PSYCHOL 7421 - Advanced Child & Adult Interventions

North Terrace Campus - Semester 1 - 2014

The aim of this course is to develop cultural sensitivity and clinical skills in working with other cultures (eg Aboriginal and Torres Strait Islanders). There is also an emphasis on developing skills of mindful self care for the practicing clinician and the consolidation of clinical skills in evidence-based treatment (eg CBT, EMDR and mindfulness) leading to the selection and evaluation of the appropriate intervention for adults and children.

  • General Course Information
    Course Details
    Course Code PSYCHOL 7421
    Course Advanced Child & Adult Interventions
    Coordinating Unit Psychology
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact 1 week intensive
    Restrictions Available to MClinPsych(Defence) students only
    Course Description The aim of this course is to develop cultural sensitivity and clinical skills in working with other cultures (eg Aboriginal and Torres Strait Islanders). There is also an emphasis on developing skills of mindful self care for the practicing clinician and the consolidation of clinical skills in evidence-based treatment (eg CBT, EMDR and mindfulness) leading to the selection and evaluation of the appropriate intervention for adults and children.
    Course Staff

    Course Coordinator: Dr Jane Mortimer

    School of Psychology Office
    Ms Jessica Venning
    Phone: +61 8313 4934 
    Location: Room 415, Hughes Building
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    At the successful completion of this course students will be able to:

    1.    To practice mindful self-care for the clinician
    2.    To use clinical skills in evidenced based treatment
    3.    To select and evaluate the appropriate intervention for a diverse range of clients
    4.    To integrate interpersonal 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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2,3,4
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,3,4
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,2,3,4
    Skills of a high order in interpersonal understanding, teamwork and communication. 3,4
    A proficiency in the appropriate use of contemporary technologies. 1,2
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,2,3
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1,2,3,4
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2,4
  • Learning Resources
    Required Resources
    Wright, J.H., Basco, M.R., & Thase, M.E. (2006). Learning cognitive-behavior therapy: An illustrated guide. American Psychiatric Publishing Inc: Arlington, VA, USA.
    Recommended Resources
    Referral to additional reading material or resources as required will occur during interactive discussions.

    The Library is a major resource centre for students. The Research Librarian for Psychology, Maureen Bell, provides some useful information through the Internet at The website contains a list of databases, links to tutorials and help with searching methods.

    For additional information please refer to the Master of Clinical Psychology (Defence) Program Handbook at the following link:
    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:
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This is the last semester that this course will be offered and only one student will be enrolled in in 2014 as the course will be discontinued in 2015. Regular interactive discussion related to the learning outcomes specified in 2.1 will occur throughout the course and the content will be adjusted to meet the developmental needs of the trainee. This will include clinical case scenarios to guide and trouble-shoot the application of different evidence-based treatments (including CBT, mindfulness, and psychodynamic therapies) for a variety of disorders across the lifespan.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The overall time commitment for this course is approximately 144 hours. An approximate guide of how to allocate your time is as follows:

    Interactive discussion (and preparation): 6 hours each week for 12 weeks  (72 hours)
    Professional Development Test: This involves listening to an audiotaped professional 2 day workshop and answering questions at the conclusion of the workshop (or attending a evidenced based workshop )(16 hours)
    Video assessment: ( including preparation time) (30 hours)
    Independent reading and Self Directed Learning: 2 and ½ hours per week (26 hours)

    Learning Activities Summary
    As there is only one student enrolled in this course learning activities will involve regular interactive discussion between the student and the Course Coordinator.  Learning Activities will be tailored to the developmental needs of the trainee.  Learning activities reflect the Learning Outcomes stated. Further details regarding the content of this course will be made available during the first interactive discussion at the commencement of the course.

    Specific Course Requirements
    On the initial enrolment into one of the Master’s program, all students (unless already a Registered Psychologist) MUST apply for and obtain provisional registration with the Psychology Board of Australia.  All students are required to provide a copy of their registration details to the Program Administrator on their first day in the Program: this will be required for the Summer School courses Interviewing & Intervention and Evidence-Based Practice. The application form and details of fees payable are available from the PBA website:

    Candidates are required to consent to a police check as part of their application to the Psychology Board of Australia for Provisional Registration, a requirement of enrolment in the program. A satisfactory current police check is a mandatory requirement for acceptance to and continuation within the program.
  • 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 Task Assessment Type Weighting Learning outcome(s) being addressed
    Professional Development test relatingto evidenced based practice Summative Not applicable (NGP) 2,3
    Practical assignment (video recording + self rating exercise) Summative Not applicable (NGP) 1,2,3,4
    Assessment Detail
    The Practical Assignment involves conducting and videotaping 20 minutes of an evidence-based intervention, selected by the trainee, with a role-played (pseudo) ‘client’.  Additionally, the trainee will undertake a self-rating of their videotaped therapy segment. The video assignment is due by November 3rd, 2014. The Professional Development Test of evidenced based practice is due by 7th October, 2014.

    Further details of both assignments will be provided at the commencement of Semester 2. These assessments may be modified after negotiation with the trainee at the commencement of the course.
    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 (or email) before the due date and time.

    No requests for extensions will be considered if made after the due date and time. Please refer to the Assessment Policy in the Master of Clinical Psychology (Defence) Program Handbook:
    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.

    In the case of an unsatisfactory performance in this subject the student will be given an opportunity to do further work to revise and complete the required assessment tasks to an acceptable standard.

    Final results for this course will be made available through Access Adelaide.

  • 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 ( 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.

  • 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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.