PSY8090 Advanced Individual Intervention
|Semester 2, 2013 On-campus Toowoomba|
|Faculty or Section :||Faculty of Sciences|
|School or Department :||Psychology|
|Version produced :||19 June 2013|
Examiner: Grace Pretty
Moderator: Paul Bramston
Pre-requisite: PSY8050 and PSY8130 and Students must be enrolled in the following Program: DPCL
The psychologist requires expertise in a variety of therapeutic methods to treat complex disorders and distress related to trauma. This course builds on course PSY8050. It critically reviews the skills of multimodal interventions and develops students' competencies to provide flexible services to a range of clients. Particular attention is paid to developing the reflective-generative practice of the psychologist while using integrated methods and assisting challenging clients with trauma-related distress.
This course builds on principles and practices of therapeutic orientations that compliment CBT to address a range of mental health problems, particularly those related to trauma. It provides students with opportunities to acquire skills from direct experience and to develop better personal reflective-generative practice. Course material is presented through three two-day workshops and critiqued individual practice.
On successful completion of this course students will be able to demonstrate the following competencies as identified in the APS Competencies for Psychologists (1996) and the document Competencies for the College of Clinical Psychology. They will be able to:
- design, implement and evaluate individual interventions based on a broad knowledge of literature and research regarding individual psychological interventions at a level of competence commensurate with their previous professional experience;
- demonstrate appropriate use of crisis-oriented approaches and PTSD interventions promoting client self understanding and self-help skills;
- develop personal reflective-generative practice skills demonstrating an advanced knowledge of professional and ethical issues to support life-long learning and professional development related to burnout and vicarious trauma.
|1.||Integrating experiential cognitive, behavioural and emotive therapeutic approaches in treatment of trauma related distress.||55.00|
|3.||Preventing and Managing Burnout, Compassion Fatigue and Vicarious Trauma||30.00|
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=PSY8090)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Courtois, C. & Ford, J 2009, Treating Complex Traumatic Stress Disorders: An Evidence-based Guide, The Guildford Press, New York.
Dalenberg, C 2000, Countertransference and the Treatment of Trauma, American Psychological Association, Washington, DC.
Foa, E, Hembree, E & Rothbaum 2007, Prolonged Exposure Therapy for PTSD, Oxford University Press, New York.
Briere, J 2006, Psychological Assessment of Adult Posttraumatic States: Phenomenology, Diagnosis and Measurement, 2nd edn, American Psychological Association, Washington.
Bryant, R. & Harvey, A 2000, Acute Stress Disorder: A Handbook of Theory, Assessment and Treatment, American Psychological Association, Washington, DC.
Echterling, L, Presbury, J & McKee, E 2004, Crisis Intervention: Promoting resilience and resolution in troubled times, Prenctice Hall, New York.
Joseph, S. & Linley, P 2008, Trauma, Recovery and Growth: Positive Psychological Perspectives on Posttraumatic Stress, John Wiley & Sons, Inc, Hoboken, N.J.
Moskowitz, A, Schafer, I & Dorahy, M 2008, Psychosis, Trauma and Dissociation: Emerging Perspectives on Severe Psychopathology, Wiley-Blackwell, West Sussex, UK.
Ross, C. A. & Halpern, N 2009, Trauma Model Therapy: A treatment approach for trauma, dissociation and complex co-morbidity, Manitou Communications, Richardson, TX.
Walser, R D & Westrup, D 2007, Acceptance and Commitment Therapy for the Treatment of Post-traumatic Stress Disorder and Trauma-Related problems, New Harbinger, Oakland, CA.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|1 X 45 MIN PRAC INTERV SESSION||1||59||05 Sep 2013||(see note 1)|
|SELF REFLECTIVE ESSAY||1||40||23 Oct 2013|
|ATTENDANCE AT 3 2-DAY WORKSHOP||1||1||24 Oct 2013||(see note 2)|
- Refer to the Examiner for information about these due dates.
- Refer to the Examiner for information about these due dates.
Important assessment information
It is the students' responsibility to participate actively in all workshops scheduled for them, and to study all material provided to them or required to be accessed by them to maximize their change of meeting the objectives of the course and to be informed of course-related activities and administration. Participation in on-campus workshops. 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. 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 the one mark available for that 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. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of a pass in this course, students must satisfactorily complete each assessment item. Pass is ungraded.
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.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
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/portal/custom/search/category/usq_document_policy_type/Student.1.html.
Each student will arrange to conduct a minimum of ONE 45 minute practice intervention session demonstrating exposure therapy with a volunteer client. The student will obtain from the volunteer the appropriate written permission for participation and videotaping.
The DVD will be assessed by the examiner in terms of competencies to be demonstrated in conducting this therapeutic session. If competencies are not observed the student will be required to re-submit additional DVD's until a Pass is obtained for the required competencies.
Each student will submit a 5,000 word essay consisting of 2 components: a critical analysis of the literature regarding the evidence for the efficacy of an aspect of ASD or PTSD intervention chosen by the student, and critical self reflection on their own countertransference vulnerabilities drawing on experiences of therapeutic processes in the course and in their practice to date. This will conclude with an outline of professional development objectives to address these vulnerabilities.
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 48 hours if required by the Examiner.
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/help/referencing/default.htm