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Bachelor of Psychological Science
JCU Inherent Requirements for Bachelor of Psychological Science  and associated double degrees , Bachelor of Psychological Science (Honours) [10309A], Bachelor of Psychology (Honours) , and the Graduate Diploma of Psychology 
Inherent requirements are the fundamental abilities, attributes, skills and behaviours needed to complete the learning outcomes of a course while preserving the academic integrity of the university’s learning, assessment and accreditation processes. Students and prospective students must be able to demonstrate that they have acquired or have the ability to acquire the inherent requirements for their degree.
Reasonable adjustments may be implemented to assist you manage additional circumstances impacting on your studies provided these do not fundamentally change academic integrity of a degree.
Are inherent requirements different to admissions and academic requirements?
Each degree has a number of admissions and academic requirements which must be met prior to being able to enrol in or graduate from the degree. Admissions and academic requirements can be found here
Students with a disability or health condition
In many cases, studying with health conditions or disabilities will not impact on your studies. Many students with disabilities or other impacting circumstances that impact on their studies, have successfully completed their university studies, with and without reasonable adjustments made to their learning conditions.
Students with a disability or health condition, or other circumstances such as cultural or religious considerations, can discuss their circumstances and potential needs for reasonably adjusted learning conditions with university staff including the Course Coordinator or AccessAbility Services.
It is highly recommended that you discuss your circumstances with JCU staff as early as possible as reduced timeframes may impact significantly on the adjustments that are possible. For students with a disability or health condition, AccessAbility Services provides an experienced reference point, facilitates reasonable adjustments made, and assists students to develop the strategies to realise their capabilities. The University has no requirement to adjust for conditions that it is not aware of. Disclosure is required for any circumstances that pose a health or safety risk to yourself or others.
Reading the Inherent Requirements Statements
- Inherent requirements are divided into domains and sub-domains and contain the following information:
Introduction to the inherent requirement
- A rationale as to why it is an inherent requirement
- Examples of things you must be able to demonstrate, or have the ability to acquire and demonstrate during the course of your degree. Please note this is not an exhaustive list.
Inherent Requirements for the Bachelor of Psychological Science  and associated double degrees , Bachelor of Psychological Science (Honours) [10309A], Bachelor of Psychology (Honours) , and the Graduate Diploma of Psychology 
If you are intending to enrol in the Bachelor of Psychological Science or associated double degree, Bachelor of Psychological Science (Honours), Bachelor of Psychology (Honours) or the Graduate Diploma of Psychology you should read this document in conjunction with the course handbook
You should carefully consider the inherent requirement statements below as a guide for your learning during the course, and as a way to identify early possible challenges you may have in meeting these requirements. If you remain interested or engaged in the course, you should discuss your concerns with the College staff such as the Course Coordinator as soon as possible. If the challenges are related to your disability or health condition contact AccessAbility Services to discuss possible strategies and reasonable adjustments.
If the inherent requirements cannot be met with reasonable adjustments, University staff can provide guidance regarding other study options.
Please note reasonable adjustments must:
- Be consistent with legislative and regulatory requirements, and not compromise codes, guidelines and policies
- Not result in unethical or unprofessional behaviour
- Meet the necessary standards of timeliness, accuracy and functional effectiveness to ensure that self and patient care, treatment or safety is not compromised
- Address the need to perform the full range of tasks involved in clinical practice, including undertaking learning activities in mixed gender environments, which reflect the Australian context.
- Ensure that performance is consistent and sustained over a given period
Compliance with Australian Law and professional regulations.
Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary in order to identify, manage and reduce the risk of harm to self and others; compliance with these professional regulations and the Australian Law ensures students are both responsible and accountable for their conduct.
Ethical and professional behaviour
Ethical and professional behaviour in academic and community/professional environments
Compliance with standards, codes, guidelines and policies that facilitate safe, competent interactions and relationships with the people students engage with to safeguard the physical, psychological, emotional and spiritual wellbeing of all.
Knowledge and cognitive skills
Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet academic standards.
Understanding and retention of coursework information and the effective processing of this information is required to complete academic tasks.
Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.
Understanding and ongoing learning about oneself is required for effective life-long learning.
English literacy skills that allow the creation and interpretation of clear meaning through a range of symbols and English language text.
Competent literacy skills are essential for the appropriate and effective delivery of academic information.
Accurate processing and reasoning with numbers and numerical concepts
Competent reasoning and reliable accuracy with numerical concepts are essential for the completion of academic tasks.
Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.
Effective verbal communication, in English, with university students and staff is required for effective learning.
Non-verbal communication skills that enable respectful communication with others.
The ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication is essential for effective communication.
Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.
Effective communication in English text is required to demonstrate applied skills in academic writing conventions and in sustained and organised academic argument
Ability to interact with visual inputs sufficiently to manage learning environments.
Elements in the learning environment are delivered by visual means, and the ability to learn from or respond to these inputs is required to learn effectively.
Ability to interact with auditory inputs sufficiently to manage learning environments.
Elements in the learning and teaching environments are delivered by auditory means, and the ability to learn from or respond to these inputs is required for effective learning.
Sustained physical, cognitive and psychosocial performance sufficient to engage in learning opportunities.
A range of complex, multi-component or extended academic tasks carried out over a period of time and in a time-constrained environment is required to achieve learning outcomes.
Behaviour that adapts to changing situations sufficiently to maintain academic standards.
Behavioural adaptation is required to manage personal emotional responses as an individual and within teams in changing and unpredictable environments, including emergency situations and times of human distress. Students will also be required to adapt their behaviour appropriately during times of additional stressors in their own lives, whether this adaptation involves ways of continuing to engage with their role or withdrawing for self-care for a period.
Inherent requirements statements index