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Unit Synopsis
This unit is part of the sequence of units that culminates in the degree of Master in Clinical Psychology. This unit is intended to provide advanced knowledge and skills in therapy research, theory and practice necessary for working as a Clinical Psychologist.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 9 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 4 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
PSYC21003 Therapy I: Theory, Research, Practice 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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 2 - 2019
Term 2 - 2019 Profile
Term 2 - 2020 Profile
Term 2 - 2021 Profile
Term 2 - 2022 Profile
Term 1 - 2024 Profile
Term 1 - 2025 Profile
Term 1 - 2026 Profile
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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 40% |
| 2. Practical and Written Assessment | 60% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
No previous feedback available
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.
Source: SUTE unit comments, verbal feedback from students
The lecturer's feedback on skills practice in class was useful
Continue to provide real-time feedback on skills practice in class.
The lecturer provided real-time feedback on skills practice in class.
Source: SUTE unit comments
More case studies and practice examples will assist students in preparing for assessments
More case studies and practice examples will be provided in class
The lecturer provided relevant examples from practice to illustrate the required skills.
Source: SUTE unit comments, verbal feedback from students
More detailed marking criteria for assessments would be helpful
Provide more detailed marking criteria for assessments.
A more detailed marking criteria was provided for some assessments.
Source: SUTE unit comments
Between-class practice, while useful, could be shorter in duration
Decrease the duration of required between-class skills practice.
The required duration of between-class skills practice was reduced.
Source: SUTE unit comments
Request that the participant feedback not be included in the marking criteria for in-class presentations and DOPs activities.
While seeking participant feedback will continue to be included in the marking criteria, the participant ratings will not be part of the marking criteria.
Participant ratings were removed from the marking criteria.
Source: SUTE unit comments
Too many assessments
Assessments are to be reduced from four to three, so students have more time to focus on skill acquisition and have time for class discussions about interventions.
The number of tasks within assessments was reduced, rather than the number of assessments in total.
Source: SUTE Unit Comments
The lecturer's clinical experience and knowledge allowed for some productive discussions which really facilitated learning
Continue to provide opportunities in class for the lecturer to share their knowledge of the topics, to help facilitate student learning.
In Progress
Source: SUTE Unit Comments
It may be better for the lecturer to allocate topics, rather than letting students choose topics, so that weekly the presentations were consistent with learning one set of intervention skills at a time.
Lecturer to consider allocating the student presentations to match the topic being taught in class.
In Progress
Source: SUTE Unit Comments, and Teaching Team Reflections
The assessment criteria may be better suited to a non-graded unit, so the focus can be on learning practice-based skills.
Consider moving to a non-graded unit.
In Progress
On successful completion of this unit, you will be able to:
- Conceptualise complex client presentations, such as PTSD, OCD and eating disorders and establish appropriate formulations to guide treatment planning.
- Apply aetiological understandings of psychological presentations to the selection and implementation of therapeutic practices.
- Integrate knowledge of evidence based normative interventions with ipsative practices.
- Recognise and respond appropriately to more complex ethical dilemmas in clinical practice
- Describe a range of prevention and intervention techniques and the relative efficacy and effectiveness of these techniques across a range of problems, people and groups. This includes different cultural groups and across the lifespan.
The Learning Outcomes link directly to external accreditation criteria around core capability development.
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | • | • | • |
| 2 - Practical and Written Assessment | • | • | • | • | • |
| 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 | • | • | • | ||
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |
| 1 - Written Assessment | • | • | • | • | • | • | |||
| 2 - Practical and Written Assessment | • | • | • | • | • | • | |||