PUB HLTH 7003 - Cognitive Behaviour
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code PUB HLTH 7003 Course Cognitive Behaviour Coordinating Unit Public Health Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 32 hours Available for Study Abroad and Exchange N Prerequisites PUB HLTH 5005 Restrictions Available to MCounsPsych, GDipCounsPsych, GCertCounsPsych students only or with approval of Program Coordinator Course Description This course will introduce students to Cognitive-Behaviour Therapy (CBT), an evidence-based treatment suitable for use with a variety of mental health disorders and issues. Students will learn about the background and theoretical basis of CBT (including the evidence base, rationale, CBT model, and indications and contraindications for use), and gain skills in determining client suitability for CBT treatment and assessing behavioural and cognitive functioning. They will also develop knowledge, skills, and confidence in the use of the behavioural and cognitive techniques and processes of CBT in the counselling setting. They will become aware of the strengths and limitations of this approach in practice.
Course Coordinator: Dr Alexandra Bloch-Atefi
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
Employ increased knowledge in relation to the theoretical background and evidence base to CBT in a therapeutic context
Identify the background issues that may be treated with Cognitive-Behavioural Therapy (CBT), particularly depression and anxiety
Critically appraise techniques and research related to the clinical application of CBT
Distinguish the indications for and contraindications to CBT in practice
Assemble psycho-education for clients regarding the nature of CBT and ways to minimise symptoms
Apply knowledge and skills in use of the theories and processes of CBT in counselling practice
Assess the evidence base for CBT in relation to a range of presenting issues, as well as its strengths and limitations in 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, 3, 4, 6, 7 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, 5, 7 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3, 5, 7 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
2, 4, 6 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 ResourcesThere is no required text book for this course. An extensive hard copy Training Manual will be provided. A range of support articles will be made available via MyUni.
Recommended ResourcesA list of recommended resources will be made available on MyUni.
Please check the website regularly as it may contain announcements that are relevant to your study in the course.
It is important that you set up your student email and check it regularly. Information from your course coordinator and student administration will be sent to you at your University of Adelaide email address. It is your responsibility to check your email.
Computer Laboratories and other Computing Services
University information on computer laboratories and other computing services is
available at: http://www.adelaide.edu.au/technology/yourservices/learning-teaching/student-suites/
Learning & Teaching Activities
Learning & Teaching ModesThe six intensives of the course will include didactic teaching, group discussion, skills practice through small group work, analysis
of case material, guest lectures, experiential exercises, and student presentations. The first five intensives will cover course content. The sixth and final intensive is allocated to student presentations.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The course is conducted as six seminar intensives over six separate days. The seminars are a mixture of lecture and small
group learning activities. Attendance at all seminars is essential. As a general rule, in any university course you will need to allow a minimum of three independent study hours for every hour undertaken in formal class work contact.
The workload comprises:
Face to face sessions: total of 30 hours
Core and background reading: approximately 50 hours
Preparation of assignments: approximately 22 hours
Learning Activities Summary
- Theoretical foundationsof CBT
- Establishing a therapeutic alliance
- Skills development:
- Socratic questioning;
- responding to client statements;
- case conceptualisation;
- treatment and session planning;
- Strenghts and limitations of CBT
- Counsellor self-care
- Relaxation interventions
- Relapse prevention
- CBT with adolescents & children
Specific Course RequirementsN/A
Small Group Discovery ExperienceN/A
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 Task Assessment Type Weighting Learning Outcome(s) being addressed Online participation Summative 15% 1-3, 7 Written Assignment 1 Summative 30% 1, 3-7 Written Assignment 2 Summative 30% 1, 7 Practice logs Summative 15% 1, 2, 4-6 Class Participation Summative 10% 1, 6, 7
Assessment Related RequirementsWord limits
You are advised to comply with word limits for written assignments. You are, of course, not expected to achieve exactly the required length and a 10% leeway on either side is acceptable. However, a penalty of 5% of available marks will apply for word quota in excess of the 10% leeway. Each assignment must include the word-count where indicated on the assignment cover page.
Referencing of assignments
It is essential that you reference all written work accurately and consistently. We ask that you use the American Psychological Society
Referencing Format (APA 6th). Information regarding thisreferencing style can be found at: http://libguides.adelaide.edu.au/psychology/journals
EndNote bibliographic software is a very useful tool for managing your references and is provided free of charge through the university. Information about EndNote can be found at: http://libguides.adelaide.edu.au/endnote
Be aware that marks will be deducted for incorrect APA 6th style referencing in all assignments.
Assessment DetailDue dates for Oral Case Presentations will be communicated via MyUni. Due dates for written assignments 1 and 2 will be available on MyUni.
Oral Case Presentation (20%)
Each student will present to the class a short summary (10 – 12 mins. max) of the case study they are preparing for Assignment Three. After presenting the case, students will facilitate a brief group discussion on the aims, relevance, appropriateness, outcomes and any alternatives to the intervention. Each student has a maximum of 15 minutes for their presentation.
Group Assignment 2 - Written Evidence Summary (30%)
Work in pairs or trios. Choose a CBT technique, or an area of CBT application (e.g. CBT and adolescents, CBT and PTSD, CBT and anxiety) that most interests you and provide an essay that discusses the value and contribution to Counselling and Psychotherapy of the particular technique or area of application. Word limit 2,000
Assignment 2 - Written Case Description & Analysis (40%)
A written description and analysis of an interaction with a “client” where CBT was used Word limit 1,500 – 2,000. You are asked to describe the application of at least oneCBT intervention within a counselling session (session time of between 40 to 60 minutes), with an individual adult client. You will need to outline the session, provide details about the CBT intervention. The session can involve a real client (with consent), or a peer in the client role (with consent), as long as the engagement in the CBT activity relates to a genuine issue (ie not a role-play).
Assessment of class participation is based on consideration of the student’s attendance record, their ability to manage time (in terms of attendance and assignment submission), their engagement in developing and fostering group norms for the class, their willingness to offer questions in class, engagement in small-group discussions and learning tasks, their respectful and professional engagement with peers and staff, evidence of their tolerance with peers and clients, and their ability to modify behaviour in response to feedback from peers or staff.
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.
Only the Course Co-ordinator(s) may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to
verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.
Marks will be deducted when assignments for which no extension has been granted are handed in late.
All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.
Assignments submitted after the due date may not be graded in time to be
returned on the listed return dates.
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process
<https://www.adelaide.edu.au/student/grievance/process/>. Students who are not satisfied with a particular assessment result
should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination 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.
Final results for this course will be made available through Access Adelaide.
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.
- Academic Support with Maths
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- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
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- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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