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MBB2 2022
2022 MBB2 Additional Assessment to Pass Attendance Hurdle

General Information:

Attendance of 80 percent (8 out of the 10) of practical classes is a hurdle requirement for
Mind, Brain and Behaviour 2 (MBB2). This is due to a requirement of the Australian
Psychological Accreditation Council (APAC). For more information please see the MBB2
Subject Handbook and Student Manual available here.

This assessment has been designed to allow students who were unable to meet the 80 percent
attendance requirement to still complete this hurdle requirement.

This assignment will be graded as satisfactory (≥ 50%) or non-satisfactory (< 50%). You will
be unable to pass and receive your final overall grade for MBB2 until this assessment has
been submitted and receives a satisfactory grade.

Submission Details:

This assessment must be submitted to Canvas. The Canvas submission link and submission
instructions can be found here:
https://canvas.lms.unimelb.edu.au/courses/128353/assignments/342923

The deadline for submission is 5 pm on 11 November 2022. If you miss this deadline,
please submit your assignment at the same link
(https://canvas.lms.unimelb.edu.au/courses/128353/assignments/342923) and email another
copy of your assignment with your name and student number to Shi Xian Liew (Teaching
Assistant) at shil@unimelb.edu.au.

You must submit your assignment document in Microsoft Word format (.docx or .doc). Not a
PDF. Check that you have saved your assignment according to the following format:
LAST NAME_Student Number_Subject Code_AssignmentName,
e.g., SMITH_123456_PSYC10004_HurdleAssignment .

Assignment Details:

Word count: 500 ± 50 words (please note shorter assignments will not be accepted).
Additional Hurdle Assignment Instructions:
1. Determine which practical classes you missed this semester. Briefly review their
content located in the Practical Classes Module on Canvas to confirm.

2. Based upon the majority of the content that you missed, choose one, two or three of
the following assessments. For example, you can choose to do one assessment in
more detail, or complete two or three assessments in less detail. The combined total
word count must equal 500 ± 50 words.
Practical Class 1 – Clinical Psychology
Written discussion (Practical Class 1):
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MBB2 2022
1. In the context of mental-health public stigma, define and explain ‘social distance’?
2. How could ‘social distance’, in relation to mental health stigma, negatively impact
someone experiencing a mental health challenge?
3. Critically evaluate the Social Distance Scale (Link, 1987). This scale is available
on Slide 16 of MBB2 Practical Class 1.
Points to consider:
• How is social distance being measured?
• Is this an accurate measure?
• Would this scale translate well to different cultures?
• Is there anything missing, or you think should be added?
• How does this scale relate to our assignment?
Practical Class 2 – Clinical Psychology
Written reflection (Practical Class 2):
1. Thinking about what you have learned this semester, what signs and symptoms
can people observe to monitor their mental health?
2. Provide some suggestions/examples of protective factors that can be used to
support mental health. Describe how these protective factors may support mental
health.
Practical Class 3 and 4 – Laboratory Report Writing
Written investigation (Practical Class 3 and Practical Class 4):
1. Choose one or more Academic Skills Unit resources/modules that interest you.
Summarise what you learned from this resource/module, and explain how you will
apply this skill/s when writing your next assignment.
Here are some relevant examples:
• Structuring your argument and paper:
https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-
writing/structuring-your-argument-and-paper
• Editing and proof reading: https://students.unimelb.edu.au/academic-
skills/explore-our-resources/editing-your-writing/editing-and-proofreading
• Create and improve your academic writing style:
https://students.unimelb.edu.au/academic-skills/explore-our-
resources/developing-an-academic-writing-style/academic-style
• Referencing: https://students.unimelb.edu.au/academic-skills/explore-our-
resources/referencing/referencing
• Using sources: https://students.unimelb.edu.au/academic-skills/explore-our-
resources/referencing/using-sources
• Writing a literature review: https://students.unimelb.edu.au/academic-
skills/explore-our-resources/report-writing/reviewing-the-literature
• Analysing, interpreting and presenting data:
https://students.unimelb.edu.au/academic-skills/explore-our-resources/report-
writing/analysing-interpreting-and-presenting-data
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MBB2 2022
• All Academic Skills Unit resources: https://students.unimelb.edu.au/academic-
skills/explore-our-resources

Practical Class 5 – Developmental Psychology
Written activities and discussion (Practical Class 5):
1. Please watch Dr Abi Brooker's Practical Class 5 preparation video, and complete
these learning activities/tasks.

2. After watching this YouTube video on universality and context specificity
(https://www.youtube.com/watch?v=P7YrN8Q2PDU) please discuss the
following questions:
a. Which experiences of the two families might be considered “universal”
(i.e., similar experiences)?
b. Which experiences might be considered culture-specific (i.e., different
experiences)?
c. As people in the video attempt to explain cultural differences, what aspects
of the culture do they describe?
d. What other reasons can you think of that might account for the cultural
specificity?
Practical Class 6 – Social Psychology
Written discussion (Practical Class 7):
1. Read Dunn et al. (2008).
2. Discuss the following questions:
a. Why might people who spend money on others be happier? Why would
happier people be more likely to spend more on others?
b. Could there be other factors about the prosocial spending that influence
happiness? E.g., do you think you would get a different amount of happiness
out of buying a present for a close friend vs. someone you don’t know too
well?
c. Are people genuinely selfish or altruistic? What evidence does the paper
provide for this question?
d. Would the benefits of prosocial spending vary with age, culture, personality,
or gender?
e. Most people undervalued the benefits of prosocial spending. If people are
more aware of these benefits, do you think it might influence how much
happiness they get out of prosocial spending? (e.g. if people spend money on
others just to make themselves happy, will they still reap benefits?)
Practical Class 7 and 8 – Research Methods
Research design (Practical Class 7 and Practical Class 8):

1. Choose one of the following research questions:

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MBB2 2022
a. Do people who listen to K-pop have higher IQs than those who do not?
b. Is satisfaction with life associated with number of pets?
c. Do people display faster cognitive reaction times after playing Call of Duty?
d. Do people who drink alcohol more than four times a week sleep less than the
national average?
e. Is amount of caffeine consumed associated with anxiety?

2. Create an experimental design that will test your chosen research question. Please
include:
• Your research question
• Your experimental hypothesis
• Your null hypothesis
• The most appropriate research design for this research question
• Number of groups in your sample
• What you will measure in each group (number and name/s of variable/s)
• What statistical analysis you will use on your data
Practical Class 9 – Personality Psychology:
Written Discussion (Practical Class 9):
Draw upon the Practical Class 10 slides and the Personality Psychology lectures to discuss
how projective tests such as the Rorschach might be improved:
1. How would you improve inter-rater reliability?
2. How would you improve re-test reliability?
3. How would you reduce cultural bias?
4. How would you improve test norms?

Practical Class 10 – Wellbeing:
Exam revision times can be stressful. Reflect on what you learned from the clinical
psychology section of MBB2 and particularly the LIVINWell tutorial exercise. Discuss
strategies students can use to maintain wellbeing during stressful times.


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