This ethics test will be held during class time and is due on Wednesday 6th March 2024 at 4.00 p.m. AEST. There will be 2 hours to complete the quiz.

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, however, will not be permitted to commence client-related work until the test has been passed.

Your critique will be assessed according to the following criteria, and each criteria needs to be passed to pass this assessment

• 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

This task is a 20 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 (preferably using PowerPoint).

Both files (the counselling video and the critique) need to be uploaded to Moodle before your presentation in class on Wednesday 13th March. You will have 20 minutes for your presentation which includes your 10-minute video and 10 minutes for your evaluation. This will be followed by some Question and Answer time.

The video will be uploaded to Moodle using Echo 360. You also need to have a copy on a memory stick for playing in class. These should be loaded onto the teaching room computer before class begins.

To pass this assessment, the student must demonstrate the following:

The role play demonstrates:

• Appropriate micro-counselling 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-counselling 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.

Reflective journals are to be uploaded weekly. Reflections need to be no more than one page on average and should reflect personal and clinical learning from the lecture and/or from discussions of your clinical placements. Reflective journals should demonstrate the nexus of learning between placement activities, supervision, lectures, and professional reading. The journal should be utilised to reflect on experiences and conversations that have stimulated your thinking and self-reflection about your practice and development as a psychologist.

Each journal is to be submitted to Moodle by Monday by 9.00 a.m. (commencing in Week 6) to reflect on the week prior, with the last submission in Week 13 (to reflect on learnings in Week 12). 

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.

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. 

The Case Presentation is (Pass/Fail). Your case presentation will be assessed according to the following criteria, and each criteria needs to be passed to pass this assessment

• 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
• Questions and discussion

This case report is the first of a series of four case studies you will write over the entire Master of Clinical Psychology course. This first case report covers a core skill of a clinical psychologist: to write professional assessment reports. You will write a report on one of the clients you have seen at the Psychology Wellness Centre. The report should be de-identified by removing names, date of birth (but retain year/age) and any other identifying information such as place of work.

The case report should be no more than 2000 words.  

The report must be accompanied by the cover page template and follow the described format. 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. The placement supervisor needs to sign off on the report (i.e. they acknowledge that the report has been de-identified, the case sufficiently meets the privacy requirements of the Psychology Wellness Centre and that the case study does not include any inappropriate materials) to show that they have approved the use of the de-identified information provided in the case study. 

The report is a deidentified copy of a report that you have written for a client in the Psychology Wellness Centre. As such, it will have been reviewed and signed by your Clinical Supervisor. Therefore, the report must be of a sufficiently high standard that your supervisor has signed it for it to be given to a client. 

Whilst this assessment is Pass/Fail, to pass this assessment, the student must demonstrate that the report is of a high professional standard using the below format, passing each criteria.

1. Comprehensive Needs Assessment 

• 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 

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 

• 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 

• 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 

• 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 placement
• A supervisor has signed the cover sheet to indicate that the report has been sufficiently deidentified to submit

This assessment item consists of all placement-related documents. All documents must be fully signed by the supervisor that provided supervision as indicated on the respective forms.

• Placement Agreement
• Mid and End-placement Review. The End of Placement Review form must indicate that you have achieved 'Level 1 Competencies' to pass the placement 
• Weekly Practice Logs 
• Weekly Supervision Forms
• Cognitive Assessment (Professional Verification of Competencies; PVOC Form) 
• PVOC Form (All competencies signed)
• IPE Assessment and Intervention plans using the templates provided in Moodle. IPE Assessment and Intervention Plans and Reflections need to be uploaded to Moodle by the due dates following your small IPE group meetings

TASK DESCRIPTION

1. Placement 

The purpose of this assessment task is to provide you with an opportunity to develop skills in performing psychological 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 Moodle. 

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 with a Support Plan. 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. Weekly Practice Logs and Supervision Forms 

You must submit your signed practice hours (Weekly Logs) signed weekly by your Primary Supervisor at the end of Clinical Practice 1 in chronological order. The Weekly Log must include the following; detailed total number of direct client activity hours, individual supervision hours, group supervision hours, and associated placement/practice activities. 

You are also required to complete supervision forms from individual and group supervision. All supervision entries in your Weekly Logs must have a corresponding supervision form signed by yourself and the supervisor who provided the supervision. Supervision forms must also be signed by your Primary Supervisor/supervisor that provided supervision and uploaded to Moodle in chronological order at the end of Clinical Practice 1.

3. Cognitive Assessment (PVOC Form)

In addition to the 9 core competencies, you will develop skills in psychometric assessment to meet APAC requirements, specifically: Cognitive Assessment (WISC-V and/or WAIS-IV) - administration, scoring, and interpretation. One of our Clinical Psychologists/Board-Approved Supervisors must sign off on the Cognitive Assessment competency (on the Professional Verification of Competency; PVOC Form) to pass this assessment. This is also required to be signed off and uploaded to Moodle before you administer your first cognitive assessment in the Psychology Wellness Centre. The PVOC Form is on Moodle and also in the Master of Clinical Psychology Placement Manual.

The PVOC Form must be uploaded to Moodle again at the end of Clinical Practice 1, with the remaining competencies (case notes, discharge summary, risk assessment, feedback and WISC-V Interpretation/Report) completed and signed off by a board approved supervisor. 

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, Speech Pathology and Physiotherapy to provide assessment and intervention recommendations for a mutual patient/client.

As a psychologist, you will work in an interdisciplinary team to develop: 

• An assessment plan for your client and 
• 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. You will also submit either the assessment plan/ intervention plan with each corresponding reflection.

The criteria are set out on the Placement Review forms and cover the core competency areas which define the critical capabilities and attributes deemed necessary to ensure that graduates are equipped to practice psychology safely and effectively subsequent to graduation. It is expected that across the entire Master of Clinical Psychology course students will demonstrate incremental development across these competency areas. It is therefore expected that there will be evidence of the development of competencies by the end of the Clinical Practice 1 placement, and that students will be rated at a 'Level 1' and achieved the level 1 competencies on the End of Placement Review form. 

To pass this assessment task, all documents must be submitted.

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 and is able to reflect on practice. The student is also able to respond to constructive feedback in a non-defensive manner.

2. Weekly Practice Logs and Supervision Forms (Pass/Fail)

Weekly Practice Logs must be signed weekly by your Primary Supervisor and uploaded to Moodle in chronological order at the end of Clinical Practice 1. Weekly Practice Logs should detail 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 signed supervision forms from individual and group supervision, in chronological order to Moodle at the end of Clinical Practice 1. All supervision entries in your Weekly Practice Logs must have a corresponding supervision form signed by yourself and the supervisor who provided the supervision.

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 Professional Verification of Competency form (PVOC) to Moodle, with the WISC-V administration, scoring, and interpretation competencies signed by a supervisor.

4. Inter-Professional Education (IPE; Pass/Fail)

You will submit your IPE group's Assessment Plan and Intervention Plan, each with a corresponding reflection to Moodle. Each plan needs to include the following criteria: 

Assessment/Intervention Plan

• All relevant sections of plan are completed
• Presenting problems clearly outlined
• Client/Family goals are clearly outlined
• Assessment/Intervention goals and plan are clearly outlined
• Assessment/Intervention plan links to family and care team goals

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.

Reflection   

• Meeting observations are succinctly described
• Demonstrated critical reflection, including reflexivity
• Clear connection between reflections and future practice
• Professional writing style, within word limit (250 words)
• Adherence to APA formatting and referencing conventions