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 - 2022
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 Moodle
There was a clear link between what we learned in class and the work we were doing on placement with clients.
Continue to tailor learning to support the practical application of therapy skills to working with real clients.
Feedback from Moodle
Liked the structure of the class, using the structure of a CBT session.
Continue to structure the class, following the structure of a CBT session (from check-in to agenda-setting and feedback/check-out).
Feedback from Moodle
Instructions on how to convert videos to upload to Moodle would be helpful.
Provide advice on how to convert large video recordings to upload to Moodle.
- 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 - First Nations Knowledges | |||
| 9 - 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 | 9 | |
| 1 - Written Assessment - 25% | |||||||||
| 2 - Presentation - 15% | |||||||||
| 3 - Direct observation of procedural skills (DOPs) - 30% | |||||||||
| 4 - Direct observation of procedural skills (DOPs) - 30% | |||||||||
Textbooks
An introduction to cognitive behaviour therapy: Skills and applications
- (2017)
- Authors: Kennerley, H., Kirk, J. & Westbrook, D.
- Sage Publications
- London London , UK
- ISBN: 9781473962583
- Binding: Paperback
Additional Textbook Information
Both the paper and eBook text can be purchased at the CQUni Bookshop. Click on the Check for eBook link to be directed to Vitalsource. Search on the unit code here:http://bookshop.cqu.edu.au
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.
l.lorien@cqu.edu.au
Week 1
Begin Date: 07 Mar 2022Module/Topic
Unit Overview
Basic Theory, Development and Current Status of CBT
Distinctive Characteristics of CBT
Chapter
Kennerly, Kirk & Westbrook (2017)
Chapters 1 and 2 reading and videos.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Week 2
Begin Date: 14 Mar 2022Module/Topic
The Therapeutic Relationship
Culturally Responsive CBT
Chapter
Kennerly, Kirk & Westbrook (2017)
Chapter 3 reading and videos.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Week 3
Begin Date: 21 Mar 2022Module/Topic
Assessment and Formulation
Measurement in CBT
Chapter
Kennerly, Kirk & Westbrook (2017)
Chapters 4 and 5 reading and videos.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Assessment 1: Information for case formulation provided in class.
Week 4
Begin Date: 28 Mar 2022Module/Topic
Helping Clients become their own Therapists
Socratic Methods
Chapter
Kennerly, Kirk & Westbrook (2017) Chapter 6 and 7 reading and videos.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Assessment 1: Additional Information for case formulation posted to Moodle.
Week 5
Begin Date: 04 Apr 2022Module/Topic
Cognitive Techniques
Behavioural Experiments
Physical Techniques
Chapter
Kennerly, Kirk & Westbrook (2017) Chapters 8 and 9 reading and videos.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Vacation Week
Begin Date: 11 Apr 2022Module/Topic
No Classes this week
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 18 Apr 2022Module/Topic
Interventions 1
Chapter
Kennerly, Kirk & Westbrook (2017) Chapters 13 and 14 reading and videos.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
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 (22 Apr 2022) 1:00 pm AEST
Week 7
Begin Date: 25 Apr 2022Module/Topic
Interventions 2
Chapter
Kennerly, Kirk & Westbrook (2017) Chapter 12 reading and videos.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Week 8
Begin Date: 02 May 2022Module/Topic
The Course of Therapy
CBT Session from start to finish
Case Study: Formulation
Chapter
Kennerly, Kirk & Westbrook (2017) Chapter 11 reading and videos.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Week 9
Begin Date: 09 May 2022Module/Topic
Case Study: Intervention Plan
Wider Applications of CBT
Chapter
Kennerly, Kirk & Westbrook (2017) Chapter 15 reading and video.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Assessment 4: A case study for adult client provided in-class.
Week 10
Begin Date: 16 May 2022Module/Topic
Adjusting Therapeutic Interventions 1
Alternative Methods of Delivery
Developments in CBT
Chapter
Kennerly, Kirk & Westbrook (2017) Chapters 16 and 17 reading and videos.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Assessment 4: Additional information for a case study for adult client provided in-class.
CBT Skills Demonstration - Adult Due: Week 10 Friday (20 May 2022) 1:00 pm AEST
Week 11
Begin Date: 23 May 2022Module/Topic
Adjusting Therapeutic Interventions 2
Evaluating CBT Practice
Chapter
Kennerly, Kirk & Westbrook (2017) Chapter 18 reading and videos.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Week 12
Begin Date: 30 May 2022Module/Topic
Using Supervision in CBT
Unit Review
Chapter
Kennerly, Kirk & Westbrook (2017) Chapter 19 reading and video.
See Moodle for learning activities to be completed prior to class.
Events and Submissions/Topic
Review/Exam Week
Begin Date: 06 Jun 2022Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 13 Jun 2022Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
You will write an 8-week CBT intervention plan, showing clear goals, specific intervention strategies to achieve these goals and a plan for managing risk factors. The intervention plan will be clearly linked to the case formulation (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 culturally responsive processes (based on additional case information posted to Moodle in Week 4). You will describe how to evaluate the effectiveness of the intervention. Your reference list will be provided in the American Psychological Association (APA) format. Word limit: 2500 words (excluding references).
Week 6 Friday (22 Apr 2022) 1:00 pm 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 is clearly linked to the case formulation.
Week 8 Friday (6 May 2022)
Feedback and marks provided via Moodle
You will write an 8-week, CBT intervention plan, including the following:
- Clear and specific goals, with a rationale explaining how they are linked to the case formulation (15/100 marks)
- Description of the intervention plan (including the structure of sessions, interventions strategies, the order of interventions and expected length of treatment), with reference to the relevant evidence-based literature (60/100 marks)
- Description of the adjustments you would make to the intervention, based on the evolving case information, with an evidence-based rationale for the changes (20/100 marks).
- Description of how you would evaluate the effectiveness of the intervention, using person-centred and evidence-based measures of change (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 in class (in Week 6).
Week 8 Friday (6 May 2022) 1:00 pm AEST
Submit via Moodle
Week 10 Friday (20 May 2022)
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 3 x 10-minute videos of you demonstrating key Cognitive Behavioural Therapy (CBT) skills with a simulated adult client, role-played by another student in the unit. In the videos you will demonstrate: 1) check-in, agenda-setting and the bridge, 2) development of a thought record and 3) summary, setting between-session activities, feedback and check-out. The case study for your adult client will be provided in-class (in Week 8).
Week 10 Friday (20 May 2022) 1:00 pm AEST
Submit to Moodle
Week 12 Friday (3 June 2022)
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 strategies to develop a thought record with the adult (20/100 marks)
3. Appropriate use of the summary, setting between-session activities, feedback and check-out (20/100 marks)
4. Maintenance of a collaborative, empirical alliance with the adult across all three videos (20/100 marks)
5. Explicit demonstration 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 (based on additional information provided in class in Week 10). The intervention plan will have clear and specific goals, intervention strategies from evidence-based literature, and a plan for the management of risk factors. You will also describe how to evaluate the effectiveness of your plan. The presentation will comprise a 15-minute video recording and reference list in APA style.
Week 12 Friday (3 June 2022) 1:00 pm AEST
Your video and references to be uploaded to Moodle
Review/Exam Week Friday (10 June 2022)
Feedback and marks provided via Moodle
You will present an intervention plan for an adult focusing on the following:
- Clear and specific goals, with a rationale explaining how they are linked to the case formulation (20/100 marks)
- Description of the intervention plan (including the structure of sessions, interventions strategies, the order of interventions and expected length of treatment), with reference to the relevant evidence-based literature and including a written reference list (60/100 marks)
- Description of how you would evaluate the effectiveness of the intervention, using person-centred and evidence-based measures of change (10/100 marks).
- Inclusion of an appropriate plan to manage risk factors (10/100 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.
What can you do to act with integrity?
