Advanced Assessment and Intervention PG (10074.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|0.125||3||Faculty Of Health|
|Discipline||Study level||HECS Bands|
|Discipline Of Psychology||Post Graduate Level|| Band 1 2021 (Pg Clinical Psychology)
Band 2 2021 (Prof Pathway Psychology-After 1 Jan 2021)
Band 2 2021 (Prof Pathway Psychology-Before 1 Jan 2021)
Band 2 2021 (Standard Course Commenced Before 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905)
Band 4 2021 (Standard Course Commenced After 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Identify and critique current research and theory in the field of psychometrics, program evaluation, intervention and reflective practice;
2. Select relevant assessment procedures and demonstrate knowledge of and practice in the selection of relevant assessment procedures and psychological tests, including their limitations;
3. Demonstrate knowledge of theory and introductory practice of alternative treatment models such as Dialectical Behaviour Therapy (DBT) and Acceptance and Commitment Therapy (ACT); and
4. Demonstrate an awareness and understanding of professional work as a psychologist and its challenges, including a working understanding of reflective and advanced clinical practice.
Graduate attributes1. 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 - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
Prerequisites6314 Practicum Placement 2 PG
Equivalent units6305 Advanced Counselling and 6304 Advanced Psychological Assessment
Assumed knowledgeBasis assessment and intervention skills.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
Students are expected to have completed pre-readings before each workshop. Readings have been selected to provide foundational knowledge on topics in order to facilitate a more advanced and reflective engagement with each topic in workshop time.
Linehan, M.M. (1993). Cognitive-behavioral treatment of borderline personality disorder, New York: Guilford Press. UC Library General: RC569.5.B67.L56 1993
Linehan, M. M. (2015). DBT Skills Training: Handouts and Worksheets, 2nd Edition. New York: The Guilford Press.
Miller, A. & Rathus, J. (2007). Dialectical Behaviour Therapy with Suicidal Adolescents. New York: Guilford Press
Hayes, S. C., Strosahl, K., & Wilson, K. G. (1999). Acceptance and Commitment Therapy: An experiential approach to behavior change. New York: Guildford Press.
Eells, T.D. (Editor) (2007). Handbook of Psychotherapy Case Formulation, 2nd Edition. New York: Guilford Press.
Barlow, D. (Editor). (2014). Clinical Handbook of Psychological Disorders: A Step-By-Step Treatment Manual 5th Edition. New York: Guilford Press.
Hunsley, J., & Mash, E.J. (2008) A Guide to Assessments That Work. New York: Oxford University Press.
Rafaeli, E., Berstein, D., & Young, J. (2010). Schema Therapy. London: Taylor & Francis.
Farrell, J., Reiss, N., & Shaw, A. (2014). The Schema Therapy Clinicians Guide. London: Wiley & Sons.
Dudgeon, P., Milroy, H., & Walker, R. (2014). Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice.
Commonwealth of Australia.
Shear, M. K. (2015). Complicated Grief Therapy. Columbia Center for Complicated Grief. HTTP://complicatedgrief.columbia.edu
Submission of assessment items
Extensions & Late submissions
Please read the above information carefully regarding extensions and late penalties. In addition to the above, please note the following:
- Students are expected to work on the assessment items throughout the teaching period. Early communication of problems is strongly advised. Students should assess early in the teaching period whether they have a reasonable likelihood of being able to complete the unit and should consider withdrawing by the census date, if required.
- Completed Assignment Extension forms should be emailed to the unit convener along with supporting documentation (please put "Extension request" in the subject line) .
- The unit convener will consider your request, determine the length of the extension to be granted and email you advising whether your request is approved or declined. If approved, the new due date will also appear on your Canvas site where your assignment is submitted.
- Assignments submitted after the due date, regardless of whether an extension was granted, will be returned at a later date than those submitted on time.
Special assessment requirements
Students who have a documented and approved absence not exceeding one day (or two half days) are required to submit a 1000 word summary of the topic/s missed in order to demonstrate competency. This summary should be discussed with the unit convenor and must meet requirements to enable eligibility to pass the unit.
Resubmission of Assessment Tasks
In each assessment task, an ungraded pass is achieved by demonstrating competency overall through a passing grade. Students must demonstrate an appropriate standard across all task requirements. If a student has not met competency standards on some criteria of the assignment they will have the opportunity to address these criteria through one resubmission. Unit convenors (or markers) will provide specific feedback in these circumstances to inform the student of the issues and criterion to be addressed. However, if the assignment still does not meet appropriate competency standards following resubmission, a fail grade will be applied.
Students must submit/attempt all assignments to be eligible to pass the unit, and must achieve an ungraded pass in all assessment tasks in a given unit to achieve an ungraded pass for the unit. Students must also meet attendance requirements to be eligible to pass the unit.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Required IT skills
None, other than competence in Word.
Work placement, internships or practicums
In accordance with University policy (3.15 in Assessment Procedures), moderation is required to ensure consistency in standards of marking in a unit. The Master of Clinical Psychology program and units undertake moderation in a number of domains, specifically through review of unit outlines and unit content, assessment item details and marking guides, and in marking assignments. All assessment pieces or marks resulting in a fail grade will be moderated by another member of the clinical team, as well as a random selection of assignments covering a range of participants in the unit. This process ensures that marking across the program is consistent. All units are subjected to moderation at the Discipline level at the conclusion of each teaching period.