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 basic knowledge in therapy research, theory and practice necessary for working as a Clinical Psychologist. This initial unit will focus on allowing students to develop fundamental skills in Cognitive Behaviour Therapy and to develop insight into the range of common and specific factors that shape therapeutic outcomes. A strong emphasis will be placed on the skill of cognitive conceptualisation and the relationship between conceptualisation and treatment planning. The skills and knowldge developed in this unit, in conjunction with the other units offered in Term 1, will provide a basis for commencement of clinical practice.
Details
Pre-requisites or Co-requisites
Academic Course = CG17
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 - 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.
- Develop cognitive conceptualisations of common psychological conditions including mood, anxiety and somatoform disorders.
- Utilse cognitive conceptualisations to establish structured and effective treatment plans
- Demonstrate a range of behavioural and cognitive treatment strategies
- Access and critique the research that describes the role of common and specific factors, issues of evidence based practice and practice based evidence, and outcome measures in psychotherapy.
The curriculum of this unit aligns with the APAC College Course approval guidelines for Clinical psychology 1 Interventions and the APAC standards under categories of Knowledge of the Discipline, Ethical, Legal and Professional Matters,Psychological Assessment and Measurement, Intervention Strategies and Communication and Interpersonal Relationships
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Written Assessment - 25% | ||||
| 3 - Presentation and Written Assessment - 25% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 - Written Assessment - 25% | ||||||||
| 3 - Presentation and Written Assessment - 25% | ||||||||
Textbooks
Learning Cognitive Behaviour Therapy. An illustrated Guide
Edition: First (2006)
Authors: Wright, Basco, Thase
American Psychiatric Publishing
Washington Washington , USA
Binding: Paperback
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.
l.lorien@cqu.edu.au
Module/Topic
General Overview of Course Structure.
Evidence based for Cognitive Behavioural Therapy (CBT)Principles of CBT
Chapter
Wright et al., (2006). Chapter 1. Basic Principles of Cognitive-Behavior Therapy.
Events and Submissions/Topic
Please ensure that you have read the core reading prior to class each week. Details provided in Moodle.
Module/Topic
The Therapuetic Relationship in CBT
Assessments for CBT
Chapter
Events and Submissions/Topic
Core Readings in Moodle
Module/Topic
CBT Case Conceptualisation
5 P's Model (Demonstration, Practice, Reflection)
Chapter
Wright et al., (2006). Chapter 3. Assessment and Formulation p51-61.
Events and Submissions/Topic
Core Readings in Moodle
Module/Topic
Structuring and Educating in CBT
Chapter
Wright et al., (2006). Chapter 4. Struturing and Educating
Events and Submissions/Topic
Core Readings in Moodle
Module/Topic
Chapter
Wright et al., (2006).Chapter 6. Behavioral Methods I: Improving Energy, Completing Tasks and Solving Problems.
Events and Submissions/Topic
Module/Topic
No Classes Scheduled
Chapter
Events and Submissions/Topic
Module/Topic
Cognitive Change Interventions I:
Working with Automatic Thoughts
Chapter
Events and Submissions/Topic
In Class Formulation Assessment Task. 25% of Grade.
Core Readings in Moodle
Written Assessment Due: Week 6 Thursday (20 Apr 2017) 9:00 am AEST
Module/Topic
Behavioural Methods II:
Chapter
Wright et al., (2006).Chapter 7. Behavioral Methods II: Reducing Anxiety and Breaking Patterns of Avoidance.
Events and Submissions/Topic
Core Readings in Moodle
Module/Topic
Cognitive Interventions II:
Modifying Schemas
Chapter
Wright et al., (2006). Chapter 8. Modifying Schemas.
Events and Submissions/Topic
Core Readings in Moodle
Module/Topic
Chapter
Events and Submissions/Topic
CBT skills video and critique due. 25% of Grade
Core Readings in Moodle
Presentation and Written Assessment Due: Week 9 Thursday (11 May 2017) 9:00 am AEST
Module/Topic
Managing Emotions
Chapter
Events and Submissions/Topic
Core Readings in Moodle
Module/Topic
Cross Cultrual Adaptions for CBT
Common Problems and Pitfalls in CBT
Chapter
Events and Submissions/Topic
Core Readings in Moodle
Module/Topic
Treating Chronic, Severe or Complex Disorders
ReviewChapter
Events and Submissions/Topic
Module/Topic
In Class Assessment
Chapter
Events and Submissions/Topic
In Class Assessment 3hrs.
Written Assessment Due: Review/Exam Week Thursday (8 June 2017) 9:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Students will undertake a 3 hour in class assessment to evaluate aspects of their Knowledge of the Discipline. Students will be provided with 6 topic areas prior to the assessment and will be required to respond to 4 of these topics. This assessment will be worth 50% of the overall course grade.
Review/Exam Week Thursday (8 June 2017) 9:00 am AEST
To be handed in following assessment
Exam Week Friday (16 June 2017)
Returned directly to students
Each question will be allocated equivalent marks (25%) and therefore should be allocated equivalent writing time. It is expected that student would present a 40-45 minute written response to each questions.
Students are reminded that, where relevant, their answers need to be supported by recent research evidence. Apart from teh inclusion of potentially seminal research findings students should focus on peer reviewed research published across the past 5 eyars.
- Develop cognitive conceptualisations of common psychological conditions including mood, anxiety and somatoform disorders.
- Utilse cognitive conceptualisations to establish structured and effective treatment plans
- Demonstrate a range of behavioural and cognitive treatment strategies
- Access and critique the research that describes the role of common and specific factors, issues of evidence based practice and practice based evidence, and outcome measures in psychotherapy.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
2 Written Assessment
For this assessment you will be required to develop and write up a case formulation from a provided clinical scenario. This assessment will be carried out during class time in Week 6.
Week 6 Thursday (20 Apr 2017) 9:00 am AEST
Written assessment handed in to lecturer
Week 7 Thursday (27 Apr 2017)
Written assessment will be returned to students
Video 30 minutes | Written response 1 hr. The focus of this assessment will be on your skills in the development of a CBT case formuation. You will be required to watch a video role play and utilise the Wellness Centre intake form to record relevant information under each of the headings provided. You will also be provided with a referral note and DASS scores. Following the video you will be required to provide a written case formulation under the following headings: Predisposing factors, Precipiating factors, Presenting factors (including beliefs, behaviours, affect, somatic), Perpeturating factors, and Potentials.
In addition to this dot point presentation covering the key areas described above, you are required to write a brief (no more than one page) summary of conceptualisation. You will be required to submit your intake form (not graded), dot point formulation (50%) and written case conceptualisation (50%).
- Develop cognitive conceptualisations of common psychological conditions including mood, anxiety and somatoform disorders.
- Utilse cognitive conceptualisations to establish structured and effective treatment plans
- Demonstrate a range of behavioural and cognitive treatment strategies
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Presentation and Written Assessment
Students will be required to develop and submit a 10 minute video demonstrating a key CBT technique appropriate for treatment of the client presented in assessment 1. Students must also submit a short justification of the evidence base for the selected technique and a critque of their implementation of this technique as evidenced on the accompanying video. This written component must not exceed 1000 words This assessment is due by in Week 9 and will represent 25% of the course grade.
Week 9 Thursday (11 May 2017) 9:00 am AEST
Video and written critique
Week 11 Thursday (25 May 2017)
Submissions will be returned to students.
Assessment criteria will be discussed and made available to students through the moodle site.
- Develop cognitive conceptualisations of common psychological conditions including mood, anxiety and somatoform disorders.
- Utilse cognitive conceptualisations to establish structured and effective treatment plans
- Demonstrate a range of behavioural and cognitive treatment strategies
- 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?
