Perinatal Mental Health (11301.1)

Please note these are the 2027 details for this unit
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Perinatal Mental Health
Available teaching periods Delivery mode Location
View teaching periods On-campus
 Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Health
Discipline Study level HECS Bands
Midwifery Level 3 - Undergraduate Advanced Unit Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit focuses on the psychological health of women during pregnancy and the first year after the birth. The student examines the major risk factors, indicators, treatment approaches and ongoing care for women with perinatal mental health concerns. Learning is directed towards developing knowledge, understanding and skills that enable the student to provide evidence informed care.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Discuss the mental health issues experienced by women during pregnancy and in the first year after birth;
2. Critically evaluate the major approaches related to the assessment, care and treatment of women with perinatal mental health concerns;
3. Examine the effects on the family of alterations in women's psychological health; and
4. Identify support services and/or referral pathways for women who require specialist care.


Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development


Skills development

This unit aims to help you gain a better understanding of mental health and illness during the perinatal period and how midwives work to support women and families during this time. 



Prerequisites

11335 Growing a Family

Corequisites

None.

Incompatible units

None.

Equivalent units

8680 Perinatal Mental Health

Assumed knowledge

None.
Availability for enrolment in 2027 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2026 Bruce, Canberra Semester 2 10 August 2026 On-campus Dr Noelyn Perriman
2027 Bruce, Canberra Semester 2 09 August 2027 On-campus Dr Noelyn Perriman
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

There is no set text for this unit.  Below are some recommended texts, research literature and websites 

Books

Marshall J. & Raynor, M. (Eds.). (2020). Myles: A textbook for midwives. (17th ed.). Elsevier.

Pairman S., Tracey, S., Dahlen, H. & Dixon, L. (Eds.) (2023). Midwifery: Preparation for Practice (5th ed.). Churchill Livingstone Elsevier.
Guidelines:
 
Austin, M-P., Highet, N. and the Expert Working Group (2017). Mental Health Care in the Perinatal Period: Australian Clinical Practice Guideline. Melbourne: Centre of Perinatal Excellence. Retrieved from:  https://www.cope.org.au/health-professionals/health-professionals-3/
 

Australian College of Midwives. (2020). National Midwifery Guidelines for Consultation and Referral (4th ed.). Australian College of Midwives.
 
 
Published literature:

Carlin, E., Atkinson, D., & Marley, J. V. (2019). 'Having a Quiet Word': Yarning with Aboriginal Women in the Pilbara Region of Western Australia about mental health and mental health screening during the perinatal period. International journal of environmental research and public health, 16(21), 4253.

de Bruijn, L., Stramrood, C. A., Lambregtse-van den Berg, M. P., & Rius Ottenheim, N. (2020). Treatment of posttraumatic stress disorder following childbirth. Journal of Psychosomatic Obstetrics & Gynecology, 41(1), 5-14

Griffiths, J., Lever Taylor, B., Morant, N., Bick, D., Howard, L. M., Seneviratne, G., & Johnson, S. (2019). A qualitative comparison of experiences of specialist mother and baby units versus general psychiatric wards. BMC PSYCHIATRY, 19(1).

Ho, F., & Mussap, A. J. (2017). Transgender mental health in Australia: Satisfaction with practitioners and the standards of care: Transgender mental health. Australian Psychologist, 52(3), 209-218.

Holland, C. (2018). The midwife's role in suicide prevention. British Journal of Midwifery, 26(1), 44-50.

Lemon, E., Vanderkruik, R., Arch, J. J., & Dimidjian, S. A. (2020). Treating anxiety during pregnancy: Patient concerns about pharmaceutical treatment. Maternal and child health journal, 24(4), 439-446.

Ogbo, F. A., Kingsley Ezeh, O., Dhami, M. V., Naz, S., Khanlari, S., McKenzie, A., . . . Eastwood, J. (2019). Perinatal distress and depression in Culturally and Linguistically Diverse (CALD) Australian Women: The role of psychosocial and obstetric Factors. International journal of environmental research and public health, 16(16), 2945.

Sved Williams, A. E. (2017). Perinatal and infant mental health in Australia: moving forward towards REAL prevention and early intervention – can we do it? Australasian Psychiatry, 25(3), 274-276.

Websites:

beyondblue: https://www.beyondblue.org.au/health-professionals
 
 
 
 
 
 
 

Submission of assessment items

Extensions & Late submissions

GenAI Acknowledgement Statement for assignments¶

Select which of the following two statements is relevant to your submission based on whether you have used or not used GenAI in preparing the assessment. Complete the relevant GenAI Acknowledgement Statement for your assessment before copying the statement into your submission, either after the reference list or another location as specified in the assessment instructions.¶

I have not used any GenAI tools/services in the preparation of this assessment. I understand that providing false or misleading information in this GenAI Acknowledgement Statement may constitute a breach of the University of Canberra (Student Conduct) Rules 2023.¶
OR¶
I have used the following Generative Artificial Intelligence (GenAI) tools/services in the preparation of this assessment:¶
GenAI service name and version: [Insert]¶
Link to the GenAI service: [Insert]¶
Ways this GenAI service was used: [insert]¶
I confirm that I have not used GenAI in the preparation of this assessment for any purpose other than what I have acknowledged above and I have cited and referenced any GenAI content in my assessment submission, applying the relevant referencing style. I understand that providing false or misleading information in this GenAI Acknowledgement Statement may constitute a breach of the University of Canberra (Student Conduct) Rules 2023.
 

Supplementary assessment

Nil

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

This is a 3 credit point unit and will require a workload of approximately 150 hours.

Inclusion and engagement

Please let your Unit convenor know if you need further assistance.

Participation requirements

 Because we understand students may be absent for some sessions the expectation is for students to review online recordings and any content they have missed. If students regularly miss timetabled classes a 500-word synopsis about their learning on the topic/s of any missed sessions may be required to be submitted.

Required IT skills

Access to a computer with a microphone and camera.

In-unit costs

Nil.

Work placement, internships or practicums

None

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