PSY8050 Clinical Assessment and Intervention II
|Semester 2, 2013 On-campus Toowoomba|
|Faculty or Section :||Faculty of Sciences|
|School or Department :||Psychology|
|Version produced :||6 December 2013|
Examiner: Paul Bramston
Moderator: Grace Pretty
The practitioner addressing psychological problems requires a broad understanding of therapeutic methods that have been demonstrated to be effective within mental health contexts. This course critically reviews the research literature on clinical interventions that reduce the psychological impact of mental illness and maximise quality of life. It develops students' competencies to plan and implement cognitive-behavioural interventions for these problems.
This course addresses principles and practice of supportive cognitive-behaviour therapy in relation to common psychological problems such as anxiety, depression and stress. This material will be presented and role-played through practical skill development workshops. The skill level of individual students will be assessed using videotaped therapy sessions with clients.
On successful completion of this course students will be able to:
- demonstrate competencies as identified by APAC and the APS Clinical College;
- design, implement and evaluate individual interventions based on a broad knowledge of literature and research regarding individual psychological interventions related to the practice of psychology;
- provide a competent, professional service to individuals experiencing health problems through: developing skills at a level of competence commensurate with their previous professional experience, acquiring knowledge of professional and ethical issues, critically analysing issues implicated in the use of intervention techniques with clientele presenting with a variety of health issues, appropriately applying cognitive-behavioural interventions across a variety of clientele, cognitive-behavioural interventions across a variety of clientele, considering age, gender and cultural sensitivities, designing and implementing stress reduction programs, promoting client self-help skills;
- demonstrate proficiency in professional communication and client/community relations through: writing and presenting reports of intervention plans and outcomes, assessing the ecological validity of proposed interventions, critically reviewing the efficacy of interventions;
|1.||Therapeutic relationship microskills, assessment and formulation in the clinical setting.||20.00|
|2.||Behavioural and cognitive methods effective in the treatment of: - anxiety, stress and depression and the evidence for their effectiveness.||30.00|
|3.||Cognitive strategies in working with automatic thoughts and beliefs in the treatment of anxiety, stress and depression and the evidence for their effectiveness.||30.00|
|4.||Treating chronic, severe or complex disorders.||10.00|
|5.||Writing and presenting intervention case studies.||10.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=02&subject1=PSY8050)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Wright, J.H., Basco, M.R., Thase, M.E 2006, Learning cognitive-behavior therapy: An illustrated guide, American Psychiatric Publishing Inc, Arlington.
REQUIRED TEXT: Students will find the set text useful pre-reading for workshops and as a foundation for their written case study and exam.
Bellack, AS & Hersen, M 1990, Handbook of comparative treatments for adult disorders, John Wiley, New York.
Granvold, DK 1994, Cognitive and behavioral treatment: methods and applications, Brooks/Cole, Pacific Grove, CA.
Lewis, J, Sperry, L & Carlson 1993, Health counseling, Brooks/Cole, Pacific Grove, CA.
Llewellyn, S & Kennedy, P 2003, Handbook of clinical health psychology, John Wiley & Sons, Chichester, England.
Meth, RL & Pasick, RS (eds) 1990, Men in therapy: the challenge of change, The Guilford Press, New York.
Nathan, P & Gorman, J (eds) 2002, A guide to treatments that work, 2nd edn, Oxford University Press, New York.
Simos, G 2002, Cognitive behaviour therapy: a guide for the practising clinician, Brunner-Routledge, London.
Worell, J & Remer, P 1996, Feminist perspectives in therapy: an empowerment model for women, John Wiley, Chichester, New York.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|CASE STUDY TEST||40||40||21 Oct 2013|
|CBT PLAN||40||40||21 Oct 2013|
|THREE VIDEOS OF THERAPY||20||20||21 Oct 2013|
Important assessment information
To ensure that students can satisfy the objectives of the practical component of the unit, attendance at all workshops for this course is compulsory. The intervention skills component of this course will be taught in three, two day workshops held on campus. During these workshops students will engage in practice of intervention techniques with respect to a range of health problems. Attendance at the workshops is compulsory.
Requirements for students to complete each assessment item satisfactorily:
To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
Final grades for students will be determined by the addition of the marks obtained in each assessment item, weighted as in the Assessment Details.
An exam (held as an in-class test) will be held in the final workshop requiring students to diagnose and plan treatment for a clinical case study.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
Students are expected to be enrolled in their practicum at this time so that they can practice core skills of problem elicitation, formulation and intervention. Clients seen in the practicum will form the basis of the CBT intervention plan (see below).
A formal intervention plan of 8 sessions of CBT will be designed by the student to assist a client they are seeing in their practicum. The plan must present a full formulation of the presenting problem from a CBT perspective and outline a possible schedule of 8 therapy sessions. This plan should be no more than 3,000 words.
At least three recordings of cognitive therapy must be handed in for marking and feedback through the semester on a resubmit basis until competence is demonstrated.
The due date for an assignment is the date by which a student must despatch the assignment to the USQ. The onus is on the student to provide proof of the despatch date, if requested by the Examiner.
Students must retain a copy of each item submitted for assessment. This must be produced within five days if required by the Examiner.
The examiner may grant an extension of the due date of an assignment in extenuating circumstances.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing