC Public Health, 20(1), 108.
• Burford-Rice, R., Augoustinos, M., & Due, C. (2020). ‘That’s what they say in our language: one onion, all smell’: The impact of racism on the resettlement experiences of South Sudanese women in Australia. Language and Intercultural Communication, 20(2), 95–109. 

Required readings in Module 5 will be taken from:

• Kiling, I., Due, C., Li, D., & Turnbull, D. (2019). Perceptions of disability, environmental risk factors and available services among local leaders and parents of young children with disabilities in West Timor, Indonesia. Disability and Rehabilitation, 41(20), 2421–2432.
  
• Shepherd, S. (2019). Cultural awareness workshops: Limitations and practical consequences. BMC Medical Education, 19(1), 14. 

Required readings in Module 6 will be taken from:

• Matsumoto, D., & Juang, L. (2017). Culture and psychology. (6th ed.). Cengage.
• ReachOut. (2020). Why cultural appropriation isn’t cool. 
  
• Moran, A. (2020, May 11). Looking to buy Indigenous art? Here's how to purchase it fairly and transparently. ABC News.
• Marecek, J. (2012). The global is local: Adding culture, ideology, and context to international psychology. Psychology of Women Quarterly, 36(2), 149–153. 

Additional readings will be suggested throughout the course modules and can be accessed online via MyUni.

This is a fully online offering. MyUni will be used for all course materials, communication, links to curated resources, online tutorial support and assignments including submissions, feedback and grades.

Engagement with course content is facilitated by online presentations, interactive online activities, curated readings and resources, and self directed research and study supported by weekly online tutorial sessions. There are six weekly modules with learning scaffolded across the modules to ensure that students develop deep discipline knowledge as well as the academic literacy, research skills and capacity to apply and communicate their understanding as specified for an AQF8 level offering.

This course is a six week intensive, accelerated learning offering. Students should expect to approximately 25 hours per week engaging with the online content, in private study, attending online tutorials, and completing the coursework assignments.

Indicative hours per week:

• 1.5 hours - Tutorial
• 1 hour - Tutorial Preparation
• 9 hours - Assessment related tasks
• 10 hours - Engaging with online content (e.g, video presentations, podcasts, directed research activities, discussions, interactive tasks)
• 3.5 hours - Readings

The course has six modules. Students study one module per week. The modules, and their indicative content, are:

1. Introduction to Culture and Context

• What is ‘Culture’ and ‘Context’?
• Cultural Assumptions and Values (Developing Cultural Responsiveness)
• Aboriginal and Torres Strait Islander Cultures (Part 1)

2. Aboriginal and Torres Strait Islander Cultures

• Cultural Self and Identity
• Cross-Cultural Communication
  

3. Mental Health in Context

• Biopsychosocial–Cultural Framework
• Emotion, Culture and Health
• Time and Place
• Rural Health: Culture and Context

4. Mental Health in CALD Groups in Australia

• Culturally and Linguistically Diverse (CALD) Groups in Australia
• Mental Health and Wellbeing in Refugees
• Culturally Appropriate Mental Health Care for Refugees
• Participatory Action Research (with CALD groups)

5. International Psychology

• Psychology is WEIRD
• International Psychology
• Cross-Cultural Psychology
• Culture Shock and Reverse Culture Shock

6. Culture and Context in Applied Settings

• Culture in Organisations and the Workplace
• Topical Issues in Culture and Context
• Global Psychology

Nil

Assessment Task	Task Type	Due	Weighting	Course Learning Outcomes
Assessement 1: Reflective Piece	Summative	Sunday Week 2 11:59pm	30%	1, 3
Assessment 2: Group Presentation (Part A) Self / Peer Assessment (Part B)	Summative	Sunday Week 4 11:59pm	30%	2, 3, 4
Assessment 3: Critical Essay	Summative	Sunday Week 6 11:59pm	40%	2, 5

Submission via Turnitin. All assignments are due by 11:59pm on the Sunday at the end of the week in which they are due. A penalty of 5% per day applies for late submissions.

Extensions are granted on medical, compassionate or other special circumstances recognised under the University’s Modified Arrangements for Coursework Assessment Policy. The completed extension application form and any documentation (such as a medical or counsellor's certification) should be emailed to the course coordinator and submitted before the due date. The course coordinator will consider the request in the light of the case made and University deadlines, and may grant an extension of up to three days.

Assessment 1: Personal Reflection (30%, 1000 words, due week 2)
In this assessment, students will be required to reflect on what culture is and how this may impact their own identity and the contextual factors that may have shaped their current values, beliefs and attitudes.

Assessment 2: Group Presentation and Self / Peer Assessment (30%, due week 4)
This is a two-part assessment. The first part requires students to prepare and record a group presentation on a topic relevant to the psychological health and wellbeing of Aboriginal and Torres Strait Islander peoples. The second part requires students to provide feedback on their own and other group members participation in the group work task using a self and peer assessment tool.

Assessment 3: Critical Essay (40%, 1500 words, due week 6)
In this assessment, students will be required to identify and describe a psychological assessment tool, and critically review its appropriateness for use with a CALD (culturally and linguistically diverse) group in Australia.

Fully online course - esubmission and marking

Counselling for Fully Online Postgraduate Students

Fully online students can access counselling services here:

Phone: 1800 512 155 (24/7) 

SMS service: 0439 449 876 (24/7) 

Email: info@assureprograms.com.au

Go to the Study Smart Hub to learn more, or speak to your Student Success Advisor (SSA) on 1300 296 648 (Monday to Thursday, 8.30am–5pm ACST/ACDT, Friday, 8.30am–4.30pm ACST/ACDT)