PSYCHOL 7136 - Advanced Child & Adult Intervention
North Terrace Campus - Semester 2 - 2021
General Course Information
Course Code PSYCHOL 7136 Course Advanced Child & Adult Intervention Coordinating Unit Psychology Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites PSYCHOL 7131 Restrictions Available to M Psych (Clin) and PhD/MPsych (Clin) students only or by permission of Head of School Course Description This unit aims to develop students' skills in professional practice and communication, and in evidence-based practice with adults, children and families, including culturally responsive practice with Aboriginal and/or Torres Strait Islander people.
On completion of this unit students will be able to demonstrate knowledge and clinical skills in Cognitive Behavioural Therapy,and will have obtained knowledge of and practice in other evidence-based intervention and indigenous cultural intervention modalities for adults, children and families, as well as the ability to critically evaluate their own clinical psychology practice.
Students will be able to plan, deliver and evaluate their practice in providing an intervention, including consulting research literature to ensure their practice is consistent with relevant research evidence. They will have knowledge and understanding of, and a commitment to fulfilling, the National Standards for Mental Health workforce and the ethical, professional and legal responsibilities of a practising psychologist.
Course Coordinator: Dr Amanda Taylor
The full timetable of all activities for this course can be accessed from Course Planner.Detailed timetable information will also be made available to students on MyUni.
Course Learning OutcomesAt the successful completion of this course, students will be able to:
1 Apply knowledge and clinical skills in the practice and application of Cognitive Behaviour Therapy (CBT) 2 Demonstrate competence in selecting and conducting an empirically-based intervention for a common psychological disorder 3 Develop self-awareness of professional performance 4 Integrate interpersonal counselling skills into clinical practice.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,2,3,4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,3,4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1,2,3,4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesWright, J.H., Brown, G.K., Thase, M.E., & Basco, M.R. (2017). Learning cognitive-behavior therapy: An illustrated guide (2nd ed). Arlington VA, USA: American Psychiatric Publishing Inc
Recommended ResourcesBarlow, D. (2014). Clinical handbook of psychological disorders: A step-by-step treatment manual (5th ed). New York: Guilford Press
Guest lecturers will provide additional reading material prior to or at each session
Online LearningThis course may use MyUni for one or more of the following:
- Communication with students via Announcements and Discussion Board
- Submission of assessment
- Access to resources such as additional readings
- Self-directed learning activities
Link to MyUni:
Learning & Teaching Activities
Learning & Teaching ModesLectures will be supported by group discussion related to the lecture content. This will include clinical case scenarios to guide and trouble-shoot the application of different evidence-based psychological treatments to various disorders across the lifespan.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Seminars: 3 hours each week for 11 weeks = 33 hours
Mid semester exercise: therapeutic skill practice SDL, including written self-report = 20 hours
Video assessment (includes preparation time & written self-report) = 10 hrs
Independent reading and supervised practice during Semester 2 clinical placements: up to 90 hours
Learning Activities SummaryLectures will be held weekly on a Monday morning from 9 am – 12 noon. The following is a provisional program. The final program will be advised at semester commencement.
Week Topic Lecture Week 1 CBT skills review Adult intervention Week 2 Working with Aboriginal clients Child & Adult intervention Week 3 Attachment focussed approaches Child intervention Week 4 Interventions in the child protection system Child intervention Week 5 Acceptance and Commitment Therapy (part 1) Adult intervention Week 6 Acceptance and Commitment Therapy (part 2) Adult intervention Week 7 Dialectical Behaviour Therapy (Part 1) Adult intervention Week 8 Dialectical Behaviour Therapy (Part 2) Adult intervention Week 9 Public Holiday (no lecture) Week 10 Schema Therapy Adult intervention Week 11 ACT/CBT with children and adolescents (part 1) Child intervention Week 12 ACT/CBT with children and adolescents (part 2) Child intervention
Specific Course RequirementsAll lectures are conducted as face to face lectures and are not recorded. Students are expected to attend all lectures, with a specific requirement of attendance of at least 80% of lectures. If any lectures are missed a redemption exercise will be set.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryAssessment for the Advanced Child and Adult Intervention Course comprises of two assessment tasks: 1) a practical, video recording of a therapy session in conjunction with a self-evaluation; and 2) self-directed learning exercises
Assessment Task Assessment Type Weighting Learning outcome(s) being addressed Self Directed Learning Formative 0 2,3 Practical assignment
- video recording
- self rating exercise
Assessment Related RequirementsRedemption assignments will be set for any missed class, to assist the student in making up the missed learning opportunity.
Assessment DetailThe aim of these assessments is provide students’ ongoing feedback to assist in the development of their clinical practice skills.
The Practical Assignment involves conducting and videotaping 20 minutes of an evidence-based intervention, selected by the student, with a role-played (pseudo) adult ‘client’. Students will also undertake a self-rating of their videotaped therapy segment.
A self-directed learning activity (SDL) will be set in conjunction with specific lectures during the semester. All students are expected to complete the SDL.
Further details of both assignments will be provided at the commencement of Semester 2.
The School of Psychology undertakes to adhere to the University’s Assessment for Coursework Programs Policy, Procedure 6a, which requires that assessments are returned within 4 weeks of the deadlines for submission.
Extension of time for an assignment may be granted at the discretion of the Course Coordinator, to whom students should apply in writing (i.e. email) before the due date and time.
No requests for extensions will be considered if made after the due date and time.
Grades for your performance in this course will be awarded in accordance with the following scheme:
GS8 (Coursework Grade Scheme) Grade Description CN Continuing FNS Fail No Submission NFE No Formal Examination F Fail NGP Non Graded Pass P Pass C Credit D Distinction HD High Distinction RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.Students will have the opportunity to resubmit any assessment that receives a fail grade
Final results for this course will be made available through Access Adelaide.In order to achieve a Non-Graded Pass for a course in a professional program, students must demonstrate the following: (a) high level of understanding and competence in the assessment tasks; (b) thorough understanding of texts and materials; (c) sound knowledge of relevant principles and concepts; (d) well-reasoned argument based on evidence; (e) evidence of analytical and evaluative skills; (f) ability to apply fundamental concepts and skills; (g) good skills in expression and presentation, and accurate acknowledgement of sources.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.Feedback on issues raised through course SELT surveys will be made available on MyUni.
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