PSYCHOL 7136 - Advanced Child & Adult Intervention

North Terrace Campus - Semester 2 - 2020

This unit aims to develop students' skills in professional practice and communication; in evidence-based and cross-cultural (indigenous) practice with adults, children and families. On completion of this unit students will be able to demonstrate knowledge and clinical skills in CBT, other evidence-based intervention and indigenous cultural interventions 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 an intervention, and to consult, maintain clinical records, and provide written and oral reports. They will have demonstrated 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.

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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 7131
Restrictions	Available to M Psych (Clin) and PhD/MPsych (Clin) students only or by permission of Head of School
Assessment	Written and practical assignments

Course Staff

Course Coordinator: Dr Amanda Taylor

Course Timetable

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

Detailed timetable information will also be made available to students on MyUni.

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	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	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

Barlow, D. (2014). Clinical handbook of psychological disorders: A step-by-step treatment manual (5th ed). New York: Guilford Press

Recommended Resources

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:

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	Psychodynamic therapies	Adult intervention
Week 2	Working with Aboriginal clients	Child & Adult intervention
Week 3	CBT/ACT with children and adolescents (Part 1)	Child intervention
Week 4	CBT/ACT with children and adolescents (Part 2)	Child intervention
Week 5	Schema Therapy	Adult intervention
Week 6	Family therapy	Child intervention
Week 7	Interventions in the child protection system	Child intervention
Week 8	Dialectical Behaviour Therapy (Part 1)	Adult intervention
Week 9	Public Holiday (no lecture)
Week 10	Dialectical Behaviour Therapy (Part 2)	Adult intervention
Week 11	Acceptance and Commitment Therapy (part 1)	Adult intervention
Week 12	Acceptance and Commitment Therapy (part 2)	Adult 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. 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 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

Redemption assignments will be set for any missed class, to assist the student in making up the missed learning opportunity.

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 .

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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