Students
PSYC993 – Clinical Psychology Therapy 3
2019 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Co-convenor
Philippe Gilchrist
Contact via +61 2 9850 2340
Level 7, 4 First Walk, Room 705
Prefer email to make an appointment.
Co-convenor
Maria Kangas
Contact via Email
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
PSYC985 and PSYC988 and PSYC989
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit covers evidence-based practice in the understanding and management of psychological disorders, at an advanced level. The focus will be on advanced therapy skills in the selection, tailoring and implementation of appropriate evidence-based case-formulated interventions for specialized and complex mental health and neurological populations. Material will cover the monitoring of outcomes and modifications required based on evolving case formulation for the following neurological and mental health disorders across the lifespan: neurocognitive disorders including memory and cognitive disorders, Autism Spectrum disorders, Sleep disorders, Stress and Trauma-related disorders including Adjustment disorder and Complex trauma.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Gather relevant information and report on updated evidence-based interventions using case formulation for working with stressed/trauma-related, neurological and health-related populations across the life-span.
- Demonstrate understanding and effective application of principles and methods of empirically supported therapeutic approaches for working with stressed, traumatized, neurological and health related populations across the lifespan.
- Describe how to monitor therapeutic progress for working with stress/trauma-related disorders, health-related populations including neurological conditions across the lifespan, informed by evolving case formulations
- Demonstrate understanding of appropriate collaboration with relevant health service professionals regarding case formulation and treatment plans for working with individuals and families with complex mental health problems, medical conditions, and/or comorbidities
- Demonstrate professional competency in applying appropriate evidence-based interventions using case formulation for: 1) somatic disorders, 2), health-related disorders, 3) autism spectrum disorder, 4) stress and trauma-related disorders, and 5) more complex comorbid presentations
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Clinical case report | 45% | Yes | Week 12 |
| Practical Viva and Reflective | 55% | Yes | Week 13 - Tues or Wed |
Clinical case report
Due: Week 12
Weighting: 45%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
3000 words.
The aim of this assignment is to demonstrate that you can formulate an evidence based treatment plan to address the client’s presenting problem (based on a client vignette), as well as discuss the recommended treatment formulation with the client outlining at least one core therapy component. You will also be required to demonstrate knowledge in monitoring treatment progress and outcomes based on the client vignette (presenting with problem(s) pertaining to disorders covered in this unit).
On successful completion you will be able to:
- Gather relevant information and report on updated evidence-based interventions using case formulation for working with stressed/trauma-related, neurological and health-related populations across the life-span.
- Demonstrate understanding and effective application of principles and methods of empirically supported therapeutic approaches for working with stressed, traumatized, neurological and health related populations across the lifespan.
- Describe how to monitor therapeutic progress for working with stress/trauma-related disorders, health-related populations including neurological conditions across the lifespan, informed by evolving case formulations
- Demonstrate understanding of appropriate collaboration with relevant health service professionals regarding case formulation and treatment plans for working with individuals and families with complex mental health problems, medical conditions, and/or comorbidities
- Demonstrate professional competency in applying appropriate evidence-based interventions using case formulation for: 1) somatic disorders, 2), health-related disorders, 3) autism spectrum disorder, 4) stress and trauma-related disorders, and 5) more complex comorbid presentations
Practical Viva and Reflective
Due: Week 13 - Tues or Wed
Weighting: 55%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Practical Viva and Reflective Report (20 mins and 1500 words).
You will be required to conduct part of an evidence based therapy session based on a client vignette (issued to each student in Week 11 of the unit). Each student will have a maximum of 20 mins for the oral viva (live demonstration). Following your Viva you are also required to submit a reflective report (1500 words) which summarises your reflections on your performance, which is due the next day following your Viva assessment.
* NB - students will be required to work in dyads, although each student will be issued a separate client vignette within each dyad. Allocation for your Viva Assessment date and time will be confirmed by unit Convenors in Week 2 of the unit, as half the class will be allocated to present their Viva on Tuesday 4th June at a designated time, whilst half the class will be allocate to Wed 5th June.
On successful completion you will be able to:
- Gather relevant information and report on updated evidence-based interventions using case formulation for working with stressed/trauma-related, neurological and health-related populations across the life-span.
- Demonstrate understanding and effective application of principles and methods of empirically supported therapeutic approaches for working with stressed, traumatized, neurological and health related populations across the lifespan.
- Describe how to monitor therapeutic progress for working with stress/trauma-related disorders, health-related populations including neurological conditions across the lifespan, informed by evolving case formulations
- Demonstrate understanding of appropriate collaboration with relevant health service professionals regarding case formulation and treatment plans for working with individuals and families with complex mental health problems, medical conditions, and/or comorbidities
- Demonstrate professional competency in applying appropriate evidence-based interventions using case formulation for: 1) somatic disorders, 2), health-related disorders, 3) autism spectrum disorder, 4) stress and trauma-related disorders, and 5) more complex comorbid presentations
Delivery and Resources
There will be a one 3-hour seminar per week, on Wednesdays (12noon until 3pm) each week of Session 1. The seminars and workshops will involve evidence based coverage of therapy topics and will also include practical skills training. Students will be required to prepare for both seminars and workshops by completing required readings. Additional resources and reading material will be provided throughout the course during the relevant sections.
Unit Schedule
|
Week |
Date |
Topic |
Lecturer |
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1 |
27 Feb |
General Introduction to unit (60-90 minute class - Week 1 only) |
MK/PG |
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2 |
6 March |
Intro and somatization disorders (assessment and theories) |
MK |
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3 |
13 March |
Somatization disorders -therapy |
MK |
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4 |
20 March |
Stress and Trauma-related disorders - Working with children/families |
MK |
|
5 |
27 March |
Stress and Trauma-related disorders- Comorbid and complex presentations (1) |
MK |
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6 |
3 April |
Stress and Trauma-related disorders- Comorbid and complex presentations (2) |
MK |
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7 |
10 April |
Autism spectrum disorder -therapy |
PG |
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MID-SEMESTER BREAK |
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8 |
1 May |
Chronic pain -therapy -part 1 |
PG |
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9 |
8 May |
Chronic pain -therapy -part 2 |
PG |
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10 |
15 May |
BII-phobia, vasovagal responses, and cardiovascular disease -therapies -part 1 |
PG |
|
11 |
22 May |
Cardio -part 2 |
PG |
|
12 |
29 May |
Cancer & chronic illnesses -therapies |
PG |
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13 |
4th and 5th June |
Full day Viva assessment with PG and MK |
PG&MK |
Timetables for seminars can be found on the University website at: https://timetables.mq.edu.au/2019/
Learning and Teaching Activities
Seminars
Role play
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Gather relevant information and report on updated evidence-based interventions using case formulation for working with stressed/trauma-related, neurological and health-related populations across the life-span.
- Demonstrate understanding and effective application of principles and methods of empirically supported therapeutic approaches for working with stressed, traumatized, neurological and health related populations across the lifespan.
- Describe how to monitor therapeutic progress for working with stress/trauma-related disorders, health-related populations including neurological conditions across the lifespan, informed by evolving case formulations
- Demonstrate understanding of appropriate collaboration with relevant health service professionals regarding case formulation and treatment plans for working with individuals and families with complex mental health problems, medical conditions, and/or comorbidities
- Demonstrate professional competency in applying appropriate evidence-based interventions using case formulation for: 1) somatic disorders, 2), health-related disorders, 3) autism spectrum disorder, 4) stress and trauma-related disorders, and 5) more complex comorbid presentations
Assessment tasks
- Clinical case report
- Practical Viva and Reflective
Learning and teaching activities
- Engagement with material and participation in class is essential
- There will be role play practice opportunities of key skills across various seminars
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Gather relevant information and report on updated evidence-based interventions using case formulation for working with stressed/trauma-related, neurological and health-related populations across the life-span.
- Demonstrate understanding and effective application of principles and methods of empirically supported therapeutic approaches for working with stressed, traumatized, neurological and health related populations across the lifespan.
- Describe how to monitor therapeutic progress for working with stress/trauma-related disorders, health-related populations including neurological conditions across the lifespan, informed by evolving case formulations
- Demonstrate understanding of appropriate collaboration with relevant health service professionals regarding case formulation and treatment plans for working with individuals and families with complex mental health problems, medical conditions, and/or comorbidities
- Demonstrate professional competency in applying appropriate evidence-based interventions using case formulation for: 1) somatic disorders, 2), health-related disorders, 3) autism spectrum disorder, 4) stress and trauma-related disorders, and 5) more complex comorbid presentations
Assessment tasks
- Clinical case report
- Practical Viva and Reflective
Learning and teaching activities
- Engagement with material and participation in class is essential
- There will be role play practice opportunities of key skills across various seminars
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Gather relevant information and report on updated evidence-based interventions using case formulation for working with stressed/trauma-related, neurological and health-related populations across the life-span.
- Demonstrate understanding and effective application of principles and methods of empirically supported therapeutic approaches for working with stressed, traumatized, neurological and health related populations across the lifespan.
- Describe how to monitor therapeutic progress for working with stress/trauma-related disorders, health-related populations including neurological conditions across the lifespan, informed by evolving case formulations
- Demonstrate understanding of appropriate collaboration with relevant health service professionals regarding case formulation and treatment plans for working with individuals and families with complex mental health problems, medical conditions, and/or comorbidities
- Demonstrate professional competency in applying appropriate evidence-based interventions using case formulation for: 1) somatic disorders, 2), health-related disorders, 3) autism spectrum disorder, 4) stress and trauma-related disorders, and 5) more complex comorbid presentations
Assessment tasks
- Clinical case report
- Practical Viva and Reflective
Learning and teaching activities
- Engagement with material and participation in class is essential
- There will be role play practice opportunities of key skills across various seminars
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Gather relevant information and report on updated evidence-based interventions using case formulation for working with stressed/trauma-related, neurological and health-related populations across the life-span.
- Demonstrate understanding and effective application of principles and methods of empirically supported therapeutic approaches for working with stressed, traumatized, neurological and health related populations across the lifespan.
- Describe how to monitor therapeutic progress for working with stress/trauma-related disorders, health-related populations including neurological conditions across the lifespan, informed by evolving case formulations
- Demonstrate understanding of appropriate collaboration with relevant health service professionals regarding case formulation and treatment plans for working with individuals and families with complex mental health problems, medical conditions, and/or comorbidities
- Demonstrate professional competency in applying appropriate evidence-based interventions using case formulation for: 1) somatic disorders, 2), health-related disorders, 3) autism spectrum disorder, 4) stress and trauma-related disorders, and 5) more complex comorbid presentations
Assessment tasks
- Clinical case report
- Practical Viva and Reflective
Learning and teaching activities
- Engagement with material and participation in class is essential
- There will be role play practice opportunities of key skills across various seminars
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- Gather relevant information and report on updated evidence-based interventions using case formulation for working with stressed/trauma-related, neurological and health-related populations across the life-span.
- Describe how to monitor therapeutic progress for working with stress/trauma-related disorders, health-related populations including neurological conditions across the lifespan, informed by evolving case formulations
- Demonstrate understanding of appropriate collaboration with relevant health service professionals regarding case formulation and treatment plans for working with individuals and families with complex mental health problems, medical conditions, and/or comorbidities
- Demonstrate professional competency in applying appropriate evidence-based interventions using case formulation for: 1) somatic disorders, 2), health-related disorders, 3) autism spectrum disorder, 4) stress and trauma-related disorders, and 5) more complex comorbid presentations
Assessment tasks
- Clinical case report
- Practical Viva and Reflective
Learning and teaching activities
- Engagement with material and participation in class is essential
- There will be role play practice opportunities of key skills across various seminars
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Gather relevant information and report on updated evidence-based interventions using case formulation for working with stressed/trauma-related, neurological and health-related populations across the life-span.
- Demonstrate understanding and effective application of principles and methods of empirically supported therapeutic approaches for working with stressed, traumatized, neurological and health related populations across the lifespan.
- Demonstrate understanding of appropriate collaboration with relevant health service professionals regarding case formulation and treatment plans for working with individuals and families with complex mental health problems, medical conditions, and/or comorbidities
- Demonstrate professional competency in applying appropriate evidence-based interventions using case formulation for: 1) somatic disorders, 2), health-related disorders, 3) autism spectrum disorder, 4) stress and trauma-related disorders, and 5) more complex comorbid presentations
Assessment task
- Practical Viva and Reflective
Learning and teaching activity
- Engagement with material and participation in class is essential
- There will be role play practice opportunities of key skills across various seminars
Changes from Previous Offering
This is the first year this unit is being offered.