Overview
Clinic Team III builds on Clinic Team II 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. This includes the culturally-sensitive, evidence-based practice of clinical psychology, both autonomously and as a member of a multidisciplinary team. During your clinical practicum in a community-based setting, you will continue to develop your knowledge and skills to formulate and share case conceptualisations and intervention plans.
Details
Pre-requisites or Co-requisites
Prerequisite: PSYC21008 Clinic Team II.
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 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 evaluations
Learning resources are not satisfactory
Recommend introducing and exploring the available resources with students in the first lecture and also continually throughout the term.
Feedback from Student feedback
Students would like ongoing sleep content during residential school
Continue to incorporate adult and child sleep content into the course work for this unit and across other units as relevant.
Feedback from Student evaluations
More skills-based lectures- a greater focus on expanding our clinical skills such as DBT or Schema techniques
Recommend incorporating resources and discussions to expand clinical skills in various therapies.
- Perform clinical psychology assessment, intervention and associated activities in a community-based clinical setting
- Apply ethical decision making in clinical psychological practice
- Communicate effectively and professionally with clients, specialist and nonspecialist audiences
- Critically reflect on knowledge, skills, and ability to provide psychological services in a community-based setting.
This unit forms part of the Master of Clinical Psychology course accredited by the Australian Psychology Accreditation Council (APAC). These Learning Outcomes link with the Master of Clinical Psychology course Learning Outcomes: 1 ( Apply culturally-sensitive advanced knowledge of psychological theories of the aetiology, presentation, and progression of psychological disorders across the lifespan and relevant international taxonomies of classification of psychological disorders), 2 (Apply advanced knowledge of psychological developmental and biopsychosocial models of health), 3 (Conduct culturally responsive assessment of psychological disorders), and 4 (Implement culturally-responsive, evidence-based, clinical psychology interventions). These Learning Outcomes also align with the 2019 APAC accreditation guidelines and in particular, Clinical Psychology guidelines 4.2.1, 4.2.2, and 4.2.3.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Professional Practice Placement - 0% | ||||
| 2 - Reflective Practice Assignment - 0% | ||||
| 3 - Presentation - 0% | ||||
| 4 - Case Study - 0% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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
There are no required textbooks.
Additional Textbook Information
None needed
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.
s.blunden@cqu.edu.au
c.l.thompson@cqu.edu.au
Module/Topic
Introduction to unit and format of lectures
Expectations and assessments
Presentation of a case study (Sarah Blunden)
Placement discussions and supervision
Chapter
Readings on Moodle:
1. Contracting for group supervision (Smith et al., 2014)
2. Reflective Article
3. Case Study
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday March 12th 5:00 pm AEST
Module/Topic
Review of EDM model
Discussion of an ethical dilemma
Student presentation of a case study
Placement discussions and supervision
Chapter
1. APS Code of Ethics
2. EDM Model
3. Ethical dilemma for discussion
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday March 18th 5:00 pm AEST
Module/Topic
Self care presentation and discussion
Perusal of the self care assessment tools
Student presentation of a case study
Placement discussions and supervision
Chapter
Readings on Moodle:
1. Kuhn et al., 2017 article
2. The Stress and Self Care questionnaires
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday March 25th 5:00 pm AEST
Module/Topic
Models of cognitive behavioural therapy for insomnia (CBT-I) for children and adults.
Student presentation of a case study
Placement discussions and supervision
Chapter
Readings and links on Moodle:
1. View links in Additional Resources
2. Sleep Diary in Additional Resources
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday April 1st 5:00 pm AEST
Module/Topic
Presentation and discussion of angry clients and de-escalation
techniques
Discussion of student accessed papers on this subject
Student presentation of a case study
Placement discussions and supervision
Chapter
Readings and links on Moodle:
1. View links and articles in Additional Resources
2. Uploaded student articles
3. De-escalation techniques Consensus statement
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday April 8th 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Consent and confidentiality in relation to the Mental Health Act
Clinical responsibilities with clients under orders
Student presentation of a case study
Placement discussions and supervision
Chapter
Readings on Moodle:
1. Mental Health Act - Plain Language Guide
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday April 22nd 5:00 pm AEST
Module/Topic
Guest presentation on Indigenous and cultural awareness
Student presentation of a case study
Placement discussions and supervision
Chapter
Readings on Moodle:
1. Aboriginal and Torres Strait Islander Healing Programs
2. Working together: Aboriginal and Torres Strait Islander Mental Health
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday April 29th 5:00 pm AEST
Module/Topic
Guest Lecturer from Rural Health Connect
Student presentation of a case study
Placement discussions and supervision
Chapter
Readings on Moodle to be confirmed
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday May 6th 5:00 pm AEST
Module/Topic
Guest lecturer on recovery oriented practice
Student presentation of a case study
Placement discussions and supervision
Chapter
Readings on Moodle to be confirmed
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday May 13th 5:00 pm AEST
Module/Topic
Discussion and presentation about working with children
Students to lead the discussion on play therapy tools they have used
Student presentation of a case study
Placement discussions and supervision
Chapter
Readings on Moodle:
1. A meta analytic review of Child Centred Play Therapy
2. Review of play therapy in autism
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday May 20th 5:00 pm AEST
Module/Topic
A presentation on pharmacological interventions for mental health conditions.
There will be a quiz at the end of the lecture
Placement discussions and supervision
Chapter
Readings on Moodle to be confirmed
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday May 27th 5:00 pm AEST
Case study Due: Week 11 Friday (27 May 2022) 5:00 pm AEST
Module/Topic
Wrap up of the unit. Students have the option of choosing the content for this week based on their placement experiences over the term.
Placement discussions and supervision
Chapter
Readings on Moodle to be confirmed
Events and Submissions/Topic
Reflective diary to be submitted via Moodle.
Friday June 3rd 5:00 pm AEST
Professional Practice Placement Due: Week 12 Friday (3 June 2022) 5:00 pm
AEST Reflective Practice assignment Due: Week 12 Friday (3 June 2022) 5:00 pm
AEST Presentation Due: Week 12 Friday (3 June 2022) 5:00 pm AEST
Professional Practice Placement Due: Week 12 Friday (3 June 2022) 5:00 pm AEST
Reflective Practice assignment Due: Week 12 Friday (3 June 2022) 5:00 pm AEST
Presentation Due: Week 12 Friday (3 June 2022) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Professional Practice Placement
Professional Practice Placement is assessed through appraisal of practice competencies during clinical placements, and competencies must be reached as evidenced by mid-term and end-of-term placement review documents. These documents must be reviewed, approved and signed by on-site supervisors, the placement co-coordinator and the University supervisors.
Week 12 Friday (3 June 2022) 5:00 pm AEST
All placement review documents (Mid Placement Review, End of Placement Review and Log of Hours) related to professional placements must be uploaded to Moodle by week 12.
The placements will be assessed on the standard competencies which are listed on the placement documentation and
include:
1. Knowledge of discipline
2. Ethical conduct
3. Psychological assessment
4. Intervention strategies
5. Research and evaluation
6. Communication
7. Response to supervision
Sufficient hours of placement will be checked against the Log of Hours.
- Perform clinical psychology assessment, intervention and associated activities in a community-based clinical setting
2 Reflective Practice Assignment
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 during Clinic Team III. Reflective journals should demonstrate the nexus of learning between placement activities, Clinic Team lectures and professional reading. The journal should be utilised to reflect at a non-superficial level, the experiences and conversations during class that have stimulated your thinking and self reflection about your practice and development as a psychologist.
Week 12 Friday (3 June 2022) 5:00 pm AEST
All reflective diaries will be submitted to Moodle weekly with the final submissions in week 12.
Review/Exam Week Friday (10 June 2022)
Feedback will be provided weekly vis Moodle from the Unit Coordinator to the student. Final grades will be given at at the end of the exam period.
To pass this assessment, a reflective piece needs to be uploaded every week, not at the end of term. The reflections need to discuss the experiences and conversations during class and during your placements, that have stimulated your thinking, growth and self reflection about your practice and development as psychologist.
- Apply ethical decision making in clinical psychological practice
- Critically reflect on knowledge, skills, and ability to provide psychological services in a community-based setting.
3 Presentation
Students will each present a de-identified case study to the class. The case study will present clinical information about a client seen during the course of their external placement. The presentation must detail clinical history taking, a case formulation, provisional and differential diagnoses. Any treatment plan will need to comply with the case formulation. Students are required to lead the class in a discussion that will assist in differential diagnoses and case formulation.
Week 12 Friday (3 June 2022) 5:00 pm AEST
Presentations must be uploaded to Moodle with all completed by week 12
Review/Exam Week Monday (6 June 2022)
Feedback will be given weekly after the presentation with final assessments completed by the end of exam week.
The presentation must detail clinical history taking, a case formulation, provisional and differential diagnoses and students, and must adequately lead discussion. Any treatment plan will need to comply with the case formulation. Students are required to lead the class in a discussion that will assist in differential diagnoses and case formulation. Presentation will also be judged on clarity and quality.
- Communicate effectively and professionally with clients, specialist and nonspecialist audiences
4 Case Study
The student must submit a de-identified clinical case study from their external placement workload. This will be a formal case study and will take the format and include all the content described in the case study presented in the 2021 Placement Manual which is modeled on the AHPRA requirements for writing clinical case studies. Students can use that template to develop their case study.
Week 11 Friday (27 May 2022) 5:00 pm AEST
Submitted online by week 11.
Week 12 Friday (3 June 2022)
Feedback will be provided in Moodle on the Case study marking rubric within one week of submission with all completed by week 12.
The clinical case study must adhere to APA guidelines for formatting and referencing. The template presented in the Placement Manual for 2021 must be used. Expression must be ethical, clear, concise, scientific and professional. Content must include a case formulation, differential diagnoses and treatment recommendations that are based on the case formulation.
- Apply ethical decision making in clinical psychological practice
- Communicate effectively and professionally with clients, specialist and nonspecialist audiences
- Critically reflect on knowledge, skills, and ability to provide psychological services in a community-based setting.
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?
