Placement.

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 2 Competencies' to pass the placement
Weekly Practice Logs
Weekly Supervision Forms
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 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 2 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 2 competence represents the competency expected to be reached before a supervisee can progress to their external placement for Clinical Practice 3. Both your Clinical Psychologist/Board-Approved Supervisor (Primary Supervisor) and the Placement Coordinator must sign off on your competencies at Level 2 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 3, all Level 2 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 2 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. 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 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 2. 
 
3. 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.

Competencies to be demonstrated to pass End-of-Placement Review (Pass/Fail):

1. Knowledge of the Discipline: The student demonstrates using multiple knowledge sources and can independently apply knowledge to inform evidence-based practice.

2. Ethical, Legal, and Professional Matters: The student demonstrates appropriate awareness and action to ethical issues and higher levels of client risk by asking appropriate follow-up questions with minimal supervision. The student keeps timely and adequate client records.

3. Psychological Assessment and Measurement: The student demonstrates, with minimal supervision, accurate scoring, and interpretation of a complex assessment (typically addressing the question of ADHD or Autism) and completes a brief and relevant structured report addressing a broad range of domains of functioning. With their supervisor’s guidance, the student demonstrates differential diagnosis skills, integrated opinions, and recommendations consistent with the assessment results.

4. Intervention Strategies: With minimal supervision, the student demonstrates an appropriate balance between purposeful therapeutic tasks and maintaining rapport. The student shows a proper balance between providing appropriate direction and following the client’s lead. The student is respectful and flexibly chooses approaches that fit the client’s current needs. The student can work systemically and collaboratively with all clients with a range of issues (e.g., working with child & parent issues). The student's interventions are respectful, collaborative, flexible, purposeful, and systemic with minimal supervisor guidance.

5. Research and evaluation: The student demonstrates the use of a broad range of methods to assess interventions' effectiveness and discusses the findings with clients to inform practice with appropriate supervision. The student demonstrates accountability to outcomes by consistent methods to measure the effectiveness of interventions.

6. Communication and interpersonal skills. The student demonstrates the ability to communicate clearly, concisely, and respectfully with a range of audiences, and in written and verbal form, with some supervision. The student can self-identify when they need to adapt their communication to the situation and do so with minimal supervision.

7. Working with People from diverse groups: The student demonstrates self-awareness, self-reflection, and self-directed learning to modify their work with people from diverse groups with help from a supervisor.

8. Practice across the lifespan: The student demonstrates competency in working with children, adolescents, and adults to complete more complex interventions and assessments.

9. Response to Supervision: The student demonstrates active development in their strengths and growth areas through supervision. The student self-assessment of their competency levels is accurate. The student actively seeks opportunities to seek feedback on their practice.

Weekly Practice Logs and Supervision Forms must be signed by the student and supervisor that provided supervision, and be uploaded to Moodle in chronological order.

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 should be between 300-400 words.

Each journal is to be submitted to Moodle by Monday by 9.00 a.m. (commencing in Week 2) to reflect on the week prior, with the last submission in Week 13 (to reflect on learnings in Week 12).

You must pass each of the 12 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, the Unit Coordinator may require you 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 (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

This case report is the second of a series of four case studies you will write over the entire Master of Clinical Psychology course. This second 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 case report must be accompanied by the cover page template and follow the described format as required by AHPRA.

The case report will either be based on a client that has completed an assessment OR therapeutic intervention 

Assessment case reports need to follow the submission checklist for the assessment case report form (SCAC-76) as per AHPRA requirements. The submission checklist/marking rubric can be found on Moodle.

Intervention case reports need to follow the submission checklist for the intervention case report form (SCIC-76) as per AHPRA requirements. The submission checklist/marking rubric can be found on Moodle.

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.

Case Report (Pass/Fail). To pass this assessment, the student must follow the submission checklist as identified by AHPRA for case report submissions.

A detailed marking rubric will be available in Moodle.

This task is a presentation of a 10-minute video recording of you conducting an intervention in the clinic. In the recording, you should demonstrate the appropriate use of a range of intervention skills at Level 2 competency. You also need to present a critique of your video. The video file is to be saved to your student folder on the Wellness Centre Drive and reviewed with your Primary Supervisor. The critique, signed by your Primary Supervisor along with an assessment of skill (pass/fail/resubmit) is to be uploaded to Moodle.

Primary Supervisor's feedback and grade (Pass/Fail): Students are not expected to conduct a perfect session but are to demonstrate a Level 2 competency and provide an accurate reflection of the intervention. The student submits the supervisor's signed feedback with the grade and the student's reflection on the intervention.

Level 2 competency for Intervention: The student demonstrates awareness of balance issues between task and process and can self-correct with supervisor guidance (e.g., switch between purposeful tasks and rapport building). The student seeks client feedback.

The student's reflection on their intervention should include: Brief description of the video (e.g., 12 y.o. girl, CBT intervention for anxiety, excerpt from Session #5); Strengths; Areas for improvement / what did not go well; What could be done differently to improve practice.