PSYCHOL 7136 - Advanced Child & Adult Intervention
North Terrace Campus - Semester 2 - 2022
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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 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. -
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 sessionOnline 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:
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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 hoursLearning 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.
Disclaimer: This program is provisional and subject to changeWeek 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 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:
- 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 exerciseSummative
70
301,2,3,4
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 gradeFinal 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
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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鈥檚 disciplinary procedures.
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