Overview
Research and Clinical Practice 1 is the first in a series of clinical practice units. This unit is designed to provide you with advanced practice skills required for the professional competencies in clinical psychology specified by the Australian Psychology Accreditation Council (APAC) and to prepare you for the Registrar Program to gain an Area of Practice Endorsement in clinical psychology with the Psychology Board of Australia. In this unit, you will also develop a research plan for a project to be conducted in Term 2 in the unit PSYC20061 Research Evaluation for Psychology Practice. By the completion of Research and Clinical Practice 1, it is expected that you will achieve competencies including the application of knowledge to practice; awareness of ethical decision making; competency in cognitive-learning assessments and evidence-based interventions with a narrow range of clients at low severity levels; respectful and timely communication; capacity to critically self-reflect on your practice; and capacity to develop a research proposal.
Details
Pre-requisites or Co-requisites
Co-requisites: PSYC20058 and PSYC21001
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 - 2023
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 pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
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 comments.
There is a lot of content to cover in this unit.
Review content of this unit with a view to structuring the delivery of content on clinical placement days as well as in the weekly scheduled class time.
Feedback from Student feedback comments.
Staff were generally very supportive of the learning experiences, and support from staff/supervisors/lecturers was generally of a very high standard. They really worked hard to create a safe learning environment and I believe overall, they did so successfully.
Continue to provide supervision and support to students.
Feedback from Student feedback comments
The feedback provided from supervisors about sessions they were monitoring was generally very specific, constructive, useful and professional.
Continue to do direct observation of students' clinical work and to provide immediate feedback based on these observations.
- Perform psychology assessments, interventions and associated activities to demonstrate competencies required for clinical practice.
- Evaluate and apply relevant legislation and ethical principles related to psychological practice, including those endorsed by the Psychology Board of Australia.
- Communicate effectively and professionally with clients, specialist and non-specialist audiences.
- Reflect critically on knowledge, skills and ability to provide psychological services.
- Critically evaluate the contemporary scientific literature to develop an appropriate plan for evidence-based practice including research.
This unit forms part of the Master of Clinical Psychology course which is accredited by the Australian Psychological Accreditation Council. This unit addresses the following competencies:
3.1 Demonstrate successful (prior or concurrent) achievement of pre-professional competencies.
3.10 Demonstrate respect for the skills and contributions of other professionals.
3.11 Work effectively with a range of professional and support staff in the workplace and communicate and collaborate effectively, within the bounds of ethical and legal requirements.
3.12 Operate within the boundaries of their professional competence, consult with peers or other relevant sources where appropriate, and refer on to relevant other practitioners where appropriate.
3.13 Rigorously apply professional practice policies and procedures, including as they relate to referral management and record-keeping, across a range of workplace settings and with recognition of different organisational cultures and practices.
3.14 Engage in self-reflective professional practice, taking account of the impact of their own values and beliefs, and taking appropriate actions as a result.
3.15 Evaluate the effectiveness of their professional practice, identifying areas for improvement and implementing changes where needed.
3.16 Critically evaluate contemporary scientific literature to inform practice.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Professional Practice Placement - 0% | |||||
2 - Direct observation of procedural skills (DOPs) - 0% | |||||
3 - Online Test - 0% | |||||
4 - Reflective Practice Assignment - 0% | |||||
5 - Presentation - 0% | |||||
6 - Case Study - 0% | |||||
7 - Research Assignment - 0% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
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 |
Textbooks
APS Code of Ethics
(2013)
Authors: Australian Psychological Society
APS
Melbourne Melbourne , Victoria , Australia
Binding: Other
Clinical Interviewing
6th edition (June 29, 2015) (2015)
Authors: Sommers-Flanagan and Sommers-Flanagan
Wiley
New Jersey New Jersey , USA
ISBN: 1119084237
Binding: Paperback
Diagnostic and Statistical Manual of Mental Disorders 5th edition - Text Revision. (DSM-5-TR).
Edition: 5-TR (2022)
Authors: APA
APA
ISBN: 9788123923796 / 8123923791.
Binding: Other
Getting the Most Out of Clinical Training and Supervision
Edition 1 (2011)
Authors: Carol A. Falender, Edward Shafranske
American Psychological Association
United States
ISBN: 1433810492
Binding: Paperback
Additional Textbook Information
The DSM-5-TR may be hardcover, paperback, or online format.
The APS Code of Ethics is available in paperback or online at the APS website.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Cliniko Practice Management Software (Access provided when placement commences)
- CQUniversity Affiliate Staff Email (requested by Wellness Centre Director for use on placement)
- Wellness Centre Drive (access provided when placement commences)
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
Module/Topic
Psychology Wellness Centre Orientation
Chapter
Events and Submissions/Topic
Friday 9.00 am to 4.00 pm AEST, Rockhampton North Campus, Building 31/G.09
Module/Topic
Intensive Schedule:
Monday
- Lecture 1: Unit requirements
- Lecture 2: Introduction to Domains of Functioning
Tuesday
- Lecture 3: Micro-counselling skills: Introduction
- Lecture 4: Ethics
Wednesday
- Lecture 5: Risk Assessment and Management
- Lecture 6: Record Keeping
Chapter
- Clinic Team 1 Unit Profile
- Placement Manual
- Wellness Centre Manual
- Sommers-Flanagan (6th Ed): relevant chapters
- APS Ethical Guidelines: Ethical guidelines for working with clients when there is a risk of serious harm to others; Ethical guidelines relating to clients at risk of suicide
- APS Code of Ethics and Ethical Guidelines on reporting abuse and neglect, and criminal activity
- Please refer to Moodle for any additional readings
Events and Submissions/Topic
Intensive teaching week 1: Monday to Wednesday, 9 am - 4 pm AEST
- Lecture 1: Dr Leonie Lorien
- Lecture 2: Mr Steve Braun
- Lecture 3: A/Prof Claire Thompson
- Lecture 4: Mr Tom De Pauw
- Lecture 5: Mr Tom De Pauw
- Lecture 6: Ms Melissa Attwood
Sign up for an IPE group on Moodle (Weeks 7 and 9)
Module/Topic
Intensive Schedule:
Monday
- Lecture 1: Micro-counselling skills: Practice
-
Lecture 2: Non-verbal Interviewing Skills
Tuesday
- Lecture 3: Placement Requirements
- Self-Paced Study: Assessment Familiarisation
Wednesday
- Lecture 4: Micro-Counselling Video Presentations (Full Day)
Chapter
- Sommers-Flanagan (6th Ed): relevant chapters
- Wellness Centre Manual
- Moodle for any additional readings
Events and Submissions/Topic
Intensive teaching week 2: Monday to Wednesday, 9 am - 4 pm AEST
- Lecture 1: A/Prof Claire Thompson
- Lecture 2: Mr Steve Braun
- Lecture 3: Dr Leonie Lorien
- Lecture 4: A/Prof Claire Thompson
Micro-counselling skills assessment:
- Upload presentation to Moodle by 4.30 pm AEST on Tuesday
- In-class presentations on Wednesday
Ethics Test due Thursday at 6:00 pm AEST
Micro-counselling Skills Assessment Due: Week 2 Wednesday (15 Mar 2023) 4:30 pm AEST
Ethics Test Due: Week 2 Thursday (16 Mar 2023) 6:00 pm AEST
Module/Topic
No classes this week for Research and Clinical Practice 1. Students enrolled in Assessment 1 and Intervention 1 will be attending a residential school on the Rockhampton North campus. All students in Research and Clinical Practice 1 need to demonstrate competency in WISC-V administration and scoring this week.
Chapter
- WISC-V test manuals
Events and Submissions/Topic
WISC-V Administration and Scoring Competency due Tuesday at 4.30 pm AEST
Module/Topic
Intensive Schedule:
Monday
- Meet with Supervisors
- Self-Paced Study: Prep for first clients
Tuesday
- Lecture 1: Admin Processes: Referral to Discharge (Full Day)
Wednesday
- Lecture 2: Telehealth
- WIAT-4 Admin/Scoring Competencies
Thursday Lecture: Working with Diversity
Chapter
- Psychology Wellness Centre Manual
- WIAT-4 test manuals
Readings for Lecture:
Refer to APS Ethical Guidelines:
- Ethical guidelines for Aboriginal and Torres Strait Islander Peoples
- Ethical guidelines for psychological practice with lesbian, gay, and bisexual clients
- Ethical guidelines for working with sex and/or gender-diverse clients
- Ethical guidelines for psychological practice with clients with an intellectual disability
- Ethical guidelines for psychological services involving multiple clients
- Ethical guidelines for psychological practice in forensic contexts
- Psychology Board of Australia policy for the management of notifications about single court-appointed expert psychologists in family law court proceedings
- Please refer to Moodle for any additional readings this week
Events and Submissions/Topic
Intensive teaching week 4: Monday to Wednesday, 9 am - 4 pm AEST
- Lecture 1: Dr Leonie Lorien
- Lecture 2: A/Prof Claire Thompson
Lecture Thursday 9 am - 12 noon AEST: Dr Helen Mason
WIAT-4 Administration and Scoring Competency due Wednesday at 4.30 pm AEST
Module/Topic
Wellness Centre Placement
Group Supervision
Lecture: Professional Communication
Chapter
- If you haven't already read them, this would be a good time to read Sommers-Flanagan Chapters 1, 2, 7, and 12 and any other chapters that you haven't read
Events and Submissions/Topic
Wellness Centre Placement - Monday to Wednesday, 8.30 am to 5.00 pm AEST
Group Supervision Wednesday 1.30 - 3 pm AEST
Lecture Thursday 9 - 10.30 am
Module/Topic
There are no scheduled activities for this week
Chapter
None
Events and Submissions/Topic
It is not compulsory to be on campus this week
Students may continue to work in the Wellness Centre on client-related activities
Students may NOT book clients this week
Module/Topic
Wellness Centre Placement
Group Supervision
Lecture: Evidence-based practice
Chapter
- Please refer to Moodle for any additional readings this week
Events and Submissions/Topic
Wellness Centre placement Monday to Wednesday, 8.30 am to 5.00 pm AEST
Group Supervision Wednesday 1.30 - 3 pm AEST
Lecture Thursday 9 - 10.30 am AEST: A/Prof Karena Burke / Mr Tom De Pauw
Module/Topic
Wellness Centre Placement
Interprofessional Education (IPE)
Group Supervision
Lecture: Quality in Research
Chapter
- Please refer to Moodle for any additional readings this week
Events and Submissions/Topic
Wellness Centre placement Monday to Wednesday, 8.30 am to 5.00 pm AEST
IPE Group discussion times (sign up in Week 1)
Group Supervision Wednesday 1.30 - 3 pm AEST
Lecture Thursday 9 - 10.30 am AEST: A/Prof Karena Burke / Mr Tom De Pauw
Module/Topic
Wellness Centre Placement
Mid-Placement Reviews (Weeks 8 and 9)
Group supervision
Lecture: Searching the literature
Chapter
- Please refer to Moodle for any additional readings this week
Events and Submissions/Topic
Wellness Centre placement Monday to Wednesday, 8.30 am to 5.00 pm AEST
Mid-Placement Reviews (Times booked in Cliniko)
Group Supervision Wednesday 1.30 - 3 pm AEST
Lecture Thursday 9 - 10.30 am AEST: A/Prof Karena Burke / Mr Tom De Pauw
Module/Topic
Wellness Centre Placement
Mid-Placement Reviews (Weeks 8 and 9)
Interprofessional Education (IPE)
Group supervision
Lecture: Developing a research question
Chapter
- Please refer to Moodle for any additional readings this week
Events and Submissions/Topic
Wellness Centre placement Monday to Wednesday, 8.30 am to 5.00 pm AEST
Mid-Placement Reviews (Times booked in Cliniko)
IPE Group discussion times (sign up in Week 1)
Group Supervision Wednesday 1.30 - 3 pm AEST
Lecture Thursday 9 - 10.30 am AEST: A/Prof Karena Burke / Mr Tom De Pauw
Module/Topic
Wellness Centre Placement
Group supervision
Lecture: Practice-based evidence
Chapter
- Please refer to Moodle for any additional readings this week
Events and Submissions/Topic
Clinic placement Monday to Wednesday, 8.30 am to 5.00 pm AEST
Group Supervision Wednesday 1.30 - 3 pm AEST
Lecture Thursday 9 - 10.30 am AEST: Lecturer: Dr Helen Mason
Inter Professional Education Due: Week 10 Friday (19 May 2023) 11:59 pm AEST
Module/Topic
Wellness Centre Placement
Group supervision
Lecture: Finding the fit
Chapter
- Please refer to Moodle for any additional readings this week
Events and Submissions/Topic
Wellness Centre placement Monday to Wednesday, 8.30 am to 5.00 pm AEST
Group Supervision Wednesday 1.30 - 3 pm AEST
Lecture Thursday 9 - 10.30 am AEST: Dr Leonie Lorien
Module/Topic
Wellness Centre Placement
End-Placement Reviews (Week 12 and Review/Exam Week)
Group supervision
Lecture: Measuring effectiveness
Chapter
- Please refer to Moodle for any additional readings this week
Events and Submissions/Topic
- Clinic placement Monday to Wednesday, 8.30 am to 5.00 pm AEST
- End-Placement Reviews (Times booked in Cliniko)
- Group Supervision Wednesday 1.30 - 3 pm AEST
- Lecture Thursday 9 - 10.30 am AEST: Dr Helen Mason
Case Presentation Due: Week 12 Wednesday (31 May 2023) 5:00 pm AEST
Module/Topic
Students may continue work in the Wellness Centre if required
End-Placement Reviews (Week 12 and Review/Exam Week)
Chapter
Events and Submissions/Topic
End-Placement Reviews (Times booked in Cliniko)
Research proposal Due:Review/Exam Week Friday (9 June 2023) 5:00 pm AEST
Reflective Practice Journal Due: Review/Exam Week Wednesday (7 June 2023) 5:00 am AEST
Case Report Due: Review/Exam Week Wednesday (7 June 2023) 5:00 pm AEST
Professional Practice Placement Due: Review/Exam Week Wednesday (7 June 2023) 5:00 pm AEST
Research Proposal Due: Review/Exam Week Friday (9 June 2023) 5:00 pm AEST
Module/Topic
There are no scheduled activities for this week
Chapter
Events and Submissions/Topic
It is not compulsory to be on campus this week
Students may continue to work in the Wellness Centre on client-related activities
Students may NOT book clients this week (except with the approval of a supervisor who will be on-site and available to provide supervision for the appointment)
This is a non-graded (Pass/Fail) unit and therefore, in accordance with CQUniversity's Assessment Policy and Procedure (Higher Education Coursework), all assessment tasks must be passed in order to pass this unit. The minimum pass rate for each assessment task is 70% for this unit. Students who have made a reasonable attempt to complete an assessment task initially will have one opportunity to re-attempt a failed assessment task. The mark achieved for the re-attempted assessment task will be recorded as the final mark.
1 Direct observation of procedural skills (DOPs)
This task is a 20-25 minute presentation of a 10-minute recording of you conducting a counselling session with a classmate role-playing your client. In the recording, you should demonstrate the appropriate use of a range of micro counselling skills. You also need to present a critique of your video. Both files (the counselling video and the critique) are uploaded to Moodle before your presentation. You will have 20 minutes for your presentation which includes your 10-minute video and 10 minutes for your evaluation and Question and Answer.
If your video is too big to submit via Moodle, you may save it on your Wellness Centre drive and add a link to your critique document. You also need to have a copy on a memory stick for playing in class on Wednesday, Week 2. These should be loaded onto the teaching room computer before class begins.
Week 2 Wednesday (15 Mar 2023) 4:30 pm AEST
Upload both files to Moodle by Tuesday 14th March and present them in class on Wednesday 15th March 2023.
Week 4 Wednesday (29 Mar 2023)
Students will be advised after class of the outcome in Week 2. Grades will be available on Moodle within 2 weeks.
To pass this assessment, the student must demonstrate the following:
- The role play demonstrates appropriate micro-counseling skills to work with a therapy client.
- The presentation demonstrates:
- Accurate identification of the student's strengths in the role play
- Insight into what did not go well in the role play
- What the student could do to improve the role play or develop their micro-counseling skills
- Quality presentation skills, including timekeeping and audience engagement in the presentation.
The student is not expected to conduct a perfect session but is expected to demonstrate competence using micro-counselling skills, and the ability to accurately critique their own performance.
- Perform psychology assessments, interventions and associated activities to demonstrate competencies required for clinical practice.
- Reflect critically on knowledge, skills and ability to provide psychological services.
2 Online Test
Students will read a case study and identify any personal needs, sources of information, and responsibility, the ethical dilemma, action and alternatives, negatives and positives of each action, choice of action, and why this was chosen above other alternatives.
Students who do not pass this test will be offered an opportunity to resit but will not be permitted to commence client-related work until the test has been passed.
Week 2 Thursday (16 Mar 2023) 6:00 pm AEST
This test will be available online for 24 hours
Week 4 Monday (27 Mar 2023)
Marks available in Moodle
Your critique will be assessed according to the following criteria:
- Identification of any personal needs, sources of information, and responsibility
- Clear description and identification of ethical dilemma
- Clear discussion of factors involved in the ethical dilemma
- Identification and evaluation of action and alternatives
- The negatives and positives of each action described
- Description of your choice of action
- Explanation of why you chose this action above the others
- Evaluate and apply relevant legislation and ethical principles related to psychological practice, including those endorsed by the Psychology Board of Australia.
3 Reflective Practice Assignment
In the reflective journal, you explore your own developing professional identity as a psychologist and the relationship between your experiences on placement and your changing sense of professional self. It is expected that you would write 300-400 words per week across the term. A new journal entry is to be submitted in Moodle each week for feedback.
Review/Exam Week Wednesday (7 June 2023) 5:00 am AEST
Weekly, from week 6 to Review/Exam week, on Monday at 9 am via Moodle.
Exam Week Friday (16 June 2023)
Grades will be available on Moodle.
You must pass each of the 8 journal submissions to pass the Reflective Practice Assignment (Pass/Fail). Each journal submission must demonstrate self-reflection on your practice as a psychologist, including your reflections on what you are learning about your own practice through the placement experience, your emerging strengths, and areas for development. Journal submissions should include some self-reflection on both the tasks and process of working with clients and other stakeholders. If any journal submission is lacking in self-reflection on your practice, you may be required to resubmit to demonstrate self-reflection before the journal submission is passed.
- Reflect critically on knowledge, skills and ability to provide psychological services.
4 Presentation
This is a case presentation done in class during Group Supervision time. You will have a total of 20 minutes for your presentation, which should be around 10 minutes of you presenting your case study, followed by 10 minutes of questions and discussion time. The case can be any client you have seen in the Psychology Wellness Centre. The presentation should include relevant referral information, details of presenting concerns, your domains of functioning assessment, completing a formulation with the group and discussing differential diagnosis (where relevant), presenting your initial formulation (written prior to the group formulation activity), and your plan for assessment or intervention.
Week 12 Wednesday (31 May 2023) 5:00 pm AEST
Presentations will be in weeks 6 to 12.
Review/Exam Week Friday (9 June 2023)
Grades will be available on Moodle.
The Case Presentation (Pass/Fail). In order to achieve a grade of Pass, the presentation needs to include:
- Relevant referral information (including client initials or pseudonym, gender, age, referral source, and the reason for referral)
- Completed Domains of Functioning Assessment (with sufficient information to complete a case formulation)
- Case formulation (completed with the group) / differential diagnosis (where relevant)
- Summary of Assessment or intervention to date
- Communicate effectively and professionally with clients, specialist and non-specialist audiences.
5 Case Study
The case report is a de-identified client report completed on the placement. The report must be accompanied by the cover page template and follow the described format. The placement supervisor needs to sign off on the report (as it belongs to the placement site and all identifying details need to remain confidential to the placement site). The placement supervisor takes responsibility for the report within the agency. However, as the report is required for the assessment of competencies, the student will need to submit a de-identified copy of the report to Moodle. For the purpose of this assessment, the placement supervisor must sign the coversheet to indicate that the report is appropriately de-identified to be submitted for the assessment.
The case report is a pass/fail assessment of 2000 words. To pass this assessment, students must achieve an overall mark of 70 out of 100. The report will include a Comprehensive Needs Assessment, Opinions, Intervention Plan/Recommendations, Evaluation, and Reflection sections, and be presented using appropriate Formatting and Referencing as described in the Assessment Criteria.
Review/Exam Week Wednesday (7 June 2023) 5:00 pm AEST
Exam Week Wednesday (14 June 2023)
Grades will be available on Moodle.
Case Report (Pass/Fail). To pass this assessment, the student must have a mark of 70 or higher out of 100.
1. Comprehensive Needs Assessment (30 marks)
- A clear reason for referral is provided
- Domains of Focus are described, based on Domains of Functioning
- Relevant assessments are selected (including a brief rationale) and clearly described
- Assessments results reported appropriately under the relevant Domain of Focus
- Risk Assessment and management of risk factors are clearly documented
- Relevant behavioural observations including current mental state are described
- The summary of strengths and limitations reflects the findings of the Comprehensive Needs Assessment
2. Opinions (25 marks)
- A brief formulation based on 5P’s
- Formal diagnosis is clearly described using standard diagnostic/classification systems
- Diagnosis is logically discussed, well-justified, and integrated with the formulation
- Discussion about whether symptoms meet all diagnostic criteria using examples from the client's presentation
- Differential diagnoses are clearly described and include reasons for inclusion or exclusion
3. Intervention Plan / Recommendations (25 marks)
- A brief outline of the intervention plan with treatment goals or recommendations clearly aligned with opinions - described in the previous section. This includes adjustments made for culturally appropriate practices
- Provides specific intervention strategies that will be used for achieving these goals/recommendations and plans for managing risk factors if these are indicated
- The intervention plan is realistic given the experience of the psychologist, the complexity of the issues, and the number of sessions available for treatment
4. Evaluation and Reflection (15 marks)
- A clear description of how you would evaluate the effectiveness of the intervention, using person-centred and evidence-based measures of change
- A brief reflection on intervention including lessons learned and how practice might be modified in light of the experience
5. Formatting and Referencing (5 marks)
- Report and reference list in correct APA format, including references to tests used
- Appropriate and clear language has been used throughout without jargon or colloquialisms, and grammar and spelling are correct
- The report is within 10% of the word limit (2000 words)
- The report has been signed off by a supervisor from the relevant placement
- A supervisor has signed the cover sheet to indicate that the reports as been sufficiently deidentified to submit
Total Score /100. A detailed marking rubric will be available in Moodle.
- Communicate effectively and professionally with clients, specialist and non-specialist audiences.
- Critically evaluate the contemporary scientific literature to develop an appropriate plan for evidence-based practice including research.
6 Research Assignment
You will be required to submit a completed Research Plan which will include:
- A proposed research question
- An information source/literature search strategy
- An outline of the proposed evaluation method and approach being applied
Review/Exam Week Friday (9 June 2023) 5:00 pm AEST
Exam Week Friday (16 June 2023)
Grades available in Moodle.
Research Proposal is marked out of 100. Students must obtain a minimum mark of 70/100 to pass.
1. Formatting and APA Style (5 marks)
- The title page is included and formatted appropriately
- Adherence to APA Style in the record
- Correctly formatted reference list
2. Research Question. A Clear statement of the research evaluation question in a specified formulation approach (5 marks).
3. Literature Search Domains (10 marks)
- All needed domains are included for the specified formulation approach
- Clear definition of domain meanings provided
4. Search Strategy (20/100)
- Identification of appropriate keywords with an indication of the use of a thesaurus and MeSH Browser / Emtree
- Clear Search strategy that includes limits and proposed databases
- Article selection criteria provided
5. Background Rationale (30/100)
- Provides a clear overview of relevant and appropriate literature and research evidence
- Describes the rationale for the review in the context of what is already known about the topic area
-
Provides an explicit statement of evaluation question/s being addressed with reference to relevant details such as participants/population, intervention/area of professional practice, comparisons, outcomes, study design/approach
6. Proposed Evaluation Method (20/100)
- Provides a clear overview of chosen method/approach
- Provides a rationale/justification for the chosen method/approach
- Describes all proposed data/information sources
- Identifies potential ethical considerations
7. Proposed Analysis. Provides a clear plan for analysis of evaluation outcomes (10/100)
Total Score /100. A detailed marking rubric will be available in Moodle.
- Critically evaluate the contemporary scientific literature to develop an appropriate plan for evidence-based practice including research.
7 Professional Practice Placement
1. Placement. The purpose of this assessment task is to provide you with an opportunity to develop skills in performing psychology assessments, interventions, and associated activities, under the supervision of Clinical Psychologists/Psychology Board-Approved Supervisors. By the end of this unit, you will demonstrate Level 1 competence in nine core competencies that represent critical capabilities and attributes for effective psychological practice. Competencies 1 - 8 are specified by AHPRA and Competency 9 is a requirement of the Master of Clinical Psychology Course. Level 1 competence represents the competency expected to be reached before a supervisee can progress to their next internal placement for Clinical Practice 2. Both your Clinical Psychologist/Board-Approved Supervisor (Primary Supervisor) and the Placement Coordinator must sign off on your competencies at Level 1 to pass.
Your Placement Agreement, Mid-Placement Review, and End-of-Placement Review must be signed by yourself, your Primary Supervisor, and the Placement Coordinator and uploaded to SONIA online.
If you have not met all required competencies (including all nine core competencies and the APAC assessment requirements) by your End-of-Placement Review you may be provided with a further opportunity to meet these competencies. However, this is up to the discretion of the Unit Coordinator in consultation with the Head of Course. It can be useful to discuss competencies with your Primary Supervisor before your Mid-Placement and End-of-Placement Reviews, to identify any areas where you are not demonstrating the expected level of competency and develop a Support Plan to address areas where you are 'not on track' before your End-of-Placement Review. To pass the unit and progress to Clinical Practice 2, all Level 1 competencies must be met.
2. Timesheet and Supervision Forms. You must submit your practice hours in the SONIA timesheet, signed weekly by your Primary Supervisor. In the timesheet, you must detail the total number of direct client activity hours, individual supervision hours, group supervision hours, and associated placement activities. You are also required to complete supervision forms from individual and group supervision in SONIA. All supervision entries in your Timesheet must have a corresponding supervision form signed by yourself and the supervisor who provided the supervision.
3. Cognitive Assessment. In addition to the core competencies, you will develop skills in psychometric assessment to meet APAC requirements, specifically: Cognitive Assessment (WISC-V or WAIS-4) - administration, scoring, and interpretation. One of our Clinical Psychologists/Board-Approved Supervisors must off on the Cognitive Assessment to pass.
4. Interprofessional Education (IPE). Interprofessional Education (IPE) involves the collaboration between different health professions to learn about, from, and with other disciplines, to enhance treatment and improve health outcomes for patient/client care. The IPE process will involve collaboration across the disciplines of Psychology, Occupational Therapy, and Speech Pathology to provide assessment and intervention recommendations for a mutual patient/client.
As a psychologist, you will work in an interdisciplinary team to develop: 1. An assessment plan for your client and 2. An intervention plan for your client.
After each multi-disciplinary team meeting, you will also write a 250-word reflection using the provided checklist for team meeting observations as a guide. You will submit one (1) reflection for the assessment plan meeting and one (1) reflection for the intervention plan meeting; two (2) reflections in total.
Review/Exam Week Wednesday (7 June 2023) 5:00 pm AEST
Timesheets and Supervision forms must be submitted weekly in SONIA. Your placement agreement, mid and end-of-placement review forms, timesheet, and supervision forms must be uploaded to SONIA with a signed checklist of these documents uploaded to Moodle by the due date. IPE Assessment and Intervention Plans need to be uploaded to Moodle in Week 10 Friday (19 May 2023) 11:59 pm AEST.
Exam Week Friday (16 June 2023)
Grades will be available on Moodle.
1. Competencies for End of Placement Review (Pass/Fail):
1. Knowledge of the Discipline: The student demonstrates the use of several knowledge sources with a greater depth of understanding to apply knowledge more independently (e.g., treatment manuals, and peer-reviewed journal articles).
2. Ethical, Legal, and Professional Matters: The student demonstrates “awareness and appropriate action” in response to minor ethical issues and low levels of risk. The student asks appropriate follow-up questions with minimal supervision. The student keeps timely and adequate client records.
3. Psychological Assessment and Measurement: The student demonstrates accurate scoring and interpretation of a cognitive/ learning assessment and preparation of a brief and relevant structured report that is consistent with the assessment results and includes background information and recommendations that cover a broad range of domains of functioning.
4. Intervention Strategies: The student demonstrates awareness of balancing therapeutic processes and tasks and can self-correct with supervisor guidance (e.g., need to switch between purposeful tasks and rapport building). The student seeks client feedback.
5. Research and evaluation: The student demonstrates active seeking of feedback from clients and others to determine their interventions' efficacy. The student corrects biases in their assumptions and clinical reasoning with minimal supervision.
6. Communication and interpersonal skills. The student demonstrates the ability to communicate clearly and respectfully with various audiences (including children, adults, parents, and other professionals). The student demonstrates the ability to adapt their written and verbal communication based on supervisor feedback.
7. Working with People from diverse groups: The student demonstrates awareness and appropriate action to modify their practice to fit the needs of diverse client groups through self-directed learning with some inconsistency or prompting from a supervisor.
8. Practice across the lifespan: The student demonstrates competency in working with children and adults to complete interventions or assessments.
9. Response to Supervision: The student regularly attends supervision and comes to supervision prepared and actively collaborates with their supervisor to effectively use supervision time. The student demonstrates to the supervisor how they have implemented actions discussed in supervision.
2. Timesheet and Supervision Forms (Pass/Fail).
You must submit your timesheet in SONIA, signed weekly by your Primary Supervisor that details your total number of direct client activity hours, individual supervision hours, group supervision hours, and associated placement activities. Entries related to direct client activity hours must include the client's initials, age, gender, and description of the service provided in sufficient detail to match your entry to the contact recorded in the electronic appointment diary (Cliniko). You are also required to submit all of your completed supervision forms from individual and group supervision, in chronological order in SONIA. All supervision entries in your timesheet must have a corresponding supervision form signed by yourself and the supervisor who provided the supervision in SONIA.
3. Cognitive Assessment (WISC-V) - administration, scoring, and interpretation (Pass/Fail)
Scoring competency will be assessed according to the accuracy of adherence to the publisher-specified protocol outlined in the WISC-V test kit manual subtests. The competency takes into account administration, timing, and reverse and discontinue rules. You must upload a copy of the Verification of Competency form (available on the Wellness Drive), with the WISC-V administration, scoring, and interpretation competencies signed by a supervisor.
4. Inter-Professional Education (IPE) (Pass/Fail). To achieve a Pass you need to achieve a minimum of 28 marks out of 40. You will submit your IPE group's assessment plan and intervention plan to Moodle, along with a refelction for each.
Assessment Plan (10 marks)
- All relevant sections of plan are completed
- Presenting problems clearly outlined
- Client/Family goals are clearly outlined
- Assessment goals and plan are clearly outlined
- Assessment plan links to family and care team goals
2. Reflection - 250 words x 2 (10 marks each)
- Meeting observations are succinctly described
- Demonstrated critical reflection, including reflexivity
- Clear connection between reflections and future practice
- Professional writing style, within word limit
- Adherence to APA formatting and referencing conventions
- Perform psychology assessments, interventions and associated activities to demonstrate competencies required for clinical practice.
- Evaluate and apply relevant legislation and ethical principles related to psychological practice, including those endorsed by the Psychology Board of Australia.
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.