Overview
This unit is intended to provide clinical training in the implementation of culturally-responsive, evidence-based, clinical psychology interventions to meet the needs of culturally and linguistically diverse populations, including Aboriginal and Torres Strait Islander peoples. Specifically, in this unit you will focus on developing competencies in Cognitive Behavioural Therapy, with a strong emphasis on the skill of case conceptualisation and treatment planning.
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 - 2020
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 'Have Your Say' in Moodle
Students indicated that they liked the structure of the Unit around the CBT model and opportunities to learn from case examples.
Retain the structure of the Unit, including provision of case examples and competency-based intervention skills.
Feedback from 'Have Your Say' in Moodle
Students requested more time in-class to practice skills.
Retain a mix of knowledge-based learning and practical application of skills. However, more in class time will be dedicated to demonstration of skill-based competencies and role-play practice of skill implementation.
Feedback from 'Have Your Say' in Moodle
Students requested more detailed explanation of marking criteria for assessments.
Assessments and marking rubric will be reviewed and updated to clarify expectations.
- Explain and demonstrate appropriate selection and implementation of evidence-based Cognitive Behavioural Therapy interventions on the basis of case formulation
- Adjust therapeutic interventions, based on an evolving Cognitive Behavioural Therapy case formulation, using processes that are responsive to cultural context
- Apply evidence-based Cognitive Behavioural Therapy interventions across the lifespan.
The course Learning Outcomes for this unit are consistent with the new Australian Psychology Accreditation Council (APAC) Accreditation Standards, in particular, Section 4.2.3 regarding application of advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
1 - Written Assessment - 25% | |||
2 - Presentation - 15% | |||
3 - Direct observation of procedural skills (DOPs) - 30% | |||
4 - Direct observation of procedural skills (DOPs) - 30% |
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 - 25% | ||||||||
2 - Presentation - 15% | ||||||||
3 - Direct observation of procedural skills (DOPs) - 30% | ||||||||
4 - Direct observation of procedural skills (DOPs) - 30% |
Textbooks
Learning Cognitive-Behavior Therapy
Edition: 2nd (2017)
Authors: Wright, J.H., Brown, G.K., Thase, M.E., & Basco, M. R.
American Psychiatric Association Publishing
Arlington Arlington , Virginia , United States of America
ISBN: 1615370188
Binding: Paperback
Additional Textbook Information
Copies are available for purchase at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
No referencing style set.
l.lorien@cqu.edu.au
Module/Topic
The core principles, concept and methods of CBT
The empirical evidence for CBT
How competence is defined in CBT
Chapter
Wright, Brown, Thase and Basco (2017). Chapters 1 and 11.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Class: Friday (13 March 2020) 9:00 am - 12:00 noon AEST
Module/Topic
The role of the therapist in CBT
How to build a collaborative client-therapist relationship
How to be culturally responsive in CBT
Chapter
Wright, Brown, Thase and Basco (2017). Chapter 2.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Class: Friday (20 March 2020) 9:00 am - 12:00 noon AEST
Module/Topic
Case formulation and treatment planning
Cross unit practice example
Chapter
Wright, Brown, Thase and Basco (2017). Chapters 3 and 4.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Class: Friday (27 March 2020) 9:00 am - 12:00 noon AEST
Assessment 1: Information for case formulation provided in-class.
Module/Topic
CBT skills: Working with cognitions
Chapter
Wright, Brown, Thase and Basco (2017). Chapters 5.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Class: Friday (3 April 2020) 9:00 am - 12:00 noon AEST
Assessment 1: Additional Information for case formulation provided in-class.
Module/Topic
CBT skills: Behavioural methods (anxiety)
Chapter
Wright, Brown, Thase and Basco (2017). Chapter 7.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Class: Thursday (9 April 2020) 01:00 pm - 04:00 pm AEST
Module/Topic
No Classes this week
Chapter
Events and Submissions/Topic
Module/Topic
CBT skills: Behavioural methods (depression)
Chapter
Wright, Brown, Thase and Basco (2017). Chapters 6
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Class: Friday (24 April 2020) 9:00 am - 12:00 noon AEST
Assessment 2: Referral information and intake notes for your simulated client and the 3 CBT strategies you will be required to demonstrate will be provided in-class.
CBT Intervention Plan - Child Due: Week 6 Friday (24 Apr 2020) 9:00 am AEST
Module/Topic
No class this week (2 classes in Week 12).
Chapter
Events and Submissions/Topic
Module/Topic
Putting it all together (CBT session from start to finish)
Chapter
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Class: Friday (8 May 2020) 9:00 am - 12:00 noon AEST
Assessment 4: Case study for adult client provided in-class.
CBT Skills Demonstration - Child Due: Week 8 Friday (8 May 2020) 9:00 am AEST
Module/Topic
CBT skills: Working with core beliefs
Chapter
Wright, Brown, Thase and Basco (2017). Chapter 8.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Class: Friday (15 May 2020) 9:00 am - 12:00 noon AEST
Assessment 4: Additional information for case study for adult client provided in-class.
Module/Topic
Adjusting therapeutic Interventions 1
Chapter
Wright, Brown, Thase and Basco (2017). Chapter 9.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Class: Friday (22 May 2020) 9:00 am - 12:00 noon AEST
CBT Skills Demonstration - Adult Due: Week 10 Friday (22 May 2020) 9:00 am AEST
Module/Topic
Adjusting therapeutic Interventions 2
Chapter
Wright, Brown, Thase and Basco (2017). Chapter 10.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Class: Friday (29 May 2020) 9:00 am - 12:00 noon AEST
Module/Topic
In-class presentations
Chapter
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Classes: Thursday (4 June 2020) 01:00 pm - 04:00 pm AEST and
Friday (5 June 2020) 9:00 am - 12:00 noon AEST
CBT Intervention Plan Adjustments - Adult Due: Week 12 Thursday (4 June 2020) 9:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
You will write a 12-week CBT intervention plan, showing clear and specific goals, specific intervention strategies that will be used for achieving these goals and a plan for managing risk factors. The intervention plan will be clearly linked to the diagnosis and case formulation (you have developed in class in Week 3) and discuss relevant evidence-based theories. You will describe how to adjust the CBT intervention plan based on an evolving case formulation, using processes that are culturally responsive (based on additional case information provided in-class in Week 4). The CBT intervention plan will be realistic for a provisional psychologist, the complexity of the presenting issues and the number of sessions available for treatment. You will describe methods to evaluate the effectiveness of the intervention, and include a discussion of the strengths and weaknesses. Your reference list will be provided in American Psychological Association (APA) format, including references to psychological tests and instruments, intervention manual/s, and published outcome trials/s support your approach. Word limit: 3000 words (excluding references).
Week 6 Friday (24 Apr 2020) 9:00 am AEST
Submit your CBT intervention plan and case formulation in Moodle. The case formulation will not be graded but is required to ascertain that the intervention plan in clearly linked the case formulation.
Week 8 Friday (8 May 2020)
Feedback and marks provided via Moodle
1. CBT Intervention Plan
a. The proposed CBT intervention plan shows clear and specific goals (5/100 marks), specific intervention strategies that will be used for achieving these goals (30/100 marks) and a plan for managing risk factors (5/100 marks).
b. The CBT Intervention plan is clearly linked to the diagnosis and case formulation and relevant evidence-based theories are discussed (10/100 marks).
2. Adjustment to Intervention Plan
a. Adjustments to the CBT intervention plan are based on an evolving case formulation, using processes that are culturally responsive (20/100 marks).
b. The CBT intervention plan is realistic for a provisional psychologist, the complexity of the presenting issues and the number of sessions available for treatment (10/100 marks).
3. Evaluation of Effectiveness
a. Describes methods to evaluate the effectiveness of the intervention (10/100 marks).
b. Includes a discussion of the strengths and weaknesses of the CBT intervention plan (5/100 marks).
4. References
a. References provided are in American Psychological Association (APA) format, including references to psychological tests and instruments, intervention manuals, and published outcome trial supporting approach (5/100 marks).
- Explain and demonstrate appropriate selection and implementation of evidence-based Cognitive Behavioural Therapy interventions on the basis of case formulation
- Adjust therapeutic interventions, based on an evolving Cognitive Behavioural Therapy case formulation, using processes that are responsive to cultural context
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
2 Direct observation of procedural skills (DOPs)
You will submit 3 x 10-minute videos of you demonstrating key Cognitive Behavioural Therapy (CBT) skills with a simulated child client, role played by another student in the unit. In the videos you will demonstrate: 1) the application three specific CBT strategies, adapted to be developmentally and culturally appropriate for your client, 2) collaborative empiricism (i.e. collaboratively working with the client, using relevant evidence to inform treatment) and 3) professional communication with your client. You will be provided with referral information and intake notes for your simulated client and advised of the three CBT strategies that you will be required to demonstrate for this assessment (in-class in Week 6).
Week 8 Friday (8 May 2020) 9:00 am AEST
Submit prior to class via Moodle
Week 9 Friday (15 May 2020)
Feedback and marks provided via Moodle
1. Effectively uses three CBT strategies (as advised in-class in Week 6) to work with a simulated child client in ways that are developmentally and culturally appropriate (20/100 marks/strategy x 3 strategies). A more detailed marking rubric for each strategy will be available in Moodle.
2. In each of the three role plays of CBT strategies, the student demonstrates:
a) The use of collaborative empiricism (i.e. collaboratively working with the client, using relevant evidence to inform treatment) (20/100 marks).
b) Professional communication, including the expression of appropriate empathy, accurate understanding, clear professional boundaries, and eliciting and providing feedback (20/100 marks).
- Apply evidence-based Cognitive Behavioural Therapy interventions across the lifespan.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
3 Direct observation of procedural skills (DOPs)
You will submit a 40-minute video of you demonstrating Cognitive Behavioural Therapy (CBT) skills for a simulated adult client. The skills will include demonstration of a complete session including check-in, agenda setting, the bridge, development of a thought record, summaries, feedback and check-out. The case study for your adult client will be provided in-class (in Week 8). The simulated adult client is to be role played by another student in the unit.
Week 10 Friday (22 May 2020) 9:00 am AEST
Submit prior to class via Moodle
Week 12 Friday (5 June 2020)
Feedback and marks provided via Moodle
You will demonstrate the following CBT competencies working with the adult:
1. Appropriate use of check in, agenda setting and the bridge between sessions (20/100 marks)
2. Effective use of developmentally appropriate strategies to develop a thought record with the adult (20/100 marks)
3. Appropriate use of the summaries, setting between session activities, feedback and check-out (20/100 marks)
4. Maintenance of a collaborative, empirical alliance with the adult (20/100 marks)
5. Explicit demonstration of the expression of appropriate empathy, accurate understanding, clear professional boundaries, and eliciting and providing feedback (20/100 marks).
- Apply evidence-based Cognitive Behavioural Therapy interventions across the lifespan.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
4 Presentation
You will present an intervention plan for a Cognitive Behavioural Therapy (CBT) case formulation for an adult (you have developed in-class in Week 9). The presentation will focus on adjustments to your initial treatment plan for depression (based on additional information provided in-class in Week 10). The intervention plan will have clear and specific goals, intervention strategies and a plan for the management of risk factors. You will describe the methods to evaluate treatment effectiveness and review the strengths and weaknesses of your plan. You will cite relevant evidence-based literature to support your approach. The presentation will be 20 minutes in duration, during class in Week 12.
Week 12 Thursday (4 June 2020) 9:00 am AEST
Presentation in-class (Thursday or Friday). Your treatment plan, evaluation and references are to be uploaded to Moodle by the due date/time.
Review/Exam Week Friday (12 June 2020)
Feedback and marks provided via Moodle
1. CBT Intervention Plan
a. The proposed CBT intervention plan shows clear and specific goals, specific intervention strategies that will be used for achieving these goals and plans for managing risk factors (20/100 marks).
b. The CBT Intervention plan is clearly linked with the diagnosis and case formulation and relevant evidence-based theories are discussed (10/100 marks).
2. Adjustment to Intervention Plan
a. Describes how to adjust the CBT intervention plan based on an evolving case formulation, using processes that are culturally responsive (40/100 marks).
3. Evaluation of Effectiveness
a. Describes methods to evaluate the effectiveness of the intervention (10/100 marks).
b. Includes a discussion of the strengths and weaknesses of the CBT intervention plan (5/100 marks).
4. References
a. References provided in American Psychological Association (APA) format, including references to psychological tests and instruments, intervention manuals, and published outcome trial supporting approach (5/100 marks).
- Explain and demonstrate appropriate selection and implementation of evidence-based Cognitive Behavioural Therapy interventions on the basis of case formulation
- Adjust therapeutic interventions, based on an evolving Cognitive Behavioural Therapy case formulation, using processes that are responsive to cultural context
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- 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.