Students

PSYP901 – Counselling and Professional Practice

2017 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Andrew Baillie
Julie Boulis
Julie Boulis
Credit points Credit points
4
Prerequisites Prerequisites
Admission to MProfPsych
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit provides training in key counselling techniques such as reflective listening and empathic responding. Teaching is done in an experiential fashion to foster skill development and student counselling skills are assessed directly. Students are trained to intervene in complex situations such as those involving the abuse or neglect of children and/or substance abuse. Issues in career counselling and counselling with youth are also considered. Students are exposed to relevant codes of ethics and professional practice as well as legal issues related to mandatory reporting. Students are taught about clinical issues which require medical intervention and the need for liaison with general practitioners and psychiatrists in addressing mental health problems more generally. An introduction to DSM and Psychopharmacology is also provided.

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:

  • Critique theoretical constructs, models and evidence based counselling practice to improve their effectiveness as psychologists.
  • Apply decision-making strategies to resolve ethical questions to problems using the APS Code of Ethics, Guidelines and Mandatory reporting legislation, across a variety of contexts.
  • Explain vocational assessment contexts with its application to intelligence assessment, personality assessment and assessment in organisations.
  • Recognise historical approaches to the conceptualisation of diagnosis, case formulation, psychopathology and DSM.
  • Design and implement evidence-based psychological and pharmacological interventions particularly with Indigenous Australians.
  • Develop and implement professional interviewing and counselling skills with a variety of clients and presenting issues.

Assessment Tasks

Name Weighting Hurdle Due
Live counselling skills 50% Yes 12/4/17
Ethics Report 50% No 20/4/17

Live counselling skills

Due: 12/4/17
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 working with clients during an initial interview and throughout therapy. This live skills assessment will enable students to demonstrate ‘fitness to practice’ as a psychologist in terms of conducting core skills necessary to complete an initial interview with a client and be able show how to develop an initial case formulation. This is an essential skill that all students need to demonstrate prior to their first placement. 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 PSY901 Counselling and Professional Practice, Counselling live skills assessment 1.

Assessment 1.

A small group of students are allocated to each assessment session. The assessment session is 2 hours in duration, allowing 40 minutes per person. Person A interviews B. Person B interviews C. Person C interviews A. You decide between yourselves who is A and B and C. You will have 25 minutes to conduct the interview and then there will be 15 minutes of discussion and feedback.

Interviewees: You are responsible for keeping yourself safe. Please choose a safe topic to discuss. This is not a real “therapy” session, so choosing a topic that allows you to engage and keep safe is very important. There are a number of example scenarios at the end of this handbook. You might want to use one of these instead of your own – but it’s often easier to “play” yourself.

Interviewers: You are responsible for ensuring the interview remains safe for you and for your interviewee. You need to demonstrate to the assessor that you can employ a range of counselling skills during the interview. At the end of this handbook you will find the rubric (assessment grid linked to learning objectives) to be used by the assessor during your skill assessment. It is important to keep in mind that this assessment is considering your developing, emerging skills – we are not assessing a complete, polished counselling session.

We are looking for developing counselling skills, particularly:

  • Attentive listening
  • Accurate empathy
  • Accurate perception of the presenting problem
  • Systematic gathering of information
  • Giving of information and support appropriately.

Sessions will be at: 9am, 11am or 2pm

COUNSELLING SCENARIOS FOR LIVE SKILLS

(As interviewee in the live skills assessments, you are responsible for keeping yourself safe. Please choose a safe topic to discuss. This is not a real “therapy” session so choosing a topic that allows you to engage and keep safe is very important. It’s often easier to “play” yourself when taking the role of the client, but you might prefer to use one of the sample scenarios below, or make up one of your own.)

You are considerably overweight and, after trying various diets and weight loss programs, have requested that your GP refer you for laparoscopic weight loss (gastric banding) surgery. The GP has suggested counselling.

You have self referred for counselling; you are considering separating from your partner of 11 years whom you believe is having an affair with a work colleague. You work full time, have three children under the age of seven years and are planning on taking the children to live with your parents after separation.

You recently left the job in which you had worked for the last 10 years to join a new company at a much higher salary. You don’t feel happy in the new job, feeling anxious and highly stressed by the high pressure work. It’s hard to make friends with work colleagues who are also stressed and very competitive. You are thinking of resigning.

 


On successful completion you will be able to:
  • Critique theoretical constructs, models and evidence based counselling practice to improve their effectiveness as psychologists.
  • Apply decision-making strategies to resolve ethical questions to problems using the APS Code of Ethics, Guidelines and Mandatory reporting legislation, across a variety of contexts.
  • Explain vocational assessment contexts with its application to intelligence assessment, personality assessment and assessment in organisations.
  • Recognise historical approaches to the conceptualisation of diagnosis, case formulation, psychopathology and DSM.
  • Design and implement evidence-based psychological and pharmacological interventions particularly with Indigenous Australians.
  • Develop and implement professional interviewing and counselling skills with a variety of clients and presenting issues.

Ethics Report

Due: 20/4/17
Weighting: 50%

Discuss how you would respond in the following situation. It is based on a real current dilemma (with names and some details changed for ethical reasons).

Your client, Max (aged 15 years 9 months) has been referred to you by the school for counselling. The Principal informs you that there is an allegation that Max has sexually abused his step-brother Ben (aged 11 years, 2 months). Max has denied the allegation and is difficult to engage. He appears to be depressed and anxious and has been truanting from school. He says he doesn’t see why he should trust you because everyone else has let him down. “Even my mother doesn’t believe me. She prefers to believe that silly little kid.”

A DOCS worker phones you asking for your assessment of Max. She has spoken to Max’s mother, step-father and father (with whom Max is now living, at the request of DOCS, but against Max’s wishes) and tells you that they have given permission for you to speak to her. She also says that the Principal would like advice on how to manage having both Max and Ben as students at the school when Ben moves to high school next year.

1. List the relevant legal and ethical issues

2. Who should you talk to?

3. What information is it appropriate to give them?

4. What processes would you follow?

A Pass grade requires evidence of knowledge of the relevant legal and ethical issues in reference to current legal requirements and ethical codes of practice for Psychologists.

Readings

APS (2007) Code of conduct (on iLearn)

APS (2008) Ethical guidelines on reporting abuse and neglect and criminal activity (on iLearn)

APS (2008) Ethical guidelines for managing professional boundaries and multiple relationships. (on iLearn)

APS (2009) Ethical guidelines for working with young people (on iLearn)

Knapp,S., Handelsman,M., Gottlieb, M.C., & VandeCreek,L.D. (2013) The dark side of professional ethics. Professional Psychology: research and Practice. Vol 44, No 6, pp 371-377 – (on iLearn) doi:10.1037/a0035110

Note: References should be included.

 


On successful completion you will be able to:
  • Critique theoretical constructs, models and evidence based counselling practice to improve their effectiveness as psychologists.
  • Apply decision-making strategies to resolve ethical questions to problems using the APS Code of Ethics, Guidelines and Mandatory reporting legislation, across a variety of contexts.
  • Explain vocational assessment contexts with its application to intelligence assessment, personality assessment and assessment in organisations.
  • Recognise historical approaches to the conceptualisation of diagnosis, case formulation, psychopathology and DSM.
  • Design and implement evidence-based psychological and pharmacological interventions particularly with Indigenous Australians.
  • Develop and implement professional interviewing and counselling skills with a variety of clients and presenting issues.

Delivery and Resources

The unit is comprised of lectures and workshops. 

Lectures: 3 x 3 hour lecture on Wednesday

2 x 3 hour lecture on Saturday

Workshops: 3 x 3 hour workshop on Wednesday

2 x 3 hour workshop on Saturday

Learning and Teaching Activities

Workshops – 1 and 4. Counselling and Interviewing Skills

Counselling and Interviewing Skills /Small group supervision (6 hrs)

Workshop – 2. Career Counselling/Clinical Syndromes

Career Counselling/Clinical Syndromes/Psychopharmacology/Classification schemes

Workshop – 3. Ethics/Mandatory Reporting

Ethics/Mandatory Reporting, via role-play and expert feedback in small groups

Policies and Procedures

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.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

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.

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

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

  • Critique theoretical constructs, models and evidence based counselling practice to improve their effectiveness as psychologists.
  • Apply decision-making strategies to resolve ethical questions to problems using the APS Code of Ethics, Guidelines and Mandatory reporting legislation, across a variety of contexts.
  • Explain vocational assessment contexts with its application to intelligence assessment, personality assessment and assessment in organisations.
  • Recognise historical approaches to the conceptualisation of diagnosis, case formulation, psychopathology and DSM.
  • Design and implement evidence-based psychological and pharmacological interventions particularly with Indigenous Australians.
  • Develop and implement professional interviewing and counselling skills with a variety of clients and presenting issues.

Assessment tasks

  • Live counselling skills
  • Ethics Report

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

  • Critique theoretical constructs, models and evidence based counselling practice to improve their effectiveness as psychologists.
  • Apply decision-making strategies to resolve ethical questions to problems using the APS Code of Ethics, Guidelines and Mandatory reporting legislation, across a variety of contexts.
  • Explain vocational assessment contexts with its application to intelligence assessment, personality assessment and assessment in organisations.
  • Recognise historical approaches to the conceptualisation of diagnosis, case formulation, psychopathology and DSM.
  • Develop and implement professional interviewing and counselling skills with a variety of clients and presenting issues.

Assessment tasks

  • Live counselling skills
  • Ethics Report

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

  • Critique theoretical constructs, models and evidence based counselling practice to improve their effectiveness as psychologists.
  • Apply decision-making strategies to resolve ethical questions to problems using the APS Code of Ethics, Guidelines and Mandatory reporting legislation, across a variety of contexts.
  • Explain vocational assessment contexts with its application to intelligence assessment, personality assessment and assessment in organisations.
  • Recognise historical approaches to the conceptualisation of diagnosis, case formulation, psychopathology and DSM.
  • Design and implement evidence-based psychological and pharmacological interventions particularly with Indigenous Australians.
  • Develop and implement professional interviewing and counselling skills with a variety of clients and presenting issues.

Assessment tasks

  • Live counselling skills
  • Ethics Report

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

  • Critique theoretical constructs, models and evidence based counselling practice to improve their effectiveness as psychologists.
  • Apply decision-making strategies to resolve ethical questions to problems using the APS Code of Ethics, Guidelines and Mandatory reporting legislation, across a variety of contexts.
  • Explain vocational assessment contexts with its application to intelligence assessment, personality assessment and assessment in organisations.
  • Recognise historical approaches to the conceptualisation of diagnosis, case formulation, psychopathology and DSM.
  • Develop and implement professional interviewing and counselling skills with a variety of clients and presenting issues.

Assessment task

  • Ethics Report

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

  • Critique theoretical constructs, models and evidence based counselling practice to improve their effectiveness as psychologists.
  • Apply decision-making strategies to resolve ethical questions to problems using the APS Code of Ethics, Guidelines and Mandatory reporting legislation, across a variety of contexts.
  • Explain vocational assessment contexts with its application to intelligence assessment, personality assessment and assessment in organisations.
  • Recognise historical approaches to the conceptualisation of diagnosis, case formulation, psychopathology and DSM.
  • Design and implement evidence-based psychological and pharmacological interventions particularly with Indigenous Australians.
  • Develop and implement professional interviewing and counselling skills with a variety of clients and presenting issues.

Assessment task

  • Ethics Report

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

  • Critique theoretical constructs, models and evidence based counselling practice to improve their effectiveness as psychologists.
  • Apply decision-making strategies to resolve ethical questions to problems using the APS Code of Ethics, Guidelines and Mandatory reporting legislation, across a variety of contexts.
  • Explain vocational assessment contexts with its application to intelligence assessment, personality assessment and assessment in organisations.
  • Recognise historical approaches to the conceptualisation of diagnosis, case formulation, psychopathology and DSM.
  • Design and implement evidence-based psychological and pharmacological interventions particularly with Indigenous Australians.
  • Develop and implement professional interviewing and counselling skills with a variety of clients and presenting issues.

Assessment tasks

  • Live counselling skills
  • Ethics Report

Master of Professional Psychology Program Policies

We provide a rich range of workshops, small group supervision, readings and tasks to optimise your learning opportunities. We encourage you to commit yourself wholeheartedly to the program. The list of “rules” below is designed to ensure that you get the most from your studies.

The basic rule is – Attend all classes and do all assignments on time.

Except under special circumstances, failure to meet the minimum requirements as set out below on attendance, readings and assignments will result in a Fail grade.

Attendance.

The minimum attendance requirements are:

Attend all scheduled workshops in the unit OR

Attend a minimum of 80% of the workshops and complete the assigned workshop task (even if notice was given of intended absence).

For each missed workshop you will be asked to read the required readings and complete the workshop task.

A Fail grade will be given if extra tasks are not completed to cover absences. Failure to meet the minimum attendance requirements (4 workshops as detailed above) or to complete the extra assignment(s) may result in a Fail grade

What will I need to do if I miss a workshop?

Email psychology.health@mq.edu.au to notify of your absence. Please note it is your responsibility to collect any handouts which may have been given out during the missed workshop.

Workshop Tasks

Workshop tasks are set for each of the workshops, these tasks are optional, for private study. It is strongly recommended that you complete the tasks for the unit and bring them along to the workshops (but do not submit them for marking unless advised to). They are a great way to connect to the learning being covered in the workshop – they help you to prepare for the class! An example of a completed Workshop Task is XXXX on page 10.XXXX

Readings

There are lists of required readings for each workshop – which are mostly available on e-reserve or iLearn, occasionally a reading is not available and you may have to conduct your own search. The readings relate to the workshop content, and often to the set assignments. You are expected to have read the required readings for each workshop. Please do not disrupt the classes by not having done them.

Grading

Grades for each unit are based on marks of the assignments set for each unit:

High Distinction (HD) (85-100)

Distinction (D) (75-84)

Credit (CR) (65-74)

Pass (P) (50-64)

Fail (F) (0-49)

There is no forced distribution for grades (i.e. if all students work to a high standard, all students will get a high grade). Students are expected to achieve a credit grade on assignments and a minimum of P grade is required on each assignment to pass the unit.

Retaining Your Enrolment

*** A Pass grade on each unit is required to proceed to further units ***

Except under special circumstances, students are not permitted to repeat failed units. Students who fail a unit will be asked to show cause why they should be permitted to retain their enrolment in the course.

Assessment submission deadlines and requests for extensions

All work must be submitted by the due date unless an extension has been given. To request an extension you will need to go to ASK.mq.edu.au and complete a ‘disruption to study’ request and submit with appropriate documentation. The request will not be processed without the appropriate supporting documentation.

If work is not submitted by the due date (or the approved extension date) without reasonable explanation, one mark will be deducted for each late day.

Extensions are granted for 1 week. If work is submitted after the extension date the maximum grade received will be a Pass grade.

• A “Fail” grade will be given for very late work.

• Extensions are not automatic.

What is expected of you when attending Workshops

Developing ethical professional behaviour is one of the core components of the training program. Late arrivals and early exits disrupt the class and are disrespectful to the other students and the lecturers (many of whom are visitors to Macquarie University). It is expected that students conduct themselves respectfully and professionally by arriving on time and attending for the full day. It is also expected that students show respect to the lecturer and their fellow students by being attentive during the lectures. This includes switching off mobile phones and not talking whilst the lecturer is talking.

To address instances of disrespectful or disruptive behaviour:

• Lecturers will have the discretion to refuse entry to students who arrive late without good reason.

• Records will be kept of attendance (including lateness and early exits). Students who are late or leave early without good reason will be deemed not to have attended the workshop and will be required to complete a written workshop task to substitute for the lateness/absence.

• Any persistent, unexplained absenteeism or lateness will be advised to the Course Director who will have the discretion to fail the student on the Unit(s) in question.

Submitting Your Assignments

Most assignments are to be submitted online through ‘Turnitin’ unless advised otherwise. Please follow the link setup on iLearn.

Once the assignments are marked you will have direct access to the feedback provided online by the markers.

Please note the following when submitting online:

- No need for a cover sheet;

- The Bibliography will not be included in the count;

- Quoted material will not be included in the count;

When not submitting an assignment online, you must attach a cover sheet.

Application for a Re-mark

Applications for re-marks will be considered on a case-by-case basis*. In order for a re-mark to be considered, students must contact the Course Administrator and provide the following within 7 days of receiving the returned assignment:

1) The original marked assignment (do not delete original comments and marks;

2) An unmarked copy of the assignment, including a Department of Psychology cover sheet (for the new marker);

3) Advise why you think the assignment should be re-marked

The assignment will be sent back to the original marker to re-mark. If you don’t agree with the re-mark, the unmarked copy of the assignment will be sent to an independent marker. Please note that the mark given by the independent marker will stand and it could be higher, lower or the same as the original mark.

*Unacceptable reasons for a re-mark include:

i. An assertion that a great deal of time was spent on reading, library/research and other preparation normally required for any piece of academic work, and

ii. An intuitive self-evaluation of the project.

Changes since First Published

Date Description
25/08/2017 Hurdle assessments have been identified.