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 - 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).
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 during class and in end of year internal evaluations
Students requested more practical learning opportunities for delivering cognitive assessments
To include more hands-on practical opportunities to practice the delivery of tests and for this to occur earlier in the unit.
- 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: Sattler, J. M.
Jerome M. Sattler Publisher Inc
La Mesa La Mesa , USA
Binding: Hardcover
Handbook of Psychological Assessment
Edition: Sixth (2016)
Authors: Groth-Marnat, G.
Wiley
New Jersey New Jersey , USA
Binding: Hardcover
Neuropsychological Assessment
Edition: Fifth (2012)
Authors: Lezak, M., Howieson, D., Bigler, E., & Tranel, D.
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.
c.keane@cqu.edu.au
Module/Topic
This week we will cover:
- Introduction to Assessment II including assessment tasks and expected learning outcomes and competencies
- Cultural awareness in Neuropsychological assessment and diagnosis
- Introduction to Neuropsychology
- Behavioural geography of the brain
- Deficit measurement
- Neurobehavioural variables and issues of assessment and diagnosis
Chapter
- Lezak: Chapters 1 - 8
- Sattler: Chapter 12
- Additional reading Sattler: Chapter 2
Events and Submissions/Topic
Module/Topic
This week we will cover:
- Components of executive function
- Neuropsychometric assessment of executive function including practical experience with some tests
- Construction, motor performance, concept formation, reasoning
- Integration of cultural considerations with current neruopsychometric assessments
Chapter
- Lezak: Chapter 16
- Additional reading Lezak: Chapters 14 & 15
Events and Submissions/Topic
Module/Topic
This week we will cover:
- Orientation
- Attention
- Working Memory
- Processing Speed
- Perception
- Associated assessment tests and practical experience
Chapter
- Lezak: Chapter 9
- Additional reading Lezak: Chapter 10
Events and Submissions/Topic
Module/Topic
This week we will cover:
- Definitions and forms of memory
- Brain systems involved
- Memory assessment tools and practical experience
- Integration of whole-brain function
Chapter
- Lezak: Chapters 11 & 12
Events and Submissions/Topic
Module/Topic
This week we will cover:
- Developmental Assessment and Neurodevelopmental disorders
- Assessment of relationships and interpersonal dynamics within the family unit
- Assessment of parents and parenting capacity Assessment of attachment and attachment disorders
- Integration of cultural considerations specific to these disorders
- DSM-5 criteria
Chapter
- Sattler: Chapters 6 - 10 & 22
- Additional relevant readings provided on Moodle
Events and Submissions/Topic
Assignment 1 Written Assessment Part A: Due 1:00 PM AEST Thursday 15th August 2019
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
This week we will cover:
- Anxiety Disorders
- Depressive Disorders
- Posttraumatic Stress Disorder and complex-PTSD
- Obsessive Compulsive Disorder
- DSM-V Criteria
- Integration of cultural considerations specific to these disorders
Chapter
- Sattler: Chapter 14
- Additional background reading Sattler: Chapters 1, 3, & 5
- DSM-V
- Additional relevant readings provided on Moodle
Events and Submissions/Topic
Module/Topic
This week we will cover:
- Schizophrenia Spectrum Psychosis and Psychotic Disorders
- Bipolar Disorder
- Integration of cultural considerations specific to these disorders
- DSM-5 criteria
Chapter
- DSM-5
- Additional relevant readings provided on Moodle
Events and Submissions/Topic
Module/Topic
This week we will cover:
- Mental Health assessment in Indigenous Australians
- Indigenous and cultural considerations in test selection, administration, interpretation, diagnoses and recommendations
- Indigenous and cultural considerations in assessment of the family unit
Chapter
- Sattler: Chapter 4
- Relevant readings and resources provided on Moodle
Events and Submissions/Topic
Assignment 1 Written Assessment Part B: Due 1:00 PM AEST Thursday 12th September 2019
Written Assessment: Case Study - Interpretation & Initial Hypotheses (Part A) and 5P Integration, Differential Diagnosis & Recommendations (Part B) Due: Week 8 Thursday (12 Sept 2019) 1:00 pm AEST
Module/Topic
This week we will cover:
- Personality Disorders - description, DSM-V criteria and assessment
- Differential Diagnoses and common comorbidities
- Complex trauma considerations
- Assessment of Substance Use Disorders - PBL
- Considerations for function of substance use/abuse behaviour
- Integration of cultural considerations specific to personality disorders
Chapter
- Groth-Marnet (6th Ed.): Chapters 7 - 11
- Additional relevant readings provided on Moodle
Events and Submissions/Topic
Module/Topic
This week we will cover:
- The concept of Intellectual Disability (ID)
- Integration of cultural considerations specific to ID
- Assessment of ID in adults and children
- DSM-5 criteria
- Assessment of effort and malingering
- Assessment of capacity
Chapter
- Sattler: Chapter 18
- Relevant readings provided on Moodle
Events and Submissions/Topic
Module/Topic
This week we will cover:
- Dementia: types and associated neurocognitive deficits
- Assessment of Dementia in the general population
- Assessment of Dementia in adults with Intellectual Disabilities
- DSM-5 Criteria
- Integration of cultural considerations specific to Dementia
Chapter
- Lezak: pp 249 - 289
- Additional readings provided on Moodle
Events and Submissions/Topic
Module/Topic
This week there will be a 20-minute presentation by each student on their chosen topic - selected in Week 2 from a choice of topics prepared by the unit coordinator. Each student will present to their fellow students and the unit coordinator.
Chapter
Students are to conduct their own research and reading based on the chosen topic. Students are to prepare the presentation in accordance with the detailed criteria that will be provided in association with this assessment task.
Events and Submissions/Topic
Assignment 2 Practical: Part A - Presentations delivered during scheduled class on Thursday 10th October 2019; and Part B - Submission of research summary associated with presentation Due 1:00 PM AEST Thursday 10th October 2019
Practical Assessment: Class Presentation (Part A) and Presentation Research Summary (Part B) Due: Week 12 Thursday (10 Oct 2019) 1:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
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. The importance of Indigenous and cultural diversity responsiveness considerations in assessment selection, implementation, interpretation, diagnosis, and recommendations is integrated throughout this unit.
In terms of techniques, compared to Assessment I, 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.
1 Written Assessment
The Written Assessment is based on a case study of Client A and will be in two parts: Part A - Interpretation and Initial Hypotheses; and Part B - 5P integration, Differential Diagnoses and Recommendations. The aim of this assessment is to integrate knowledge gained throughout the course to date and assess the unit learning outcomes and competencies. NOTE: For both Part A and Part B you are to write in language appropriate for writing a report for a client (i.e. jargon free).
Part A - Interpretation and Initial Hypotheses. You will be provided with test-taking behaviour information and raw scores from various neuropsychometric tests, which are associated with Client A. You will be required to conduct raw score conversions and normative comparisons necessary for interpretation. You will be required to present a written summary outlining your test score interpretations and initial hypotheses based on the integration of your scoring interpretations and the test-taking behaviour. Part A will be due in Week 5. You will be provided with written feedback on Part A by Week 6.
Part B - 5P Integration, Differential Diagnoses and Recommendations. You will be provided with the reason for referral and background information for Client A. You will be required to provide a concise written summary for Client A that integrates relevant information from Part A with a 5P formulation derived from the reason for referral and background information. In addition to this written summary you will also be required to provide a) differential diagnoses, b) recommendations for intervention planning, and c) integrate cultural considerations where appropriate, based on your integrated formulation for Client A. You are to provide evidence of further reading (i.e. references) to support your integration and interpretation. Part B will be due in Week 8.
Cumulative grades for Part A and Part B, as well as written feedback for Part B, will be provided in Moodle by Week 10.
Week 8 Thursday (12 Sept 2019) 1:00 pm AEST
Part A to be uploaded to Moodle by Week 5 (Thursday 15th Aug. 2019) 1:00pm AEST. Part B to be uploaded to Moodle by Week 8 (Thursday 12th Sept. 2019) 1:00pm AEST.
Week 10 Friday (27 Sept 2019)
Feedback and marks provided via Moodle
The assessment will be marked out of 100 (Part A - 40 marks + Part B - 60 marks)
Your mark for Assessment Task 1 (Written Assessment Part A + Part B) will comprise 50% of the total grade for the Assessment II unit.
Weighting will be conducted based on the cumulative total for Part A + Part B i.e. your mark out of 100.
The assessment will be marked according to the following criteria:
Part A (Total 40 marks):
1. Interpretation (25 marks)
2. Hypotheses (15 marks)
3. Quality of written summary - including a) evidence of further reading to inform interpretation and hypotheses generation and b) use of language appropriate for a client report (10 marks)
Part B (Total 60 marks):
1. 5P integration with Part A (20 marks)
2. Differential Diagnoses (10 marks)
3. Recommendations for intervention (10 marks)
4. Integration of cultural considerations where appropriate (5 marks)
5. Quality of written work - a) including appropriate use of APA 6th Ed. referencing and b) use of language appropriate for a client report (5 marks)
- 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
This Practical Assessment will be in two parts: Part A - In-class presentation; and Part B - In-class presentation research written summary. The aim of this assessment task is to provide students with an opportunity to acquire and demonstrate specialist knowledge about a particular assessment area of interest. The task will also provide students with an opportunity to demonstrate competency in communication of evidenced-based knowledge across different communication modalities.
Part A - In-class presentation will be conducted during scheduled class time for Assessment II in Week 12. Each student will have 20-minutes (15-minutes presentation + 5-minutes Q&A with audience) to present on their topic and generate discussion. Students will be provided with a list of presentation topic choices in Week 2. Topics will be based on DSM-5 Disorder Classifications that ARE NOT directly covered during Assessment II lectures. Students will be required to cover the following aspects during their presentation: a) brief background information of the DSM-5 classification and associated disorders; b) proposed method/s of assessment - including description and strengths and weaknesses of specific assessment tools relevant to the topic; and c) cultural considerations, including identified challenges with existing standardised assessments. Students will also be required to have prepared two questions designed to generate discussion with the audience, and play an active role on the facilitation of the 5-minute Q&A.
Part B - Presentation Research Summary. Students will be required to prepare and submit a brief (max 1500 word) summary of recent and relevant peer-reviewed literature that was sourced during the preparation of the in-class presentation. Please note: This written summary must be written in academic essay style. It is NOT sufficient to submit a word document that is a replication of your presentation. The intended learning outcomes and competencies from this task are the development of skills to: a) source peer-reviewed knowledge and critically appraise evidence appropriate to your chosen topic; b) synthesise information into a concise and cohesive narrative; and c) communicate new knowledge through multiple modalities. Appropriate APA 6th Ed. in-text citations and reference list are required. Part B is to be submitted to Moodle by Week 12 Thursday 10th Oct. 2019 at 1:00 pm AEST.
Cumulative Grades for Part A and Part B will be provided in Moodle in Week 14.
Week 12 Thursday (10 Oct 2019) 1:00 pm AEST
Part A will be conducted during scheduled class time for Assessment II in Week 12 (10/10/19). Part B is to be uploaded to Moodle by 1pm on Thursday 10/10/19 (Week 12).
Exam Week Thursday (24 Oct 2019)
Feedback and marks provided in Moodle
The assessment will be marked out of 100 (Part A - 60 marks + Part B - 40 marks)
Your mark for Assessment Task 2 (Practical Assessment Part A + Part B) will comprise 50% of the total grade for the Assessment II unit.
Weighting will be conducted based on the cumulative total for Part A + Part B i.e. your mark out of 100.
The assessment will be marked according to the following criteria: Part A (Total 60 marks):
1. Background - including relevance of research cited (15 marks)
2. Proposed method of assessment - including critical appraisal of strengths and weaknesses (20 marks)
3. Cultural considerations (10 marks)
4. Generation of Q & A (5 marks)
5. Quality of presentation - including slide preparation and delivery of information (10 marks)
Part B (Total 40 marks):
1. Link between presentation and written summary of research sourced is clear and evident (5 marks)
2. Quality of written work (15 marks)
3. Evidence of critical reflection - including cultural awareness considerations (10 marks)
4. Appropriate use of APA 6th Ed. referencing (5 marks)
5. Adherence to word limit (5 marks)
- 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?
