This unit focuses on qualitative research methodologies, including the disciplinary traditions that contribute to qualitative methodologies and the the construction of knowledge using qualitative methods. The implications of methodology for research design will be examined, as will approaches to data collection and analysis. Activities to build skills in research design, data collection and data analysis will be included. Students will work on a research project of their choice throughout the semester.

This unit provides an overview of the research process and focuses on the formulation of a proposal for a small research project. It provides students with an opportunity to learn about (or update their knowledge of) research methods at the introductory level and acts as an introduction to the research electives which concentrate on a particular methodology or aspect of the research process. Students explore quantitative and qualitative approaches to research with their own specific research question in mind. Basic research designs are considered (including interview, observation, longitudinal and cross-sectional designs, experiment, single case study, survey) together with their suitability for investigating different types of research questions. Students also learn about ethics in research, sampling, validity and reliability of measures and descriptive statistics.

This unit studies human ageing from biological perspectives. The emphasis is on understanding the main features of 'normal' ageing or senescence as distinct from disease processes and the contribution of environmental factors to ageing. It has three modules: the normal process of ageing (which addresses the factors contributing to ageing, the effects of ageing on body systems, and the relationship between ageing and disease); the effects of hospitalisation and medications on the aged; and preventive gerontology focusing on nutrition and exercise.

To provide students with sufficient background and appreciation of the importance of population oral health and to provide them with the opportunity to develop skills and acquire essential knowledge in this field for the effective practice of population oral health. This unit focuses on the determinants of oral health and the importance of upstream measures to attack the root cause of oral diseases and the planning, implementing and evaluating of these approaches. The following topics will be covered: principles of population health approach, planning and policy framework for population oral health, the changing profile oral health and patterns of oral health care; water fluoridation (including legislation, benefits/risks, the politics of fluoridation, the arguments for and against water fluoridation, how to respond to antifluoridationists; how to promote and extend water fluoridation,), overview of policies and initiatives regarding dental services - the example of New South Wales; and oral health workforce and emerging workforce issues. On the completion of this unit of study students should be able to demonstrate ability to design/develop, implement and evaluate population based oral health programs to improve overall oral health and reduce inequalities in oral health.

This unit will provide students with knowledge about the sexual lives of people with developmental disability. Students will become aware of the range of sexual issues that people with developmental disability face across the lifespan. The issues include sexual health and hygiene, legal and ethical issues, masturbation, use of pornography, sexual opportunities and choices, pregnancy and contraception, sexual abuse, sexual offending, sex education, use of sex workers, and the policy framework of disability services. Students will demonstrate the ability to analyse approaches/programs and formal services in relation to the sexual lives of people with a developmental disability, their family members, carers or advocates and assist them to understand, appreciate and support the realisation of a healthy sexual life for people with developmental disability.

To develop a critical and comparative understanding of the history, theory and practice of health policy. To give an overview of the political choices and frameworks - national and global - that shape policymaking.
Learning objectives:
- acquire a critical understanding of the basic history and features of the Australian health system
- understand the main frameworks used to analyse and make policy
- understand the main issues in the translation of policy into practice
- demonstrate the capacity to apply these understandings in particular settings through case studies.
Content:
This unit explores the main structures and institutions that make health policy. The unit examines debates over policy frameworks, and the evidence and advocacy in setting priorities. Conflicts over health policy will be placed in broader contexts - comparing different health systems and assessing global influences. Case studies will be used to examine the relationships between policy and practice.

This unit aims to provide students with an understanding of the financial and economic aspects of health policy. It introduces the main concepts and analytical methods of health economics, political economy and finance.
Learning objectives:
- understand the main models and debates regarding health funding in developed OECD countries and the implications for equity, delivery and governance of health services.
- apply this knowledge to current Australian health systems and debates over reform.
- understand the role of economic analysis in evaluating health policy change
- be familiar with theoretical frameworks underlying health economics and analysis
Content
This unit introduces the main concepts and analytical methods of health economics, political economy and finance to examine the workings of health systems in Australia and comparable countries. It looks at the main models of funding used in developed countries and their implications for the structure, planning and delivery of services. The first module focuses on the basic concepts and methodologies of health economics and political economy and their contribution to policy analysis. The second module places funding structures in a broader political and policy context. Topics include the debates over the public-private mix and governance and accountability - who makes decisions about funding priorities? To whom should decision makers be held accountable and for what aspects of their work? How does health finance shape broader policy reform?

To develop skills for the effective critical appraisal of health policy. To familiarize students with the principles, and limitations, of evidence-based health policy and a broader understanding of its political context.
Learning objectives:
- to develop critical appraisal skills to critique the research that underpins policy
- to identify and analyse the main influences on policy development
- to evaluate existing policy frameworks and processes in relation to evidence, political context and broader community values
Content:
This unit builds policy analysis and analytical skills by exploring policy design, implementation and evaluation.
It looks at the methods and limitations of evidence-based health policy and the problems of integrating equity concerns when developing and applying health policy.
The workshops focus on using and critiquing epidemiological and social science literature to understand and build the evidence base for policy, and on understanding the political and social contexts in which agendas are set and policies implemented.

This unit explores the impact of globalization on health policy, and the way in which global health problems, such as HIV/AIDS and chronic diseases, shape policy. It also investigates the potential to improve health outcomes globally through policy.
Learning objectives:
- Be able to identify and articulate political and policy processes at the global level
- Familiarity with institutions and actors involved in global health policy
- Be equipped with strategies for influencing policy making at the global level
- Develop strong group communication and collaborative skills.
Content;
The unit will explore global health threats that transcend national boundaries; especially those whose causes or results transcend the capacity of individual states to influence, such as avian flu. We will analyse the influence and power of institutions and actors in the development and implementation of global health policy, including the World Health Organisation, UNICEF, the World Bank, the WTO, the Gates Foundation and NGOs. We will also investigate the governance of global health policy responses. Teaching will make extensive use of current case studies from recognised experts in the field.

Effective international health projects management contributes to the achievement of health and development in developing countries. The unit aims to give students a good understanding of the concepts and key elements of project design and evaluation, and to demonstrate tools and techniques used in effective project management at different stages.. A detailed step by step application of the Logical Framework Approach (LFA) in project design will be presented, including stakeholder analysis,, problem and objective analysis, and the logframe matrix. The Unit also gives students an opportunity for hands-on practice through the design of a project in an international setting and allows them to consider the challenges and practical issues faced by people involved in international health project management. The key topic areas covered include: concepts and principles of international project management; context and situation analysis; the LFA for project design; project management functions including managing information, resources, risk, quality and change; and project monitoring and evaluation . At the end of the course, students should be able to: identify the key aspects of the LFA to project design; develop a project proposal in international settings; recognise challenges and practical issues faced by people involved in international health project management; and apply a systematic approach to project planning and management in international settings.

The work of health psychologists relies on a broad range of professional skills and attributes. The aim of this unit of study is to conceptually define health within a biopsychosocial framework and to present some of the psychological reactions to hospitalisation, illness and pain. This unit of study provides students with an introduction to key areas of health psychology, and demonstrates how they relate to other disciplines. It also considers the context within which treatment takes place. This unit of study will explore mental and physical diseases. This unit of study examines the application of psychology in clinical settings. The unit of study considers the application of psychological theory to illness and preparation for hospitalisation; the management of adverse psychological sequelae arising from hospitalisation; and rehabilitation.

The student will be given the opportunity to develop an intervention based on social cognitions models. The process can be followed from start to finish allowing the individual to utilise knowledge and skills gained in other units of study. It is an intended outcome for students enrolled in the MApplSc (HealthPsych) that students can demonstrate an understanding of the key models and theories in Health Psychology which are seen by many to be the foundations of the subject area. The aim of this unit of study is to allow students to identify an area of Health Psychology where an intervention would be appropriate, review existing literature on the topic, formulate the intervention, and evaluate the intervention on a pilot level.

In this unit of study students will consider health communication in the context of the health professional-patient relationship and in the public sphere. This unit of study seeks to develop a critical awareness of the determinants of effective communication, particularly in relation to health risks to the individual and society. The unit of study will investigate: theories of health communication, including patient centred care and shared decision making; evidence regarding the impact of good and poor communication on patient and health professional outcomes; research paradigms in this area including interaction analysis; cross-cultural communication issues in health care; risk communication in the context of informed consent to clinical trials, discussing prognosis and responding to public health risk events; and theories of risk perception and communication. The aim of this unit of study is to provide students with a comprehensive understanding of the key issues related to communication in health care and health policy settings.

The unit of study aims to apply a psychosocial perspective to the study of disability and chronic disease. In this unit, students will consider the impact of acute and chronic illness states (including physical and mental illness) on the patient and their family. Aspects of quality of life affected will be considered, including sexuality, body image, fatigue, existential crisis, social and intimate relationships, physical reactions and spirituality. The impact of formal and informal systems of social support on illness and outcomes will be explored. The unit will incorporate evaluation of research methods used in such studies together with the application of health psychology theory and a critical examination of research findings. Relationships between health cognition, health behaviour and psychological adjustment will be an important theme of the unit of study, as will be a consideration of interventions to improve patient well being. Broad social, cultural, and political aspects of disability and acute and chronic disease will also be examined. The rise in number of people suffering from or caring for someone who has a chronic condition has proved to be a major challenge facing health psychologists. The impact on and needs of carers and family members will also be considered in this unit of study.

The purpose of this unit of study is to allow the student to choose a topic of particular relevance to their areas of expertise. It will allow the student to examine new developments within Health Psychology which may impact on their clinical or work practice.

In combination with PSYC5017 in this unit of study the student will be given the opportunity to carry out a substantial piece of research in the field of health psychology. The research process can be followed from start to finish allowing the individual to utilise knowledge and skills gained in the other unit of study. It is an intended outcome for students enrolled in the MApplSc (HealthPsych research stream) that they present evidence of their capacity to conduct a substantial piece of independent research that builds clearly upon their prior learning and which draws upon appropriate methodologies. The aim of this unit of study is to allow students to identify a research issue, review existing literature on the topic, formulate novel research questions, and test these questions through the application of contemporary psychological methodologies and appropriate data-analytic procedures. Lectures are voluntary, and are designed to cover common problems. The majority of support will be one-on-one tutorial sessions with the student's supervisor.

In combination with PSYC5016 in this unit of study the student will be given the opportunity to carry out a substantial piece of research in the field of health psychology. The research process can be followed from start to finish allowing the individual to utilise knowledge and skills gained in the other unit of study. It is an intended outcome for students enrolled in the MApplSc (HealthPsych research stream) that they present evidence of their capacity to conduct a substantial piece of independent research that builds clearly upon their prior learning and which draws upon appropriate methodologies. The aim of this unit of study is to allow students to identify a research issue, review existing literature on the topic, formulate novel research questions, and test these questions through the application of contemporary psychological methodologies and appropriate data-analytic procedures. Lectures are voluntary, and are designed to cover common problems. The majority of support will be one-on-one tutorial sessions with the student's supervisor.

This unit provides students with core skills in epidemiology, particularly the ability to critically appraise public health and clinical epidemiological research literature. This unit covers: study types; measures of frequency and association; measurement bias; confounding/effect modification; randomized trials; systematic reviews; screening and test evaluation; infectious disease outbreaks; measuring public health impact and use and interpretation of population health data. It is expected that students spend an additional 2-3 hours preparing for their tutorials.

This unit aims to provide students with an introduction to statistical concepts, their use and relevance in public health. This unit covers descriptive analyses to summarise and display data; concepts underlying statistical inference; basic statistical methods for the analysis of continuous and binary data; and statistical aspects of study design. Specific topics include: sampling; probability distributions; sampling distribution of the mean; confidence interval and significance tests for one-sample, two paired samples and two independent samples for continuous data and also binary data; correlation and simple linear regression; distribution-free methods for two paired samples, two independent samples and correlation; power and sample size estimation for simple studies; statistical aspects of study design and analysis. Students will be required to perform analyses using a calculator and will also be required to conduct analyses using statistical software (SPSS). It is expected that students spend an additional 2 hours per week preparing for their tutorials. Computing tasks are self-directed.

This unit aims to provide students with specific information on the concepts, methods and applications underpinning cancer prevention and control at population level. It is designed to address specific educational needs of students in various programs within the School of Public Health and to offer a broad-based perspective on cancer control, ranging from primary prevention, screening and early intervention, tertiary prevention and palliative care. Emphasis will be given to cancers with the greatest impact at population level and where evidence demonstrates that policies and interventions are capable of reducing cancer incidence, mortality, prolonging survival and improving quality of life. Although focusing on specific Australian conditions, the information will be presented in the context of regional cancer control efforts. At the completion of the unit, students will be equipped with the basic tools to design, plan, implement and evaluate cancer control programs in Australia or their own countries.

The unit consists of learning topics, each of which is supported by extensive Web based resources, and 4 moderated online discussion forums, each focusing on a problem related to tobacco use and control. Lecture topics include: history of tobacco use and control; the burden of illness from tobacco use; secondhand smoke: the research evidence; measuring tobacco use, uptake and cessation in communities; international trends in tobacco consumption; the tobacco industry; the WHO's Framework Convention on Tobacco Control and new forms of tobacco advertising and promotion. Problem focused discussion forums include: Harm reduction and tobacco control, regulation of tobacco, improving and implementing pack warnings; promoting smoking cessation, prevention of uptake (youth programs); denormalisation of the tobacco industry; controlling advertising; and controlling exposure to tobacco smoke, making news on tobacco and influencing political policy on tobacco.

This unit of study provides a comprehensive introduction to qualitative inquiry in health. It is designed for beginners and people who want an advanced-level introduction. Workshop One will address: What is qualitative research? How is it different from quantitative research? What is its history? What research questions can it answer? How can I search for qualitative literature? How do I design a qualitative study? You will learn about interviewing, focus groups and observation; participate in a focus group; and design and conduct your own interview. Workshop Two addresses: How do you analyse qualitative data? Is methodology different to method? What are ontology and epistemology? What is reflexivity (and aren't qualitative researchers biased)? What are the ethical issues? How are methodologies and theories used in qualitative research? What is good quality qualitative research? Can I generalise qualitative findings? You will analyse your own interview data; and learn how to make arguments for qualitative research in health. In both workshops you will meet working qualitative researchers and hear about their projects. This advanced Unit will show you a new way of thinking critically about research and researching, and give you the skills and confidence to begin evaluating and doing qualitative research for yourself.

Qualitative methodologies are historical traditions and systems for planning and justifying research methods. This intermediate unit assumes a basic understanding of qualitative research and focuses on qualitative methodologies. Qualitative methodologies are informed by theories from sociology, anthropology, philosophy and other disciplines. They shape the research questions, objectives, design and outcome of a qualitative study. This course begins with general principles of qualitative methodology and study design. We examine seven qualitative methodologies in detail: narrative inquiry, community based participatory research, ethnography, grounded theory, creative, qualitative synthesis, and case study. We consider their historical and theoretical roots, the research practices they encourage, and their current status. The final session considers how we can use methodologies as resources rather than recipes, maintaining both flexibility and coherence in our study designs.

In this Unit you will analyse and write about qualitative data. This intermediate unit assumes a basic understanding of qualitative research and focuses on qualitative analysis and writing. Workshop one will introduce advanced analytic strategies: conversation analysis, content analysis, discourse analysis and Grounded Theory analysis. Between workshops, you will work in pairs to analyse a portfolio of qualitative data. Workshop Two will concentrate on writing; we will practice tricks and tips for starting writing, structuring articles, and editing your own work. Most importantly, we will practice thinking in genres, asking the question: who is going to read this, and how should I write for them? After completing this Unit you will have a wider range of analytic techniques at your disposal, and will have experience in shaping your writing to make it appropriate for its intended audience.

This unit aims to introduce the constructs of adolescent sexuality, explore the determinants of adolescent sexual health and to discuss the personal and public health implications of adolescent sexuality, with additional emphasis on a deeper exploration of an area of adolescent sexual health that is of particular interest to the student.
At the end of this unit of study, students will be able to describe the biological, developmental and socio-cultural contexts of adolescent sexual health as well as the constructs, challenges and diversities of adolescent sexuality. They will learn techniques used to optimize communication with adolescents and explore legal, ethical and public health implications of adolescent sexuality. They will also understand and describe one area of adolescent sexual health that the student chooses to study in depth from a list of suggestions.
The course is taught fully online using a range of assessments including group discussion, short answer questions and discussions based on case scenarios. It is divided into 6 modules: adolescent sexuality, adolescent sexual health, reproductive health issues in adolescence, diversity, legal and ethical issues and sexual health promotion.