Overview
This unit is intended to provide you with knowledge and skill acquisition at Australian Psychology Accreditation Council (APAC) Accreditation Standards Level 4, which represents professional and specialised areas of practice competencies necessary for working as a Clinical Psychologist. Specifically, this unit aims to build your competency in theoretically informed selection, administration, interpretation, and integration of standardised psychological testing into broader clinical assessment of cognition, memory and neurodevelopment. You will build knowledge and skills specific to culturally-responsive reflective practice approaches to psychological assessment.
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 - 2022
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 Collated student feedback.
Students reported that some elements of the written Assessment Task did not align with their learning and stage of professional development.
The unit coordinator will modify the types of tests selected for the relevant Assessment Task, to be aligned with students' stage of professional development and with the internal clinical placement.
Feedback from Collated student feedback.
Students reported that some elements of the Reflective Log Assessment Task did not appear to align with unit content.
The teaching team will review this Assessment Task.
Feedback from Collated student feedback.
Students stated that they would like more practical demonstration of scoring and assessment as they found this useful to support their learning.
The unit coordinator will incorporate more demonstration and practice of administration, scoring and interpretation of tests during scheduled lecture time.
- Critically apply theoretical knowledge and a culturally-responsive scientist-practitioner approach to standardised psychological testing, as situated within the context of comprehensive psychological assessment
- Justify and effectively communicate evidence-based interpretation, integration and synthesis of assessment data in oral and written format
- Demonstrate competency for critically reflective and culturally-sensitive practice in standardised psychological assessment processes.
These Learning Outcomes are intended to link with the CG17 Master of Clinical Psychology course Learning Outcome "Conduct culturally responsive assessment of psychological disorders to meet the needs of culturally and linguistically diverse populations, including Aboriginal and Torres Strait Islander peoples" (Learning Outcome number 3).
The PSYC21001 Learning Outcomes align with the 2019 Australian Psychology Accreditation Council (APAC) Accreditation Standards for Level 4 Graduate Competencies specific to assessment in clinical psychology; 4.2.1.i, 4.2.2.i, 4.2.2.ii, and 4.2.2.iii.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Practical Assessment - 40% | |||
| 2 - Written Assessment - 30% | |||
| 3 - Direct observation of procedural skills (DOPs) - 15% | |||
| 4 - Learning logs / diaries / Journal / log books - 15% | |||
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 - Written Assessment - 30% | ||||||||
| 3 - Direct observation of procedural skills (DOPs) - 15% | ||||||||
| 4 - Learning logs / diaries / Journal / log books - 15% | ||||||||
Textbooks
Clinical Interviewing
6th Edition (2016)
Authors: Sommers-Flanagan & Sommers-Flanagan
Wiley
New Jersey New Jersey , USA
ISBN: 978-1-119-21558-5
Binding: Paperback
Essentials of Assessment Report Writing
2nd Edition (2018)
Authors: Lichtenberger, E. O., Mather, N., Kaufman, N.L., & Kaufman, A. S.
Wiley
New Jersey New Jersey , USA
ISBN: 978-1-119-21868-5
Binding: Paperback
Essentials of WAIS-IV Assessment
2nd Edition (2012)
Authors: Lichtenberger, E.O., & Kaufman, A. S.
Wiley
New Jersey New Jersey , USA
ISBN: 978-1-118-27188-9
Binding: Paperback
Essentials of WISC-V Assessment
1st Edition (2017)
Authors: Dawn P. Flanagan, Vincent C. Alfonso
Wiley
New Jersey New Jersey , USA
ISBN: 978-1-118-98087-3
Binding: Paperback
Foundations of Behavioral, Social, and Clinical Assessment of Children
6th Edition (2014)
Authors: Sattler, J. M.
Jerome M. Sattler Publisher Inc
La Mesa La Mesa , USA
ISBN: 978-0-970-26712-2
Binding: Hardcover
Handbook of Psychological Assessment
6th Edition (2016)
Authors: Groth-Marnat, G.
Wiley
New Jersey New Jersey , USA
ISBN: 978-0-470-08358-1
Binding: Hardcover
Neuropsychological Assessment
5th Edition (2012)
Authors: Lezak, M., Howieson, D., Bigler, E., & Tranel, D.
Oxford University Press
Oxford Oxford , UK
ISBN: 978-0-195-39552-5
Binding: Hardcover
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.
m.condie@cqu.edu.au
Module/Topic
Chapter
Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological assessment. (6th Ed.). Hoboken, N.J: John Wiley & Sons, Inc.
Chapters 1 & 2
Events and Submissions/Topic
Lecture: 1.00 p.m. - 4.00 p.m. Thursday
Module/Topic
Chapter
Chapter 1
Events and Submissions/Topic
Lecture: 1.00 p.m. – 4.00 p.m. Friday
Students will have the opportunity in class to build confidence and competence in the administration, scoring & interpretation of the core subtests on the WISC-V.
Module/Topic
Wechsler Intelligence Test for Children: 5th Edition
WISC-V Part 2: Administration, scoring & interpretation.
Chapter
Flanagan, D. P., & Alfonso, V. C. (2017). Essentials of WISC-V Assessment. Hoboken, N.J: Wiley.
Chapters 1 & 2.
Events and Submissions/Topic
Lecture: 1.00 p.m. - 4.00 p.m. Thursday
Students will have the opportunity in class to build confidence and competence in the administration, scoring & interpretation of the core subtests on the WISC-V.
Module/Topic
Wechsler Intelligence Test for Children: 5th Edition
WISC-V Part 3: Administration, scoring & interpretation.
Chapter
Flanagan, D. P., & Alfonso, V. C. (2017). Essentials of WISC-V Assessment. Hoboken, N.J: Wiley.
Chapters 3 & 4.
Events and Submissions/Topic
Lecture: 1.00 p.m. – 4.00 p.m. Friday
Students will have the opportunity in class to build confidence and competence in the administration, scoring & interpretation of the core subtests on the WISC-V.
Module/Topic
Wechsler Individual Achievement Test: 3rd Edition
WIAT-III Part 1: Theory & Overview.
Chapter
There are no specified chapters for this week. Additional readings will be placed on Moodle as required.
Events and Submissions/Topic
Lecture: 1.00 p.m. - 4.00 p.m. Thursday
Students will have the opportunity in class to build confidence and competence in the administration, scoring & interpretation of the core subtests on the WIAT-III.
Module/Topic
Wechsler Individual Achievement Test: 3rd Edition
WIAT-III Part 2: Administration, scoring & interpretation.
Chapter
There are no specified chapters for this week. Additional readings will be placed on Moodle as required.
Events and Submissions/Topic
Lecture: 1.00 p.m. – 4.00 p.m. Friday
Students will have the opportunity in class to build confidence and competence in the administration, scoring & interpretation of the core subtests on the WIAT-III.
Module/Topic
Wechsler Adult Intelligence Scale: 4th Edition
WAIS-IV: Administration, scoring & interpretation.
Chapter
Lichtenberger, E. O., & Kaufman, A. S. (2012). Essentials of WAIS-IV assessment. (2nd Ed.) Hoboken, N.J: Wiley.
Chapters 2 & 3
Events and Submissions/Topic
Lecture: 1.00 p.m. - 4.00 p.m. Thursday
Module/Topic
Behaviour assessment using rating scales & cross battery interpretation.
- Behavior Assessment Scale for Children (BASC) - 3rd Edition.
- Conners - 3rd Edition.
Chapter
Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological assessment. (6th Ed.). Hoboken, N.J: John Wiley & Sons, Inc.
Chapter 4.
Behavior Assessment Scale for Children (BASC) - 3rd Edition Manual.
Conners - 3rd Edition Manual.
Events and Submissions/Topic
Lecture: 1.00 p.m. – 4.00 p.m. Thursday
Module/Topic
Tests of Attention
- A Developmental NEuroPSYchological Assessment (NEPSY)
-
Diagnostic Interview for ADHD in adults (DIVA)
- The Test of Everyday Attention (TEA)
Chapter
Additional readings will be placed on Moodle as required.
- A Developmental NEuroPSYchological Assessment (NEPSY) Manual.
-
Diagnostic Interview for ADHD in adults (DIVA) Manual.
- The Test of Everyday Attention (TEA) Manual.
Events and Submissions/Topic
Lecture: 1.00 p.m. – 4.00 p.m. Thursday
Assessment task 1 is due at 11:55pm AEST this Thursday.
Psychological assessment, formulation & report: WISC-V, WIAT-III & Behavioural scales. Due: Week 6 Thursday (21 Apr 2022) 11:55 pm AEST
Module/Topic
Non-verbal scales of ability
- Wechsler Non-Verbal Scale of Ability (WNV)
- The Test of Nonverbal Intelligence – 4th Edition (TONI-4)
Chapter
- Wechsler Non-Verbal Scale of Ability (WNV) Manual
- The Test of Nonverbal Intelligence – 4th Edition (TONI-4) Manual
Events and Submissions/Topic
Lecture: 1.00 p.m. - 4.00 p.m. Thursday
Module/Topic
Specific Learning Disorders
Chapter
There are no specified chapters for this week. Additional readings will be placed on Moodle as required.
Events and Submissions/Topic
Lecture: 1.00 p.m. - 4.00 p.m. Thursday
Module/Topic
There is no scheduled lecture this week.
Assessment Task 2: Feedback session conducted in class.
Chapter
Events and Submissions/Topic
There is no scheduled lecture this week. However, time will be dedicated from 1:00 pm - 4:45 pm on Thursday for Assessment Task 2 (Feedback Session)
Assessment Task 2: Feedback session conducted with the Unit Coordinator in class. Allocations to occur in week 1.
Module/Topic
There is no scheduled lecture this week.
Assessment Task 2: Feedback session conducted in class.
Chapter
Events and Submissions/Topic
There is no scheduled lecture this week. However, time will be dedicated from 1:00 pm - 4:45 pm on Thursday for Assessment Task 2 (Feedback Session)
Assessment Task 2: Feedback session conducted with the Unit Coordinator in class. Allocations to occur in week 1.
WISC-V Feedback Due: Week 10 Thursday (19 May 2022) 11:55 pm AEST
Module/Topic
There is no scheduled lecture this week.
Assessment Task 3 will take place: Administration of WAIS-IV conducted with Unit Coordinator in class as per allocations from week 1.
Chapter
Events and Submissions/Topic
There is no scheduled lecture this week. However, time will be dedicated from 1:00 pm - 4:45 pm on Thursday for Assessment Task 3 (WAIS-IV Administration)
Assessment Task 3: Administration of WAIS-IV conducted with Unit Coordinator in class. Allocations to occur in week 1.
Module/Topic
There is no scheduled lecture this week.
Assessment Task 3 will take place: Administration of WAIS-IV conducted with Unit Coordinator in class as per allocations from week 1.
Chapter
Events and Submissions/Topic
There is no scheduled lecture this week. However, time will be dedicated from 1:00 pm - 4:45 pm on Thursday for Assessment Task 3 (WAIS-IV Administration)
Assessment Task 3: Administration of WAIS-IV conducted with Unit Coordinator in class. Allocations to occur in week 1.
Assessment Task 4: Learning Log due Thursday 11:55PM AEST.
Wechsler Adult Intelligence Scale: 4th Edition (WAIS-IV) Administration and Scoring. Due: Week 12 Thursday (2 June 2022) 11:55 pm AEST
Learning Log and reflection task Due: Week 12 Thursday (2 June 2022) 11:55 pm AEST
1 Written Assessment
Assessment Task 1 requires students to respond to a hypothetical case study and demonstrate competency in knowledge and skills related to psychological assessment and evaluation, which are required for generation of a psychological assessment report. Specifically, you will be required to a) interpret WISC-V scores, WIAT-III scores, and behavioural screeners, integrate test interpretation and client history into a formulation, present differential diagnosis, and provide an opinion and recommendations for the client based on the testing outcomes in the form of a psychological report.
Students will be provided with a case study in Week 2. The case information will include background information, test behaviour, and test scores. Following the 7 Step Model of Formulation (Flanagan & Alfonso, 2017) students will be required to prepare a well-written integrated assessment report based on the case information and their test score interpretation. Please use the CQUni Psychology Wellness Centre report template for this assignment. There is no word length specified; however, students are encouraged to use appropriate judgement to decide on the length and format of the report to ensure the end product is a concise and cohesive narrative. A general guide is 8-12 pages using the CQUni Psychology Wellness Centre format.
Week 6 Thursday (21 Apr 2022) 11:55 pm AEST
Submit to Moodle
Week 8 Thursday (5 May 2022)
Via Moodle
This Assessment Task is worth 100 points and is worth 30% of the overall mark for this unit. A rubric will be used to assign points. There are four performance indicators:
- Standards Not Met
- Standards Minimally Met
- Meet Standards
- Exceeds Standards
The breakdown of points for this Assessment Task are:
- Scoring: 25 Points
- Interpretation: 25 Points
- Formulation & Diagnosis: 20 Points
- Recommendations: 10 Points
- Report Writing: 20 Points
- Critically apply theoretical knowledge and a culturally-responsive scientist-practitioner approach to standardised psychological testing, as situated within the context of comprehensive psychological assessment
- Justify and effectively communicate evidence-based interpretation, integration and synthesis of assessment data in oral and written format
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
2 Direct observation of procedural skills (DOPs)
Clear and accurate communication of assessment outcomes in an engaging and client-centred manner is a key competency that completes the psychological assessment process. The purpose of Assessment Task 2 is to assess student's competency in the skills required to deliver feedback of standardised assessment outcomes, opinions and recommendations to a client.
During allocated time-slots over Weeks 9 & 10, Assessment Task 2 will involve a 30-45 minute feedback session with the Unit Coordinator who will act as the parent of the child who was the client for Assessment Task 1.
Week 10 Thursday (19 May 2022) 11:55 pm AEST
Sessions to take place in Weeks 9 & 10.
Week 12 Thursday (2 June 2022)
Via Moodle
This Assessment Task is worth 15 points and is worth 15% of the overall mark for this unit. A rubric will be used to assign points. There are four performance indicators:
- Standards Not Met
- Standards Minimally Met
- Meet Standards
- Exceeds Standards
The breakdown of points for this Assessment Task are:
- Session Opening: 3 Points
- Results, formulation & diagnosis: 7 Points
- Recommendations: 5 Points
- Justify and effectively communicate evidence-based interpretation, integration and synthesis of assessment data in oral and written format
- Demonstrate competency for critically reflective and culturally-sensitive practice in standardised psychological assessment processes.
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Practical Assessment
This assessment is designed to give students the opportunity to administer and score the WAIS-IV. This assessment aims to assess the student's ability to administer and score a standardised assessment tool that is commonly used in clinical practice. Accurate scoring of a standardised assessment tool such as the WAIS-IV is a core competency for a Clinical Psychologist.
During allocated time-slots over Weeks 11 & 12, you will administer the WAIS-IV to the Unit Coordinator (the examinee). You will administer and score each aspect of the test and the WAIS-IV Record Form will be completed (i.e. individual subtests, raw score to standard score conversion, calculation of Index Scores). You will be provided with de-identified raw data from another administration where they will be required to score, interpret and write up the results.
You will submit the relevant WAIS-IV materials via Moodle.
Week 12 Thursday (2 June 2022) 11:55 pm AEST
WAIS-IV administration and scoring
Review/Exam Week Thursday (9 June 2022)
Via Moodle
The WAIS-IV criteria checklist and performance indicators has been developed in accordance with the requirements for valid standardised WAIS-IV administration as stipulated by the test publishers. Scoring competency will be assessed according to accuracy of adherence to publisher specified protocol outlined in WAIS-IV test kit manual across the 10 core subtests. The checklist takes into account administration, timing, reverse and discontinue rules.
- Critically apply theoretical knowledge and a culturally-responsive scientist-practitioner approach to standardised psychological testing, as situated within the context of comprehensive psychological assessment
- Knowledge
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility
4 Learning logs / diaries / Journal / log books
Competency in administration of standardised psychometric tests requires practice and active engagement with the test materials. It is also important to have self-insight into areas of vulnerability within the administration of protocols (e.g. when and how to apply discontinue rules) and with the scoring and interpretation of responses.
Assessment Task 4 requires you to keep a documented record of active engagement with each of the testing protocols that are taught as part of this unit. You are required to provide a brief summary (dot points) of self-identified areas of 'things I need to watch out for' specific to administration, scoring and interpretation for each of the testing protocols taught during this unit. In addition, each reflection entry is to include a comment on specific Indigenous and cultural awareness considerations/adjustments that may apply.
Week 12 Thursday (2 June 2022) 11:55 pm AEST
Submitted to Moodle
Exam Week Thursday (16 June 2022)
Via Moodle
This Assessment Task is worth 100 points and is worth 15% of the overall mark for this unit. A rubric will be used to assign points. There are four performance indicators:
- Standards Not Met
- Standards Minimally Met
- Meet Standards
- Exceeds Standards
The breakdown of points for this Assessment Task are:
- Wechsler Adult Intelligence Scale - Forth Edition: 25 Points
- Wechsler Intelligence Scale for Children - Fifth Edition: 25 Points
- Wechsler Individual Achievement Test - Third Edition: 25 Points
- Choose one of the following: Wechsler Nonverbal Test of Intelligence, A Developmental Neuropsychological Assessment (NEPSY), Conners 3, Behaviour Assessment System for Children - Third Edition: 25 Points
- Demonstrate competency for critically reflective and culturally-sensitive practice in standardised psychological assessment processes.
- Communication
- Self-management
- Ethical and Professional Responsibility
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?
