Overview
In this unit you will focus on consolidating known and expanding psychological knowledge, through the exploration of contemporary intervention skills, approaches, and techniques. You will draw upon foundational competencies such as micro-counselling skills, assessment interviews, and record keeping, and be introduced to additional therapy models to broaden your knowledge of the discipline. The role of motivational interviewing in evidence-based therapeutic intervention and psychopharmacology will also be explored.
Details
Pre-requisites or Co-requisites
Students must be enrolled in the Master of Professional Psychology course.
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 2 - 2020
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).
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.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback; MPP teaching team
Would have liked to have more examples of specific therapeutic techniques.
Additional therapeutic technique/s and role play videos to be added to unit resources.
Feedback from "Have Your Say"
Some students indicated they would like more clarity around assessment expectations.
All assessment tasks will be discussed in detail during the lecture in week 1. Students will also have access to detailed marking rubrics and assessment criteria on Moodle in week 1.
Feedback from "Have Your Say"; Feedback to Head of Course
Students indicated they really enjoyed the opportunity to learn about a few different therapeutic modalities.
This unit will continue to introduce students to various types of therapy to encourage ongoing professional development.
- Synthesise knowledge of contemporary therapeutic approaches, skills, and techniques
- Communicate high level, independent judgements regarding client presentations and therapeutic options in culturally responsive ways
- Engage in critical self-reflective practice in regard to skills, techniques, and judgements.
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 - Practical Assessment - 40% | |||
| 2 - Reflective Practice Assignment - 30% | |||
| 3 - Report - 30% | |||
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 - Practical Assessment - 40% | ||||||||
| 2 - Reflective Practice Assignment - 30% | ||||||||
| 3 - Report - 30% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
t.best@cqu.edu.au
Module/Topic
Therapeutic Relationship - Part 1
Chapter
E-reading list for relevant readings and resources
Events and Submissions/Topic
Module/Topic
Therapeutic Relationship - Part 2
Chapter
E-reading list for relevant readings and resources
Events and Submissions/Topic
Module/Topic
Compassion Focused Therapy (CFT) - theory and focus
Chapter
E-reading list for relevant readings and resources
Events and Submissions/Topic
Module/Topic
Compassion Focused Therapy (CFT) - application and skills
Chapter
E-reading list for relevant readings and resources
Events and Submissions/Topic
Module/Topic
Compassion Focused Therapy (CFT) - skill development
Chapter
E-reading list for relevant readings and resources
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Compassion Focused Therapy (CFT) and further therapy skills in relation to Cognitive Behavioural Therapy and Mindfulness
Chapter
E-reading list for relevant readings and resources
Events and Submissions/Topic
Module/Topic
Mindfulness skills and approaches
Chapter
E-reading list for relevant readings and resources
Events and Submissions/Topic
Module/Topic
Mindfulness strategies
Chapter
E-reading list for relevant readings and resources
Events and Submissions/Topic
Module/Topic
Psychopharmacology in therapy
Chapter
Events and Submissions/Topic
Module/Topic
Motivational interviewing and Acceptance Commitment Therapy (ACT) - theory and focus
Chapter
E-reading list for relevant readings and resources
Events and Submissions/Topic
Module/Topic
Acceptance Commitment Therapy (ACT) - skill development
Chapter
E-reading list for relevant readings and resources
Events and Submissions/Topic
Module/Topic
Case reports, reflections and therapeutic relationship - conclusion.
Chapter
Events and Submissions/Topic
1 Practical Assessment
This assessment requires you to record (audio-visual) a 10-15 min demonstration of a therapeutic skill and provide a 250-500 word reflection. Your video recording is to demonstrate a therapeutic intervention strategy discussed in this unit, in order to highlight and practice your skill. Your client will be a fellow student, and in pairs one student will be the client and one will be the therapist.
You will be provided the scenario to work with.Your task is to decide which approach/intervention strategy you would like to use and then demonstrate that therapeutic intervention approach to assist the client.
Week 6 Monday (24 Aug 2020) 11:55 pm AEST
Week 8 Thursday (10 Sept 2020)
Feedback will be provided and uploaded through Moodle.
The assessment is graded out of 40. The recording, aimed at capturing your skill, is worth 30 marks and the brief written reflection is worth 10 marks.The marking rubric and further supporting details will be provided on Moodle.
- Synthesise knowledge of contemporary therapeutic approaches, skills, and techniques
- Communicate high level, independent judgements regarding client presentations and therapeutic options in culturally responsive ways
- Engage in critical self-reflective practice in regard to skills, techniques, and judgements.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Reflective Practice Assignment
This assessment requires you to utilise a further therapeutic intervention approach/technique (that is, it is different from the one you demonstrated in assessment task 1).
Choose a particular approach, technique or strategy that you would like to develop and through class engagement and opportunity, practice that skill with a fellow student. You will be given time to do this in class throughout the term. In selecting one of the approaches for intervention, write a reflection of your experience from a professional and personal growth viewpoint.
The reflection is to be 800-1000 words and needs to address 3 main components.
1. Include a brief discussion of the strengths and weaknesses of the intervention approach
2. Provide a personal reflection on the experience, including lessons learnt and how practice might be modified in light of the experience. This may include articulating the thoughts and feelings of your experience and your evaluation and conclusion from the experience.
3. Provide a reflection on the likely impact for the client and areas of further action for growth and development in your professional practice.
Week 9 Thursday (17 Sept 2020) 11:55 pm AEST
Week 11 Thursday (1 Oct 2020)
This assessment is graded out of 30, with the 3 components given a unique mark relevant to the task description.The marking rubric and further supporting details will be provided on Moodle.
- Engage in critical self-reflective practice in regard to skills, techniques, and judgements.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
- Leadership
3 Report
Therapy reports are an important aspect of psychological practice and incorporate many key skills for clinicians.
This assessment requires you to write a case report for an intervention with a simulated client. You can use the simulated clients from your current supervised practice, or the scenarios worked with in class, or develop a client scenario as if you have continued seeing this client over six sessions.
In preparation for your skill development in this area, the purpose of the case report is to demonstrate your critical thinking and decision making around interventions based on a clear formulation and evidence based approach.
Review/Exam Week Monday (12 Oct 2020) 9:00 am AEST
Exam Week Friday (23 Oct 2020)
In general, your submission will follow Psychology Board of Australia (PsyBA) 5 + 1 internship guidelines for case reports, with particular sections weighted differently for the purpose of this assessment task. Further details of the task along with supporting information such as the intervention case report checklist and marking rubric will be provided on Moodle.
- Synthesise knowledge of contemporary therapeutic approaches, skills, and techniques
- Communicate high level, independent judgements regarding client presentations and therapeutic options in culturally responsive ways
- Knowledge
- Communication
- Research
- 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?
