You and Your CourseOpportunities
Research and Teaching
Our ResearchResearch Degrees
Partners and Community
- About JCUJCU Connect
- Cairns Institute External
- Australian Institute of Tropical Health & Medicine
- About JCU
Courses and Study
- Why JCU?
- Arts and Social Sciences
- Biomedical Sciences
- Environmental Management
- Health Studies
- Information Technology
- Marine Science
- Nursing and Midwifery
- Occupational Therapy
- Public Health and Tropical Medicine
- Social Work
- Speech Pathology
- Sport and Exercise Science
- Veterinary Science
Course by level
Cities, campuses and study centres
- Services and support
- QTAC Packaged Offers
- International Students
Fees and Financial Support
Exams & Results
- Student forms
The Learning Centre
- Learning Centre Services
- Getting Started
- Peer Assisted Study Sessions
- Develop Your English
- Maths and Statistics
- Short Courses and Workshops
- Downloads and Booklets
- Safe work and study at JCU
Research and Teaching
I want to...
About JCU Research
- Research Performance
Research Centres and Institutes
- Division of Research & Innovation
- Celebrating Research @JCU
- JCU Research Contacts
- Master's by Research
- Fees and Scholarships
- I want to...
Partners and Community
Transitions & Retention
- Evaluation and Feedback
Professional Development & Recognition
- JCU Sessional Teaching Awards
- Inclusive Practice Awards (IPA)
JCU Citations for Outstanding Contributions to Student Learning
- National Citations for Outstanding Contributions to Student Learning
- JCU Learning and Teaching Grants
Policies & Frameworks
Subject Outline Guide and Template
- Bachelor of Health Science
- Postgraduate Biomedical Sciences
- Postgraduate Medicine and Dentistry
- Postgraduate Midwifery
- Postgraduate Nursing Science
- Postgraduate Psychology
- Postgraduate Public Health and Tropical Medicine
- Postgraduate Veterinary Science
- Graduate Diploma of Psychology
- Bachelor of Clinical Sciences (Honours)
- Graduate Certificate of Aeromedical Retrieval
- Postgraduate Rehabilitation
- Bachelor of Psychology (Honours)
- Diploma of Health (Nursing Pathway)
- Subject Outline Guide and Template
Graduate Diploma of Psychology
JCU Inherent Requirements for Graduate Diploma of Psychology (115707)
- 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, and
- 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