Overview
This unit is intended to provide you with advanced 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 assessment research, theory and practice of more complex psychological pathology and presentations. This will include specific focus on more advanced cognitive assessment techniques, including neuropsychological screening and assessment. You will build knowledge and skills specific to culturally-responsive reflective practice approaches in complex psychological assessment, which will be integrated throughout the teaching, learning and assessment within this unit.
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 - 2021
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 evaluations
More visual and practical demonstrations of the more complex assessments would be beneficial.
Provide visual and practical demonstrations where possible, including a video recording demonstrating the use of Q-interactive assessment.
Feedback from Student evaluations
Provision of de-identified reports to support assessment tasks.
Provide a de-identified report to support learning (this will maintain strict adherence to privacy and confidentiality requirements).
Feedback from Student evaluations
More time allocated to the student presentations at the end of term as there were interesting topics and limited time to present.
Examine whether these presentations can be spread across two or more weeks.
- Critically apply theoretical knowledge and a culturally responsive scientist-practitioner approach to the selection and implementation of psychological tests, within the context of complex psychological assessment
- Justify and communicate evidence-based integration of advanced assessment techniques in oral and written format
- Demonstrate working knowledge of brain functions as they relate to neurological dysfunctions within the context of clinical psychology assessments.
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 PSYC21002 Learning Outcomes align with the 2019 Australian Psychology Accreditation Council (APAC) accreditation guidelines for 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 - Written Assessment - 45% | |||
| 2 - Presentation - 35% | |||
| 3 - Online Quiz(zes) - 20% | |||
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 - 45% | ||||||||
| 2 - Presentation - 35% | ||||||||
| 3 - Online Quiz(zes) - 20% | ||||||||
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.
m.condie@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 (These are the chapters that comprise Part 1: Theory and Practice of Neuropsychological Assessment)
- Note: you are not expected to have read all 8 chapters in detail prior to Week 1; however, it will be beneficial if you are familiar with the information contained in these chapters prior to commencing the unit. These chapters will also be a valuable resource of supporting literature as you progress throughout this unit.
- Sattler: Chapter 12
- Note: you might also find it helpful to review Sattler: Chapter 2 at some stage through this unit. Chapter 2 provides basic information about statistics and psychometrics, which you may find helpful with scoring and interpretation of tests.
Events and Submissions/Topic
Assessment Task 1 - Online quizzes for neuropsychological component open here – self-paced, due Week 11
Module/Topic
- Mental Health assessment in Indigenous Australians - Aboriginal and Torres Strait Islander Peoples
- Indigenous and cultural considerations in test selection, administration, interpretation, diagnoses and recommendations
- Indigenous and cultural considerations in assessment of the family unit
- Considerations when writing psychological reports
Chapter
- Sattler, 2014: Chapter 4
- Additional readings provided on Moodle in e-reading list
Events and Submissions/Topic
Module/Topic
- 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, 2014: Chapter 6 - 10 & 22
- Relevant sections of the DSM-V
- Additional relevant readings provided on Moodle in e-reading list
Events and Submissions/Topic
Module/Topic
- 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
- Lezak, et al., 2014: Chapter 20
- Sattler, 2014: Chapter 18
- Relevant readings provided on Moodle in e-reading list
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, 2014: Chapter 14
- (for additional background reading Sattler: Chapters 1, 3, & 5)
- DSM-V
- Additional relevant readings provided on Moodle in e-reading list
Events and Submissions/Topic
Module/Topic
Chapter
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
- Sattler (2016): Chapter 16
- Lezak (2014): Chapter 14 & 15
- Additional relevant readings provided on Moodle in e-reading list
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
Events and Submissions/Topic
Module/Topic
- 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 & Wright, 2016: Chapters 7 - 11
- Additional relevant readings provided on Moodle in e-reading list
Events and Submissions/Topic
Assessment Task 2: Written Assessment Part B: Due 5:00 PM AEST Thursday 9 September 2021.
WRITTEN ASSESSMENT - CASE STUDY PART A AND PART B Due: Week 8 Thursday (9 Sept 2021) 5:00 pm AEST
Module/Topic
- Description of evidence-based frameworks (e.g., Self-Determination Theory, Theory of Planned Behaviour, Behaviour Change Theory) related to change management behaviours.
- Explain Motivational Interviewing principles in the context of clinical assessment, formulation and treatment planning.
- Apply psychological strategies and evidence-based practices to increase capacity for change.
Chapter
- Additional relevant readings and materials provided on Moodle in e-reading list
Events and Submissions/Topic
Module/Topic
- Understand evidence-based frameworks related to strengths-based and positive assessment.
- Expand on Motivational Interviewing principles discussed in week 9 to inform clinical assessment, formulation and treatment planning.
- Apply psychological strategies and evidence-based practices related to strengths-based practice.
Chapter
- Additional relevant readings and materials provided on Moodle in e-reading list
Events and Submissions/Topic
Module/Topic
Associate Professor Claire Thompson
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, et al., 2014: pp 249 - 289 & Chapter 18
- Additional readings provided on Moodle in e-reading list
Events and Submissions/Topic
Assessment Task 1 - ALL four (4) online quizzes due Week 11 at 5:00 PM AEST Thursday 30 September 2021.
ASSESSMENT TASK 1: ONLINE QUIZZES - NEUROPSYCHOLOGY, NEUROANATOMY AND BRAIN FUNCTIONS RELEVANT TO CLINICAL PSYCHOLOGY (ONLINE QUIZ(ZES) 20%) Due: Week 11 Thursday (30 Sept 2021) 5:00 pm AEST
Module/Topic
This week there will be a 15-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 lecturer.
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
Assessment Task 3: Practical: Part A - Presentations delivered during scheduled class on Thursday 7 October 2021; and Part B - Submission of research summary associated with presentation Due 5:00 PM AEST Thursday 7 October 2021.
PRACTICAL ASSESSMENT - CLASS PRESENTATION WITH RESEARCH SUMMARY Due: Week 12 Thursday (7 Oct 2021) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Assessment I (PSYC21001) is the prerequisite unit for this current unit Assessment II (PSYC21002). 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 endeavors to continuing building 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 Online Quiz(zes)
Assessment Task 1 is comprised of four (4) on-line quizzes. The quizzes are designed to assess your knowledge and knowledge-application of the behavioural geography and functions of the brain within the context of Clinical Psychology. Each quiz will focus on a particular topic, i.e., 1) Basic concepts of neuropsychology and behavioural geography of the brain; 2) Orientation, Attention and Perception; 3) Executive Function; and 4) Memory. Each quiz will be preceded by an interactive learning module you will access through Moodle. You must complete the interactive learning module in order to access the associated quiz, e.g. Module 1 pairs with Quiz 1. You will have umlimited access to the interactive learning module; however, you will only be permitted one attempt for each quiz. Each quiz will contain 25 questions with multiple-choice response options. Each question will be worth 1-mark for a total of 25-marks per quiz, which means the total for all four (4) quizzes will be 100 marks. This will then be weighted to represent 20% of your overall grade for PSYC21002. Assessment Task 1 is self-paced and will be open from Week 2 of Term 1. ALL four (4) quizzes must be completed by Week 11 5:00pm Thursday 30 September 2021. Students can work through the interactive learning modules and quizzes at their own pace throughout Weeks 2 - 11 in Term 2. Students will be provided with real-time formative feedback for incorrect responses to assist with clarification of learning where required.
4
Other
Week 11 Thursday (30 Sept 2021) 5:00 pm AEST
Submit via Moodle
Week 11 Thursday (30 Sept 2021)
Automatic scoring and feedback
The quizzes will score automatically. Students will receive your grade immediately upon completion of each quiz.
- Critically apply theoretical knowledge and a culturally responsive scientist-practitioner approach to the selection and implementation of psychological tests, within the context of complex psychological assessment
- Demonstrate working knowledge of brain functions as they relate to neurological dysfunctions within the context of clinical psychology assessments.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
2 Written Assessment
The Written Assessment is based on a case study of Client A and will be in two parts Part A and Part B
This assessment task is iterative in nature. You will be provided with formative feedback on Part A, which you are encouraged to utilise and apply where appropriate when completing Part B.
Part A - Interpretation and Initial Hypotheses. (Due Week 5 - Thursday 12 August 2021)
Students will be provided with test-taking behaviour information and raw scores from various neuropsychometric tests, which are associated with Client A. You are required to conduct raw score conversions and normative comparisons necessary for interpretation. Students are to present a written summary outlining their test score interpretations and initial hypotheses based on the integration of scoring interpretations and the test-taking behaviour. Students will be provided with feedback on Part A by Week 6.
Part B - 5P Integration, Differential Diagnoses and Recommendations. (Due in Week 8 - Thursday 9 September 2021)
Students will be provided with the reason for referral and background information for Client A. Students are 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, students are 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. Students are to provide evidence of further reading (i.e. references) to support their integration and interpretation.
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 (9 Sept 2021) 5:00 pm AEST
Submit via Moodle
Week 10 Thursday (23 Sept 2021)
Feedback via Moodle
The assessment will be marked out of 100 (Part A - 40 marks + Part B - 60 marks)
Student's marks for Assessment Task 1 (Written Assessment Part A + Part B) will comprise 45% 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 (20 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 (5 marks)
Part B (Total 60 marks):
1. 5P integration with Part A (20 marks)
2. Differential Diagnoses (10 marks)
3. Recommendations for intervention (15 marks)
4. Integration of cultural considerations where appropriate (5 marks)
5. Quality of written work - a) including appropriate use of APA 7th Ed. referencing and b) use of language appropriate
for a client report (10 marks)
- Critically apply theoretical knowledge and a culturally responsive scientist-practitioner approach to the selection and implementation of psychological tests, within the context of complex psychological assessment
- Justify and communicate evidence-based integration of advanced assessment techniques in oral and written format
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
3 Presentation
This Practical Assessment will be in two parts: Part A - In-class presentation; and Part B - In-class presentation research written summary.
Part A - In-class presentation will be conducted during scheduled class time for Assessment II in Week 12.
Students will have 15-minutes (10-minutes presentation + 5-minutes Q&A with the audience) to present on a particular topic and generate discussion. A list of presentation topic choices will be discussed 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 your 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 in the facilitation of the 5-minute Q&A.
Part B - Presentation Research Summary. (Part B is to be submitted to Moodle by Week 12 Thursday 7 October 2021 at 5:00 pm AEST)
Students are required to prepare and submit a brief (max 1000 words) summary of recent (i.e. predominantly from year 2015 onward) and relevant peer-reviewed literature that was sourced during the preparation of your in-class presentation. Please note: This written summary must be written in academic scholarly style. It is NOT sufficient to submit a word document that is a replication of your presentation. The intended learning outcomes and competencies from the tasks 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.
Part B is to be submitted to Moodle by Week 12 Thursday 7th October 2021 at 5:00 pm AEST.
Cumulative Grades for Part A and Part B and feedback will be provided in Moodle in Week 14.
Week 12 Thursday (7 Oct 2021) 5:00 pm AEST
In-class and submission to Moodle
Exam Week Thursday (21 Oct 2021)
Feedback via Moodle
The assessment will be marked out of 100 (Part A - 60 marks + Part B - 40 marks)
Marks for Assessment Task 3 (Practical Assessment A+B) will comprise 35% 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. total 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 (15 marks)
4. Appropriate use of APA 7th Ed. referencing and adherence to word limit (5 marks)
- Justify and communicate evidence-based integration of advanced assessment techniques in oral and written format
- Demonstrate working knowledge of brain functions as they relate to neurological dysfunctions within the context of clinical psychology assessments.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- 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?
