PSYCHOL 7136 - Advanced Child & Adult Intervention

North Terrace Campus - Semester 2 - 2022

This unit aims to develop students' knowledge and skills for 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 peoples. 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 interventions for adults, children and families, as well as the ability to critically reflect on their learning and evaluate their own clinical psychology practice. Students will be able to plan, deliver and evaluate their practice in providing an evidenced-based psychological intervention, including consulting research literature to ensure their practice is consistent with relevant research evidence.

  • General Course Information
    Course Details
    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 7130 and 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' knowledge and skills for 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 peoples. 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 interventions for adults, children and families, as well as the ability to critically reflect on their learning and evaluate their own clinical psychology practice. Students will be able to plan, deliver and evaluate their practice in providing an evidenced-based psychological intervention, including consulting research literature to ensure their practice is consistent with relevant research evidence.
    Course Staff

    Course Coordinator: Dr Amanda Taylor

    Course Timetable

    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.
  • Learning Outcomes
    Course Learning Outcomes
    At 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 Develop knowledge of considerations for psychological practice with Aboriginal and Torres Strait Islander peoples
    3 Demonstrate competence in selecting and conducting an empirically-based intervention for a common psychological disorder
    4 Develop self-awareness of professional performance
    5 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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1,2,3

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1,2,3,4,5

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    1,2,3,4,5

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    1,2,3,4,5

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    2,4,5

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    3,4
  • Learning Resources
    Required Resources
    Wright, 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 Resources
    Barlow, 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 Learning
    This 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:
    https://myuni.adelaide.edu.au/
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures 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.
    Workload

    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 Summary
    Lectures 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
    Disclaimer: This program is provisional and subject to change
    Specific Course Requirements
    All lectures are conducted as face to face lectures and are not recorded. Attendance at all seminars is mandatory to ensure students attain and can demonstrate the relevant required competencies. Should students fail to meet mandatory attendance requirements by being absent this may lead to a fail grade for the course. Exemptions to mandatory attendance requirements may be granted for up to 2 seminars by the Course Coordinator if there are exceptional medical, compassionate, or extenuating circumstances as defined by the Modified Arrangements for Coursework Assessment Policy. Students will be required to complete redemption exercises to the satisfaction of the Course Coordinator for any seminars missed.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment 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
    Summative
    70
    30
    1,2,3,4



    Assessment Related Requirements
    Attendance at all seminars is mandatory to ensure students attain and can demonstrate the relevant required competencies. Should students fail to meet mandatory attendance requirements by being absent this may lead to a fail grade for the course. Exemptions to mandatory attendance requirements may be granted for up to 2 seminars by the Course Coordinator if there are exceptional
    medical, compassionate, or extenuating circumstances as defined by the Modified Arrangements for Coursework Assessment Policy. Students will be required to complete redemption exercises to the satisfaction of the Course Coordinator for any seminars missed.

    Assessment Detail
    The 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.
    Submission

    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.

    Course Grading

    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.
  • Student Feedback

    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.
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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