CQUniversity Unit Profile.

Requirement: You are required to create two (2) handouts. One (1) handout is designed for a client (child or adolescent) and the other is tailored for their parent or carer. The client you choose will be one you are working with on placement and have obtained consent to use their deidentified information for your coursework assignment. You are required to submit this assessment with a cover sheet, signed by yourself and your placement supervisor to verify that this is your own work and is based on a de-identified client (with appropriate consent provided) seen on your placement. NB* The focus of the task is on the ability to communicate information to different audiences. Consider how the communication style as well as the content might differ depending on the context (i.e., age, education, diagnosis). 

Format and style: Each handout needs to be a maximum of four (4) pages, one-sided. Max 1000wds.

Re-attempt: You will be provided with one (1) opportunity to re-attempt this assessment if you do not receive a pass mark for the original attempt. In the case of a re-attempt, the re-attempt is due seven (7) days after the date that the mark for the first attempt is released. As per Central Queensland University Assessment Policy and Procedure for Higher Education Course Work, the 72-hour grace period and extensions cannot be applied to re-attempts. It is recommended that students need to re-attempt the assessment arrange a time to meet with the Unit Coordinator to check their understanding of the feedback provided.  

AI use: The ethical use of Gen AI is approved at Level 3. AI Collaboration for this assessment however caution is advised due to level of critical evaluation and analysis required for this assessment. Gen AI may not provide the level of accuracy, detail and understanding required for student success. You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. A copy of the ALC guidelines for the ethical use of AI can be found on Moodle under the Assessment Tile.

This is a pass/fail assessment. You have to pass each of the seven (7) components (communication, organisation, cultural responsiveness, interpretation & synthesis, and format & referencing) in order to pass this assessment. 

In alignment with Learning Outcome 1 and Learning Outcome 2, you will be assessed on the following criterion:  

1. Communication: Communication must be appropriate for the audience. 

2. Organisation (layout & visual design): There is a logical structure (clear headings, sections) and readable layout (white space, contrast, consistent styles). Visual elements (icons, tables, diagrams) are included and used to enhance understanding. 

3. Cultural Responsiveness: Content and examples reflect cultural responsiveness (language sensitivity, family/contextual awareness, access considerations).

4. Ethical Practice: De-identification and consent are confirmed via a signed cover sheet (signed by yourself and your supervisor). Tone is strength based and not stigmatising. 

5. Interpretation & synthesis of client data to inform practice: Handouts show a clear line of reasoning from presenting concerns -> formulation-relevant ideas -> actionable strategies (e.g., coping steps, routines). Content is concise yet integrates key data (symptoms, triggers, maintaining factors) into meaningful explanations for each audience. 

6. International Taxonomies: Accurate use of relevant international taxonomies (i.e., Diagnostic and Statistical Manual of Mental Disorders and International Classification of Diseases), diagnostic coding and symptoms of psychopathology. 

7. Format & Referencing: Word limit, referencing and page limit is adhered to. 

Each handout must include the following: 

• Communicate a clear purpose (for example explaining a diagnosis, symptom or behaviour, supporting parents/carers in managing specific behaviours)
• Use communication appropriate to the audience  
  1. Child/adolescent: simple language, visuals, examples, metaphors, step-by-step guidance.  
  2. Parent/carer: clear explanations and reference to relevant psychological theory.
• Include evidence-based information to assist the client/parent to understand the psychopathology, while being sensitive to culture and individual differences.
• It is expected that you will demonstrate appropriate interpretation and synthesis of psychology informed concepts (e.g., CBT principles, DSM5-TR symptom features, evidence-based strategies), with references where appropriate (APA 7th) to assist the client/parent to understand the rational for the diagnosis or interventions.  
• Be visually engaging (e.g., use of headings, diagram, icons, infographics, simple tables and colour, as appropriate).  
• Submitted with a coversheet that is a) signed by yourself and your supervisor confirming that the work is your own, de-identified and consent has been obtained. 

A detailed marking rubric is provided on Moodle under the Assessment Tile (PSYC20054 Assessment 1 Marking Criteria). 

Requirement: You are required to write a case formulation using the biopsychosocial-spiritual framework based on a case you have discussed with your supervisor, as part of our practicum placement. This can be the same case you used for Assessment 1, however it does not have to be. In addition to submitting your assessment, you must submit a signed document. You are required to submit this assessment with a cover sheet, signed by yourself and your placement supervisor to verify that this is your own work and is based on a de-identified client (with appropriate consent provided) seen on your placement. 

Re-attempt: You will be provided with one (1) opportunity to re-attempt this assessment if they do not receive a pass mark for the original attempt. In the case of a re-attempt, the re-attempt is due seven (7) days after the date marks are released. The 72-hour grace period does not apply for re-attempts. It is recommended that students who are required to re-attempt with assessment arrange a time to meet with the Unit Coordinator to check their understanding of the feedback provided.

Format and style: You can use the Assessment 2 template on Moodle titled PSYC20054 Assessment 2 Template. A word limit of 1800wds will be applied with a 10%+ and – leigh way. You will need to provide a coversheet and a reference sheet.

AI use: The ethical use of Gen AI is approved at Level 2. AI Planning for this assessment however caution is advised due to level of critical evaluation and analysis required for this assessment. Gen AI may not provide the level of accuracy, detail and understanding required for student success. You may use AI for planning, idea development and research. Your final submission should show how you have developed and refined these ideas. A copy of the ALC guidelines for the ethical use of AI can be found on Moodle under the Assessment Tile. 

This is a pass/fail assessment. You have to pass each of the five (5) components (interpretation and synthesis of psychological data, biopsychosocial-spiritual formulation, cultural responsiveness and contextual sensitivity, evidence-based practice, written communication & referencing) in order to pass this assessment. 

In alignment with Learning Outcome 2 and Learning Outcome 3, you will be assessed on the following criterion:   

1. Interpretation and synthesis of psychological data: Interpret and synthesise psychological data to inform case formulation, diagnosis and intervention.
2. Biopsychosocial-spiritual formulation: Comprehensive formulation across biological, psychological, social and spiritual domains are provided. Advanced psycho-developmental understanding is shown by linking developmental history to current functioning and demonstrates clear sophisticated articulation of interacting causal and maintaining factors. Reflects a whole-person conceptualisation consistent with the assessment aim.
3. Cultural responsiveness and contextual sensitivity: A high-level cultural responsiveness is shown by considering identity influences (e.g., cultural, community, gender, spirituality). Clearly explains how cultural/contextual factors influence case presentation, formulation, and intervention planning. Demonstrates awareness of ethical obligations (e.g., appropriate consent, de‑identification).
4. Evidence-based practice: An intervention approach is suggested that logically and explicitly flows from the formulation. Recommendations are provided that are evidence-based, contemporary and clinically appropriate. Treatment/intervention approach matches with the identified mechanisms. De-identification and consent are confirmed via a signed cover sheet (signed by yourself and your supervisor)
5. Written communication: Writing is clear, cohesive and demonstrates advance clinical communication (i.e., voids redundancy). Logical structure that integrates information smoothy. APA 7 is accurate. Tone is appropriate for professional clinical documentation. 

To meet the assessment criteria, you must include: 

• A brief synopsis of the client that includes their presenting problem and information gathered at intake (i.e., age, gender, history etc).
• A case formulation that considers the following factors: biological (medical history, family history, current health, substance use), psychological (Mental Health history, current symptoms, cognitive patterns, coping strategies), social (relationships, work/study, stressors, support network), spiritual (beliefs, meaning and purpose), cultural (cultural identity, cultural influences on mental health, acculturation factors, cultural strengths).
• Acknowledgement of the relevant cultural considerations for practice with Australia.
• Integration of factors included in the synopsis with those broken down in the biopsychosocial-spiritual model in order to create an integrated formulation.
• A written commentary on how the factors impact the current presentation and how this can be used to inform appropriate treatment pathways.
• Considerations for the presented psychopathology leading to a possible diagnosis with reference to differential diagnosis and any competing considerations. 

A detailed marking rubric will be provided on Moodle (PSYC20054 Assessment 2 Marking Criteria). A template is provided on Moodle (PSYC20054 Assessment 2 template) to assist you to complete each section. 

Specifications: You will complete an online quiz each week following the online lecture. There will be 9 online quizzes in total. The quiz will comprise of questions based on the weekly learning content (lecture and assigned readings). You will be given 10 minutes to complete each online quiz. The online quiz will be open between 12pm (AEST) every Friday following the online lecture and will close at the start of the next teaching week, Monday 9am (AEST). There will be no online quiz when there is no lecture (i.e., Week 4, Week 5 and in vacation week). Questions will be designed for short answer responses. Marks will be released each week prior to the weekly lecture. Marks will accumulate towards a final pass/fail mark. 1 mark will be awarded for each quiz question. The final mark will be released after class in Week 12. Students must genuinely attempt all questions. There will be 9 marks total.

Re-attempt: Students will be given the opportunity to re-attempt the quiz if they do not receive a pass in their total mark. In the case where students are required to re-attempt the assessment as per Central Queensland University Assessment Policy and Procedures, they will re-attempt the assessment within seven (7) days of the mark release (total mark) and will re-attempt the whole assessment task (i.e., will be expected to complete the whole quiz again). 

Content: All teaching content covered in the lecture and assigned readings will be assessable. 

AI use: Due to the assessment style, the use of Gen AI is not approved for this assessment. You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge. 

This is a pass/fail assessment. You must complete all of the quizzes and pass 7 of the 9 quizzes to pass this assessment. If you do not complete a quiz by the due date and time nominated for that quiz and you do not have an approve extension, you will receive a mark of 0 for that quiz question. You will still be required to complete that quiz prior to moving on to the following quiz. The mark of 0 will still be applied to the total grade. The quizes will require the application of the four (4) components (concept mastery & application to high-prevalence disorders, advanced knowledge of diagnostic taxonomies, biopsychosocial-spiritual & psycho-developmental integration, cultural responsiveness and contextual sensitivity) however not all components will be covered in each weekly quiz.    

In alignment with Learning Outcome 1 and Learning Outcome 3, you will be assessed on the following criterion:   

1. Concept mastery & application to high-prevalence disorders: respond to quiz questions pertaining to topics covered in the weekly teaching schedule and assigned readings. Responses will show advanced, accurate understanding of relevant psychopathologies. Application of precise, discipline-appropriate justifications what integrate key presentation features (onset, course, severity, impairment, symptomology) will be used to inform conclusions.
2. Advanced knowledge of diagnostic taxonomies (DSM 5 – TR and ICD) & differential reasoning: accurate references to DSM 5-TR/ICD criteria and operationalises criteria in context. Accurately identifying credible differential diagnosis and succinct, evidence-based reasons for inclusions/exclusions where required. Threshold logic (symptom counts, duration, distress/impairment) is understood based on presentation, classification and impact.  
3. Biopsychosocial-spiritual & psycho-developmental integration: Concisely links biological, psychological, social, and spiritual factors to the presenting concerns; integrates developmental history (risk, protection, trajectories) to explain onset/maintenance; reasoning shows systems‑level insight appropriate to practice settings.
4. Cultural responsiveness & contextual sensitivity: culturally responsive reasoning is provided recognising how culture, community, identity, and contextual determinants influence presentation, help‑seeking, and classification. Avoids stereotyping and articulates practical implications for formulation or classification

To meet the assessment criteria, you must include: 

• Provide a short answer response to each question that addresses the specified component.
• Pass 7 out of the 9 quizzes.
• Integrate the required reading of the week and or lecture content into the responses given.
• Provide a response that demonstrates your knowledge and learning from the course content.