Unit Profile Correction added on 04-07-17
Prescribed Textbooks
|
||||||||||||||||||
|
||||||||||||||||||
|
||||||||||||||||||
Overview
This unit is part of the sequence of units that culminates in the degree of Master in Clinical Psychology. This unit is intended to provide advanced knowledge in assessment research, theory and practice necessary for working as a Clinical Psychologist. The focus of Assessment II extends from Assessment I and continues to focus on the knowledge and skill development that underpins clinical psychology assessment practice and research. This unit outlines theory, research and practice including the various functions of assessment, the “how to” of assessment, and the various procedures that clinical psychologists employ to serve the various functions of assessment. In terms of techniques, Assessment II will focus on more advanced cognitive assessment techniques, including neuropsychological screening and assessment. Areas of assessment covered include executive function; orientation and attention; memory; intellectual disability; effort; capacity to make decisions; dementia; personality; psychosis and psychological distress. Skill development will include a focus on gaining additional competencies in these areas and will sit alongside continuing skill development in planning and administering assessment batteries that focus on particular referral questions. The importance of considering applications of assessment tools to different cultures is also emphasized.
Details
Pre-requisites or Co-requisites
PSYC21001 Assessment I
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 - 2017
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 and teaching staff self-evaluation
Positive comments on lecture structure and delivery, including the use of case examples
Continue to keep lecture format open and encourage discussion. Use specific case examples and real-world application as much as possible
Feedback from student feedback
Assessment items were too heavily weighted and needed additional time allocated
Add an additional assessment item to spread the weighting and allow additional opportunity for improvement if needed. Review time allocated or workload of final assessment item to ensure it provides students the best opportunity to demonstrate their skills.
- Describe the theoretical, research and practice-based processes underpinning more specialist and advanced psychological assessment and its techniques.
- Integrate a working knowledge of more specialist and advanced assessment techniques with a variety of presenting problems in Clinical Psychology.
- Utilise advanced knowledge and skills in the application of diagnostic classification systems within specialist psychological assessment.
The learning outcomes link with the Master's Course in Clinical Psychology accreditation standards, as defined by the Australian Psychology Accreditation Council (APAC) and the Australian Psychological Society (APS).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 50% | |||
| 2 - Practical Assessment - 50% | |||
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 - Written Assessment - 50% | ||||||||
| 2 - Practical Assessment - 50% | ||||||||
Textbooks
Foundations of Behavioral, Social, and Clinical Assessment of Children
Edition: Sixth (2014)
Authors: Jerome M Sattler
Jerome M. Sattler, Publisher, Inc
La Mesa La Mesa , USA
Binding: Hardcover
Handbook of Psychological Assessment
Edition: Sixth (2016)
Authors: Gary Groth-Marnat
Wiley
New Jersey New Jersey , USA
Binding: Hardcover
Neuropsychological Assessment
Edition: Fifth (2012)
Authors: Muriel Lezak, Diane Howieson, Erin Bigler, Daniel Tranel
Oxford University Press
Oxford Oxford , UK
Binding: Hardcover
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.
n.trask@cqu.edu.au
Module/Topic
Introduction to Assessment II
Assessment of Personality and Personality Disorders
Chapter
Groth-Marnat - Chapters 7,10,11.
Articles to be provided
Events and Submissions/Topic
- Specific outcomes and skills development
- Outline of Assessment II – what we will cover week by week
- Methods of assessment
- Objective and projective techniques
- Personality disorders - description, assessment and DSM 5 criteria
Module/Topic
Assessment of Children - Principles and Specifics
Assessment of the family unit
Chapter
Sattler - Chapters to be advised
Other readings to be provided
Events and Submissions/Topic
- Cognitive and developmental assessment
- Academic and achievement assessment
- Assessment of Neurodevelopmental Disorders
- Assessment of relationships
- Assessment of parents and parenting capacity
- Assessment of attachment and attachment disorders
- DSM 5 criteria
Module/Topic
Assessment of Distress in Children and Adults
(1) Anxiety and depressive disorders
(2) Post Traumatic Stress Disorder, Obsessive Compulsive Disorder
Chapter
Events and Submissions/Topic
- Anxiety disorders
- Depressive disorders
- DSM 5 criteria
- Assessment of Anxiety and Depression in children
- PTSD
- OCD
- Assessment specific to these areas
Module/Topic
Assessment of Distress in Children and Adults
(3) Schizophrenia Spectrum and other Psychotic Disorders; Bipolar Disorder
Chapter
Readings to be provided
DSM 5
Events and Submissions/Topic
- Schizophrenia Spectrum
- Other Psychotic Disorders
- Biploar Disorders
- DSM 5 criteria
- Assessment specific to these areas
Module/Topic
Written Assessment - to be conducted in class.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Assessment of intellectual disability, assessment of effort, assessment of capacity to make decisions.
Chapter
Events and Submissions/Topic
- The concept of intellectual disability
- Assessment of intellectual disability in adults and children
- DSM 5 criteria
- Assessment of effort and malingering
- Assessment of capacity
Module/Topic
Chapter
Lezak page 249 - 289
Other readings to be provided
Events and Submissions/Topic
- Dementia and assessment of dementia in the general population and adults with intellectual disabilities
- DSM 5 criteria
- Assessment tools specific to dementia
Module/Topic
Basic concepts in Neuropsychological Assessment
Chapter
Events and Submissions/Topic
- Introduction to neuropsychology
- Behavioural geography of the brain
- Deficit measurement
- Direct and indirect measurement
- Neurobehavioural variables and issues of assessment and diagnosis
- A case to get you thinking
Module/Topic
Expansion of Neuropsychological Assessment Skills
(1) Executive Function
Chapter
Events and Submissions/Topic
- Components of executive function
- Assessment tools specific to executive function
Module/Topic
Expansion of Neuropsychological Assessment skills
(2) Orientation and Attention
Chapter
Events and Submissions/Topic
- Orientation
- Attention and short term memory
- Concentration
- Processing speed
- Divided attention
- Everyday attention
- Assessment tools specific to attention
Module/Topic
Expansion of Neuropsychological Assessment Skills
(3) Memory
Chapter
Events and Submissions/Topic
- Definitions and forms of memory
- Brain systems involved
- Memory assessment tools
Module/Topic
In class submission and presentation of practical assessment.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
The aim of this assessment is to assess the unit learning outcomes and knowledge gained through a written examination.
Students will be presented with a hypothetical case two days before the examination. They will then be asked to provide a report outlining an interpretation of the test results, and a written formulation based on the data and assessment information with which they are provided. Students will also be expected to detail what further assessments would be helpful in increasing the understanding of this case.
Week 5 Thursday (10 Aug 2017) 1:00 pm AEST
This assessment will be conducted during Assessment II class time in Week 5.
Week 7 Thursday (31 Aug 2017)
Feeback provided via email.
The assessment will be marked (and weighted) as follows:
- Interpretation of test material (40%)
- Psychological formulation (40%)
- What further assessments would be useful (12%)
- Quality of report writing (8%)
- Describe the theoretical, research and practice-based processes underpinning more specialist and advanced psychological assessment and its techniques.
- Integrate a working knowledge of more specialist and advanced assessment techniques with a variety of presenting problems in Clinical Psychology.
- Utilise advanced knowledge and skills in the application of diagnostic classification systems within specialist psychological assessment.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Practical Assessment
The aim of this assessment is to give students the opportunity to demonstrate their ability to develop and acquire specialist knowledge about a particular assessment area of interest to them. Clearly it is not possible to cover all aspects of neuropsychological and other specialist assessment skills in a 12 week unit. Hence this assessment allows students to further their knowledge in a particular area of assessment and to begin to develop more specialist assessment skills and areas of special interest.
Week 12 Thursday (5 Oct 2017) 1:00 pm AEST
Exam Week Thursday (19 Oct 2017)
Feeback provided via email.
Students are expected to:
- Outline a proposed plan of assessment;
- The rationale for this plan;
- An outline of the assessment methods chosen;
- Any expected challenges or difficulties and how these could be addressed.
All aspects of the assessment 1-4 outlined above are weighted equally.
- Describe the theoretical, research and practice-based processes underpinning more specialist and advanced psychological assessment and its techniques.
- Integrate a working knowledge of more specialist and advanced assessment techniques with a variety of presenting problems in Clinical Psychology.
- Utilise advanced knowledge and skills in the application of diagnostic classification systems within specialist psychological assessment.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- 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?
