Overview
This unit provides you with the opportunity to become familiar with a number of psychometric tools that will enable description, conceptualisation, and prediction of relevant aspects of a young person's functioning, behaviour, and personality. You will learn to perform a number of appropriate standardised psychological tests, including the Wechsler Intelligence Scale for Children (5th ed.), across a diverse range of client groups and contexts. Critical self-reflection is also a core component of this unit. In this unit you will explore and apply psychological tests suitable for children and adolescents. This unit also includes a compulsory residential school.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Interpret psychological assessment results and synthesise with cognitive and practical understanding of psychological assessment and formulation across diverse contexts for children and adolescents
- Communicate high level, independent judgements, test interpretation, and formulation in regard to psychological assessment targeting children and adolescents
- Engage in critical self-reflection to better inform practice and ongoing professional development in regard to psychological assessments.
Learning outcomes are related to core competencies stated by the Psychology Board of Australia (PsychBA), program of study criteria as stated by the Australian Psychology Accreditation Council (APAC), and specifications for study at level 9 as indicated by the Australian Qualifications Framework (AQF).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Reflective Practice Assignment - 10% | |||
| 2 - Report - 50% | |||
| 3 - Practical Assessment - 40% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Reflective Practice Assignment - 10% | ||||||||
| 2 - Report - 50% | ||||||||
| 3 - Practical Assessment - 40% | ||||||||
Textbooks
Foundations of behavioral, social, and clinical assessment of children
Sixth edition (2014)
Authors: J. M. Sattler
Jerome M. Sattler, Publisher Inc
La Mesa La Mesa , California , United States
ISBN: 978-0-9702671-8-4
Binding: Hardcover
Handbook of psychological assessment
Sixth edition (2016)
Authors: Gary Groth-Marnat & A. Jordan-Wright
John Wiley & Sons Inc
Hoboken Hoboken , New Jersey , United States
ISBN: 978-1-118-96065-3
Binding: Hardcover
Assessment of children : WISC-V and WPPSI-IV
(2016)
Authors: Sattler, J. M., Dumont, R., & Coalson, D. L.
Jerome M. Sattler, Publisher Inc
La Mesa La Mesa , California , United States
ISBN: 978-0-9861499-0-0
Binding: Hardcover
Essentials of Assessment Report Writing
Second edition (2004)
Authors: Schneider, W. J., Lichtenberger, E. O., Mather, N., Kaufman, N. L., & Kaufman, A. S.
John Wiley & Sons Inc
Hoboken Hoboken , New Jersey , United States
ISBN: 978-1-119-21874-6
Binding: Paperback
Publication Manual of the American Psychological Association
Sixth edition (2009)
Authors: American Psychological Association
American Psychological Association
Washington Washington , DC , United States
ISBN: 978-1-4338-0561-5
Binding: Paperback
Additional Textbook Information
All texts except Sattler are available as E-books also.
Paper copies of all texts can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
t.depauw@cqu.edu.au
Module/Topic
Introduction to the Behavioural, Social, and Clinical Assessment of Children
Chapter
Sattler (2014) - chp 1
Events and Submissions/Topic
Module/Topic
Conducting the Assessment Interview: Context; Children, parents, teachers and families; considerations
Chapter
Sattler (2014) - chps 3, 4, 5, 6, & 7
Groth-Marnat & Jordan-Wright (2016) - chp 3
Events and Submissions/Topic
Module/Topic
Behavioural Assessment
Chapter
Sattler (2014) - chps 8, 9, & 13
Groth-Marnat & Jordan-Wright (2016) - chp 4
Events and Submissions/Topic
Module/Topic
Clinical and Mental Health Tests
Chapter
Sattler (2014) - chp 14
Additional resources will be posted to Moodle under Week 4
Events and Submissions/Topic
Module/Topic
Wechsler Intelligence Scale for Children (5th ed.) - Administration
Chapter
Groth-Marnat & Jordan-Wright (2016) - chp 5
Supplementary: Sattler, Dumont, & Coalson (2016) - chp 1, 2 & 3
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Wechsler Intelligence Scale for Children (5th ed.) - Scoring
Chapter
Resources this week will be posted on Moodle under Week 6.
Events and Submissions/Topic
Module/Topic
Wechsler Intelligence Scale for Children (5th ed.) - Interpretation
Chapter
Review Groth-Marnat & Jordan-Wright (2016) - chp 5
Supplementary: Sattler, Dumont, & Coalson (2016) - chp 4
Events and Submissions/Topic
Module/Topic
Report Writing
Chapter
Sattler (2014) - chp 25
Groth-Marnat & Jordan-Wright (2016) - chp 15
Supplementary: Sattler, Dumont, & Coalson (2016) - chp 8 and
Essentials of Assessment Report Writing (Schneider et al., 2004)
Events and Submissions/Topic
Module/Topic
Report Writing
Chapter
Same as Week 8:
Sattler (2014) - chp 25
Groth-Marnat & Jordan-Wright (2016) - chp 15
Supplementary: Sattler, Dumont, & Coalson (2016) - chp 8 and
Essentials of Assessment Report Writing (Schneider et al., 2004)
Events and Submissions/Topic
Module/Topic
Children with special needs: Case Study
Chapter
Sattler (2014) - Review Section V in general and chp 15 specifically
Events and Submissions/Topic
Module/Topic
Chapter
Readings will be provided at Residential.
Events and Submissions/Topic
Residential School - Rockhampton Campus - 27 May to 31 May 2019
Students will record their individual WISC-V assessment (Assessment 3) administrations at the Residential School. Assessments (Assessment 2) are to be submitted to Unit Coordinator by Friday 31 May 2019 at 5pm AEST.
Administration of WISC-V Due: Week 11 Friday (31 May 2019) 5:00 pm AEST
Module/Topic
Review
Chapter
There are no additional readings this week.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Compulsory Residential School will be held on Rockhampton campus in Week 11 (27th to 31st May 2019). Students must be ready to commence at 9am on Monday so please keep in mind it may be necessary to travel the day before.
1 Report
This assessment requires you to write a Psychological Evaluation. You will be provided with a brief case scenario and a scored WISC-V assessment which you will use to form the basis of the report. Further information indicating expected word limit, headings, and detailed marking criteria will be placed on moodle under the Assessment tab.
Week 10 Monday (20 May 2019) 9:00 am AEST
Upload through Assessment portal on moodle
Week 12 Friday (7 June 2019)
Feedback will be uploaded through moodle
A detailed marking rubric will be placed on the moodle page and made available from Week 1. The rubric will be based upon the general quality of the report, including appropriate APA format, and the inclusion of correct information under the following headings:
- Title page
- Reason for referral
- Background information
- Observations during the assessment
- Assessment results
- Clinical Impressions
- Recommendations
- Summary
- Interpret psychological assessment results and synthesise with cognitive and practical understanding of psychological assessment and formulation across diverse contexts for children and adolescents
- Communicate high level, independent judgements, test interpretation, and formulation in regard to psychological assessment targeting children and adolescents
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Practical Assessment
During the on-campus Residential School you will be required to administer the WISC-V to a fellow student who will be your "client". At the completion of your test administration, please continue to record and pause to provide a few sentences highlighting your initial perception regarding a strength and a weakness in your administration.
This administration will be recorded and it will be this recording that will be saved to your student OneDrive and then shared with the Unit Coordinator for marking.
Week 11 Friday (31 May 2019) 5:00 pm AEST
Recordings to be saved on student OneDrive and shared with Unit Coordinator for marking
Review/Exam Week Friday (14 June 2019)
Feedback will be emailed to students
Assessment criteria will be graded using the following ratings:
5 = superior use of the skill
4 = above average, competent use of the skill
3 = average but competent use of the skill
2 = below average use of the skill
1 = inadequate use of the skill
The assessment criteria are:
Rapport during test administration
Providing standardised subtest instructions
Standardised administration of subtest items
Standardised recording of subtest items
Handling client questions
Avoiding common administration pitfalls: specific tests
Feedback, encouragement, testing of limits
Student overall delivery style
- Interpret psychological assessment results and synthesise with cognitive and practical understanding of psychological assessment and formulation across diverse contexts for children and adolescents
- Engage in critical self-reflection to better inform practice and ongoing professional development in regard to psychological assessments.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
- Leadership
3 Reflective Practice Assignment
You are required to watch the recording of your WISC-V assessment and provide a written reflection relating to your WISC-V administration and learnings from Assessment 2. This reflection should be 600-800 words in length and will require you to identify strengths, weaknesses and any potential gaps.
Week 12 Thursday (6 June 2019) 9:00 am AEST
To be uploaded through the Assessment portal on moodle
Review/Exam Week Friday (14 June 2019)
Feedback will be uploaded through the Assessment portal on moodle
Assessment criteria will be graded using the following ratings:
5 = superior use of the skill
4 = above average, competent use of the skill
3 = average but competent use of the skill
2 = below average use of the skill
1 = inadequate use of the skill
Assessment criteria/headings:
Consideration and discussion of strengths and what went well
Consideration and discussion of areas that need improvement and what did not go well
Consideration and discussion of what could be done differently in the future
Consideration and discussion of what would help improve the administration
Consideration and discussion of what has been learnt through this assessment exercise
- Communicate high level, independent judgements, test interpretation, and formulation in regard to psychological assessment targeting children and adolescents
- Engage in critical self-reflection to better inform practice and ongoing professional development in regard to psychological assessments.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
