| Effective Term: | 2025/16 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Perinatal and Infant Mental Health |
| Unit ID: | MIDBM3108 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (MIDBM2004) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060303 |
| Other Change: | |
| Brief description of the Unit |
This unit will focus on common mental health conditions experienced in the perinatal period and the effect on the infant. A variety of screening tools and their application are explored. Attachment theory and infant behavioural cues are discussed as well as the impact of parental interaction on infant development. Students are encouraged to explore the role of the midwife within the multidisciplinary team in supporting women experiencing mental health challenges, as well as management and referral pathways. This unit works to put into context for the student the nature and scope of midwifery practice and the importance of woman centred care in identifying and addressing psychosocial challenges in the perinatal period, and places it as central to securing improved maternal and infant health outcomes |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify common mental health conditions in the perinatal period and associated risk factors |
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| K2. | Explain attachment theory and describe infant behaviour and cues |
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| K3. | Explore perinatal mental health and emotional wellbeing, and its impact on the family and infant development |
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| K4. | Demonstrate a critical understanding of the enablers and barriers to perinatal mental health and healthy adjustment to parenting |
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| K5. | Review the role of the contemporary midwife in the multidisciplinary team to provide care to the woman and family with additional needs |
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| Skills: |
| S1. | Demonstrate advanced interpersonal and therapeutic communication skills when working with women experiencing emotional or psychological challenges |
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| S2. | Undertake comprehensive psychosocial screening of women during pregnancy and families in the perinatal period using a variety of screening tools |
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| S3. | Apply postnatal debriefing and demonstrate general counselling skills |
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| Application of knowledge and skills: |
| A1. | Conduct initial mental health screening of women and their babies at various stages across the childbearing continuum and provide safe, evidence based, culturally safe woman-centred care |
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| A2. | Evaluate screening results and make timely referrals to appropriate services |
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| A3. | Provide extended care to mother, baby and family including complex discharge planning |
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| Unit Content: |
The ANMAC National Accreditation Standards for the Midwife (2021); NMBA National Competency Standards for the Midwife (2018); NMBA Code of Professional Conduct for the Midwife (2018) and International Code of Ethics for the Midwife (2014) have substantially informed the syllabus/content of this unit.. Family centred care Assessing parental interaction Common mental health conditions in the perinatal period Perinatal period, antenatal depression (AND), postnatal depression (PND), anxiety, mood changes, mental health assessment, post traumatic stress disorder (PTSD) Infant mental health, behaviour cues Screening of women/babies at risk Barriers and enablers to optimum perinatal mental health Consideration of vulnerable groups – Aboriginal and Torres Strait Islanders, migrant or refugee women, previous trauma, social determinants, assisted reproductive technologies, family violence Attachment theory, attachment disorders, adjustment to parenting, adjustment disorders Infant development, normal neurobiology of infant brain development, factors which can impact upon this: sleep- settling, infant communication, infant feeding, social & physical development or milestones Current research and best practice concerning men’s/partners roles Postnatal debriefing, general counselling skills |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, S2, S3, A2, A3 |
Theoretical concepts and skills required to care for women experiencing psychosocial challenges in the perinatal period, and the impact on their babies and families. |
Written task: essay |
40-60% |
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| 2. |
K1, K2, K4, K5, S1, A1, A3 |
Application of theoretical concepts related to mental health disorders in the perinatal period. |
Written assessment: Case study |
40-60% |
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