96053 Advanced Clinical Skills 1
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96046 Research Project 1 AND 96047 Clinical Placement 1 AND 96048 Adult Clinical Psychology 2 AND 96050 Clinical Health Psychology AND 96051c Clinical Placement 2 AND 96052c Clinical Placement 3 AND 96054c Research Project 2
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
This subject is designed to facilitate students' knowledge and understanding of, and their ability to utilise, evidence-based therapeutic approaches in clinical psychology. The subject intentionally draws on a selection of clinical approaches that represent the most recent evidence-based advances in theory and treatment, and discusses these in terms of their evidence base, their theoretical contribution and their clinical application.
Successful completion of this subject is required for progression to all second-year subjects in the Master of Clinical Psychology (C04300).
Subject learning objectives (SLOs)
| 001. | Locate scholarly literature relevant to a given topic |
|---|---|
| 002. | Critique selected research |
| 012. | Communicate research findings and outcomes |
| 013. | Assess the impact of research |
| 014. | Suggest modifications and directions for further research |
| 016. | Integrate diagnostic information with formulation in treatment planning |
| 035. | Justify the links between diagnosis, formulation and the intervention chosen |
| 067. | Conduct ongoing self-evaluation |
| 070. | Interpret initial client information |
| 071. | On the basis of available information, establish initial assessment requirements |
| 076. | Interpret assessment results |
| 077. | Communicate results of assessment in an appropriate format to relevant individuals |
| 078. | Respond appropriately to any risk arising from assessment |
| 082. | Describe and apply knowledge of the cultural, historic, and contemporary influences on the lives of Indigenous Australians and the implications of these for social and emotional wellbeing |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Apply in practice accurate and comprehensive knowledge of the current state of psychological theories and models, the application, implementation and interpretation of psychological investigations, and the implementation of psychological interventions. (.001)
- Provide ethically and legally accountable client-centred care, with awareness of own capabilities and limitations. (.002)
- Assess and report on individual and population psychological health status, using appropriate testing and/or observation methodologies. (.003)
- Design and evaluate psychological interventions to optimise client or organisational health. (.004)
- Evaluate evidence and engage in systematic inquiry. (.005)
- Communicate effectively and accurately with clients and stakeholders in written or spoken language appropriate to their needs. (.006)
- Demonstrate respect and value for diverse ways of knowing, being and doing, in particular recognising the diversity of Indigenous Australians, while critically reflecting on the impact of ongoing colonisation and its pervasive discourse on their health and wellbeing, and integrating this knowledge into practice (.007)
- Reflect on the knowledge, skills and attributes required for the evaluation and integration of emerging evidence into practice, promoting the growth of personal and professional learning, and the education of others. (.009)
- Demonstrate knowledge of psychological practice in national and global communities, with awareness of their social and cultural contexts, using a consultative approach to the formulation and implementation of management plans to meet diverse needs. (.011)
Contribution to the development of graduate attributes
This subject contributes to the development of the following graduate attributes
Lifelong learning
Graduates of the Master of Clinical Psychology are lifelong learners, committed to and capable of reflection and inquiry in their quest for personal development and excellence in professional practice.
Professional capacity
Graduates of the Master of Clinical Psychology are client-focused, ethical practitioners with the understanding and proficiency to be leaders in their profession, capable of effectively researching and communicating solutions in a global context.
Global citizenship
Graduates of the Master of Clinical Psychology contribute to society, resolving to undertake those actions and responsibilities that will enhance their role in local, national and global communities.
Cultural competence
Graduates of the Master of Clinical Psychology are culturally competent professionals, able to reflect on and explain their own cultural perspectives, accommodate cultural differences and achieve optimal outcomes through the adoption of a consultative approach to patient care with indigenous Australians and other cultural groups.
Teaching and learning strategies
Preparation for Learning:
Students are required to prepare for learning by completing relevant learning activities before attending face-to-face classes. These activities include completing the required readings and skills practice prior to attending the workshop. Completing these activities will ensure that students have ample time in class to learn from the expert instructors and will inform experiential learning and collaborative learning tasks (e.g., skills practice).
Active Lectures:
During workshops teaching staff will firstly introduce a theoretical model then students will practice the treatment approach extensively during role plays. During these simulations students are encouraged to provide feedback to their peers and to obtain feedback from their peers as part of building skills in reflective practice. Teaching staff will also provide limited feedback where possible during these simulated sessions.
Case-based Learning:
Case-based learning is a form of problem-based learning and is a key learning strategy in this subject. Authentic and de-identified case examples will be provided to students in class to extend their understanding of the various treatment approaches.
Collaborative Learning:
Much of our work as clinical psychologists involves working with multi-disciplinary teams as well as teams made up of multiple psychologists. Therefore it is essential that clinical psychology students develop skills in teamwork. Collaborating with peers during class tasks assists students in building collaboration and leadership skills. In this subject students are required to collaborate regularly on various lecture/workshop activities.
Reflective Learning:
Reflective practice is an essential skill of a clinical psychologist. This subject aims to foster reflective practice by regularly asking students to reflect on their role-plays and identify areas of strength and weakness.
Practice-based Learning:
Practice-based learning helps students to translate skills from the classroom to the work they do with clients. In this subject students will engage in a considerable number of role plays throughout the semester to ensure that they are comfortable working across the various approaches.
Simulated Clinical Experiences:
Students will regularly role play skills with their peers during this subject. Students are encouraged to engage in the reflective process as part of these role plays in order to identify and rectify strengths and weaknesses across the various clinical approaches.
Self-directed Practice:
Students will be encouraged to practice the skills outside of class with clients on their clinical placements.
Ongoing Feedback:
In-class verbal feedback is an important teaching and learning strategy employed throughout the subject. Specifically the teaching staff will observe skills practice tasks and provide feedback on skills as required. Students will also have the opportunity to contact the subject coordinator to receive feedback on assessment tasks.
Content (topics)
The content of Advanced Clinical Skills 1 spans three distinct clinical intervention domains: Motivational Interviewing (MI), Mindfulness-Integrated Cognitive Behavioural Therapy (MiCBT), and Schema Therapy (ST), in addition to teaching on Indigenous Psychology. Students will be introduced to MiCBT and ST and have the option of completing a full course in either MiCBT or ST. Students who complete all sections of the MiCBT elective may be eligible for MiCBT Institute recognition of Foundation Training. Students who complete all sections of the ST elective will receive a certificate of completion. More information on the MiCBT and ST elective options will be provided in the first week of class. All lectures are highly clinically focused, with students engaging in practical skills demonstration and group-based exercises in every teaching class.
Assessment
Assessment task 1: Active participation (must-pass assessment component)
| Intent: | The intention of this task is to create a vibrant and engaging learning environment allowing students to enhance their clinical skills. Active participation is critical as the knowledge, skills and strategies being taught are required for clinical practice. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 001, 002, 012, 013, 014, 016, 035, 070, 071, 076, 077 and 078 This task is aligned with the following course learning outcomes: .001, .002, .003, .004, .005, .006 and .011 |
| Groupwork: | Individual |
| Weight: | 10% |
| Criteria: | See marking guide in Canvas |
Assessment task 2: Treatment Plan Analysis
| Intent: | This task is designed to demonstrate critical thinking and analysis of treatment options in clinical psychology practice, and specifically how they apply and should be modified in culturally responsive ways in the context of working with Indigenous Austrailans. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 001, 002, 012, 013, 014, 016, 035, 067, 070, 071, 076, 077, 078 and 082 This task is aligned with the following course learning outcomes: .001, .002, .003, .004, .005, .006, .007, .009 and .011 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Word limit: 2500 words (including in-text references, but not including reference list). |
| Criteria: | The marking rubric will be posted on Canvas along with the treatment plan. |
Assessment task 3: Skills Demonstration and Reflection
| Intent: | Clinical psychologists have high levels of expertise in the delivery of a variety of interventions for psychological conditions. Clinical psychologists must also have high level skill in reflective practice, allowing them to identify their clinical strengths and weaknesses. This task is designed to demonstrate the ability of the student to carry out a specific type of therapy with fidelity, and then to engage in reflective practice. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 001, 002, 012, 013, 014, 016, 035, 067, 070, 071, 076, 077 and 078 This task is aligned with the following course learning outcomes: .001, .002, .003, .004, .005, .006, .009 and .011 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | 15-minute video capture, plus 1000-word critique (including in-text references). |
| Criteria: | A marking rubric will be posted on Canvas at the start of the semester. |
Minimum requirements
Trainees must attend 100% of classes.
To pass this Subject students must achieve a minimum grade of 50%.
Note: there is a must-pass assessment in this Subject. Please check assessment descriptions for details.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
References
Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford press.
Cayoun, B. A. (2015). Mindfulness-integrated CBT for well-being and personal growth. Chichester, UK: Wiley Blackwell.
Young, J. E., Klosko, J. S., & Weishaar, M. E. (2003). Schema therapy: A practitioner's guide. Guilford Press.