Unit convenor and teaching staff |
Unit convenor and teaching staff
Andrew Baillie
Julie Boulis
Julie Boulis
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MProfPsych
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
In this unit, students will be introduced to a range of presentations that pose special challenges for professional psychologists in terms of assessment and clinical management, including: indigenous and CALD clients; clients with psychosis; clients with alcohol and/or substance abuse problems; clients with intellectual disabilities; clients experiencing one or more forms of trauma; clients experiencing grief and loss; clients at risk of self-harm and/or suicidality; and clients seeking relationship counselling. The focus is on the unique challenges posed by these different presentations and on the approaches to assessment, counselling and clinical management most likely to be effective for each. Where appropriate, the use of additional therapeutic modalities (ie, additional to those covered in PSYP903 and PSYP905), such as the use of Emotion-Focused Therapy in couples counselling and Motivation Interviewing for substance abuse problems and eMental Health will be considered.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
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Suicide Assessment Report | 50% | No | TBA |
Oral Presentation | 50% | Yes | TBA |
Due: TBA
Weighting: 50%
Suicide Assessment Report 2000 words
You have been referred a client, Marianne Jones, for psychological assessment in relation to her claim for Workers Compensation. In addition to questions of liability, the Insurance Company wishes you to make a comment about relevant diagnostic and/or clinical issues and appropriate treatment options. The following information is gained from notes taken with Marianne during psychological assessment. Relevant test data is also included. You are asked to write a brief report - addressed to the Insurance Company (copy to GP) - outlining the following: 1. Background to the Referral. 2. Client Presentation. 3. Psychological Assessment. 4. Psychometric Assessment. 5. Opinion. 6. Recommendations Referral: Marianne Jones Age: 46 years Marital Status: Separated Children: Two Occupation: Clerk Injury: Victim of attempted robbery 9 months ago whilst at work Presentation: Stated age, heavy set, nicely dressed, visibly distressed and tearful, flat and depressed, polite, cooperative, oriented and alert. Notes from Interview: Reported that she was victim of attempted robbery whilst at work. Man came in with a gun, yelled at her, demanded money and told her he would kill her if she did not comply. She screamed and a passer-by overheard and looked in the window. Offender noticed this and ran away. Marianne fell to the floor, crying and shaking and mumbling that she thought she was going to die. Taken to hospital – no physical injuries, released to go home. Treated with Valium for one week. Marianne said that she felt numb for 2- 3 days after the assault. Stayed home in front of TV during that time. Then crying started and didn’t stop for several days. Marianne said that she started having flashbacks about ten days after the incident. Occurred both in dreams and when awake. Distressing, aroused and agitated. Other symptoms: Sleep disturbance, social withdrawal, decreased appetite, low mood, no longer reading – used to love it Meds: Effexor Suicide Risk Assessment: Current ideation – says doesn’t want to die Previous attempt – three years ago after split from husband of 20 years. OD’d on pills found in her bathroom Current plan – only vague but mentioned she had thought about overdosing on her antidepressants Supports: 2 children: Son 25 years – lives in Victoria for work and a Daughter 21 years – recently married and no longer living with Marianne Test Results: BDI: 20; BHS: 17; BAI: 12; SCL 90-R: See “Attachment 3” on final page of handbook.
Due: TBA
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Hurdle assessment. This assessment enables students to demonstrate minimum competency in psychology skills integral to treatment planning and for presentations in many clinical settings where you may be required to communicate and promote service goals and outcomes. This live skill oral presentation assessment will enable students to demonstrate ‘fitness to practice’ as a psychologist in terms of ability to access, critically interpret, and communicate key findings from the research literature bearing on a given area of applied professional psychology practice. Consistent with the Assessment Policy, students who make a serious attempt, but fail to meet minimum standards will be given a second opportunity to complete the task to the minimum standard. The minimum standards will be defined as at least Functional level in a rubric that will be made available to students and that will be based on standards required by APAC. Students who fail to meet minimum standards on the second attempt will fail the unit. For those who pass the second attempt, a maximum mark of 50% (PASS) will be given for the PSY904 Working with Special Populations, live skills oral presentation assessment 2.
Critique Research/Oral presentation maximum 30 minutes (includes 15 minute group discussion)
The purpose of this assignment is to give you the opportunity to demonstrate your ability to access, critically interpret, and communicate key findings from the research literature bearing on a given area of applied professional psychology practice. You will also be required to lead a group discussion among your fellow students. These skills are important for treatment planning and for presentations in many clinical settings where you may be required to communicate and promote service goals and outcomes. Step 1: Choose an applied topic of interest to you Identify a brief, specific, professional practice case scenario. Examples could include working with a client who reports that he is “drinking too much” and very “down”, a client who reports that she can’t control her eating and resorts to making herself vomit after meals to try and compensate for her overeating, or a client who reports that her son has been torturing the neighbours’ pets and threatening to hurt his sister (these are just examples: choose a professional practice scenario that is of interest to you!). Step 2: Literature search Review the literature on current best practice in your chosen area. See p.16 for guidelines on online literature searches or visit the Library’s online Information Skills training at http://infoskills.mq.edu.au/ Issues that might be considered include: • What are the treatment (or prevention) approaches most often used in such cases? • What research evidence is there to support different possible approaches? • What difficulties might be expected in managing (or preventing) such cases? • What research might be needed in future to better inform the clinical management (or prevention) of such cases? • Results of literature search and key references should be included in the power point presentation Note: There is no need to conduct a systematic literature review for this assignment (this will, however, be required for PSYP 910). Rather, you should seek one or more recent review papers that summarises the evidence for different possible approaches to the management of your chosen scenario. Relevant published case reports and/or case series might also be considered. The focus of the assignment in on your ability to interpret relevant research evidence and convey what you find to your audience in an engaging way that promotes group discussion of key issues relating to your chosen scenario. Step 3: Prepare and give a talk (approx. 15 minutes) on your chosen topic and lead a group discussion (approx. 10-15 mins) (maximum of 30 minutes/presentation). • Copies of the power point presentation should be provided to audience members • See below for guidelines on giving your presentation • Provide each audience member (4 other students and one assessor) with a copy of your overheads • The use of additional materials (such as additional handouts or other visual aids) to facilitate discussion and promote audience engagement is encouraged.
The unit is comprised of lectures
Lectures: 4 x 6 hour lecture on Wednesday
2 x 6 hour lecture on Saturday
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, 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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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.
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:
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:
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:
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:
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:
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:
Date | Description |
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26/08/2017 | Further information provided for a hurdle assessment. |