96045 Adult Clinical Psychology 1
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96043c Introduction to Clinical Practice Skills AND 96044c Child and Adolescent Clinical Psychology AND 96049c Assessment Across the Lifespan
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 takes a scientist–practitioner approach to understanding psychological disorders in adults. Specifically, students learn about common mental health presentations in adults with reference to: the aetiology of the disorder; assessment and diagnostic issues; and evidence-based treatments. This knowledge is presented in the context of the relevant ethical, legal and professional standards, as well as consideration of cross-cultural factors.
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 |
| 016. | Integrate diagnostic information with formulation in treatment planning |
| 023. | Apply multiple methods for assessing the severity and types of mental health conditions |
| 029. | Follow a structured process to arrive at the most accurate diagnosis |
| 030. | Draw on clinical evidence to propose an intervention |
| 031. | Justify the selection of a particular intervention |
| 032. | Design an intervention |
| 035. | Justify the links between diagnosis, formulation and the intervention chosen |
| 036. | Provide evidence-based treatment across the life-span |
| 037. | Use core behaviour change techniques |
| 038. | Provide evidence-based treatment across a range of disorders |
| 039. | Respond to the immediate needs of any clinical presentation |
| 040. | Utilise specific behavioural and cognitive interventions |
| 041. | Plan and review homework |
| 042. | Summarise and gain feedback from client |
| 045. | Measure behavioural, cognitive and affective change |
| 050. | Demonstrate empathic active listening skills |
| 051. | Apply core therapy skills, such as clarifying, reflecting, paraphrasing and summarizing |
| 052. | Achieve and maintain an effective therapeutic relationship |
| 057. | Use written and spoken communication in a manner appropriate to the target audience |
| 059. | Negotiate the commencement, conduct and termination of a treatment session |
| 070. | Interpret initial client information |
| 071. | On the basis of available information, establish initial assessment requirements |
| 072. | Select appropriate assessment measures and methods for a given case |
| 073. | Provide a rationale for the method(s) of assessment utilised |
| 084. | Utilise best available methodologies and resources in clinical practice |
| 089. | Manage interpersonal boundaries |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Engage in reflexive practice to evaluate and integrate emerging evidence into practice, and to promote the growth of personal and professional learning, and the education of others. (01.1)
- Interpret, implement and evaluate psychological assessments and interventions using psychological theories, models and evidence to optimise client or organisational health. (02.1)
- Lead and collaborate, supporting an interdisciplinary approach, to provide ethically and legally accountable client-centred care, with awareness of own capabilities and limitations. (02.2)
- Engage in systematic enquiry, evaluating the evidence and reporting on individual and population psychological health status, using appropriate methodologies. (02.3)
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 learning activities may include readings, peer practice of skills, or other clinical activities. Students will be provided with readings on Canvas prior to each class. It is expected that students complete these required readings before class and are prepared to contribute in class.
Active Lectures: During classes, various clinical techniques and interventions will be discussed and demonstrated. Students will practice these techniques at some points during the semester. During these simulations, students are encouraged to obtain feedback from their peers. The coordinator will also provide limited feedback where possible during these simulated sessions. In addition, students will have the opportunity to discuss the required readings, as well as any issues or questions arising from the information, during the lectures. The lectures are designed to facilitate active learning and discussion.
Case-based Learning: Case-based learning is a form of problem-based learning, and is a key learning strategy in this subject. The lecturer will give case examples of the adult psychological disorder being presented. This will facilitate learning of the practical diagnostic, assessment and intervention skills required to work with adult clients.
Research-integrated Learning: Clinical psychologists adhere to a scientist-practitioner approach. Students will be taught how to work within the scientist-practitioner model. This allows the integration of research into clinical practice. Students will also be required to critically evaluate research as part of their assessment tasks.
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. A group presentation will form part of the assessment for this course. Students will be required to work in small groups to present the evidence base, diagnostic considerations and treatment options for a specific adult psychological disorder.
Reflective Learning: Reflective practice is an essential skill of a clinical psychologist. This subject aims to foster reflective practice by encouraging students to engage in reflective learning as part of the class participation of clinical activities. In particular students are asked to consider and identify their areas of strength and weakness and to consider avenues to improve their skills prior to commencing work with clients.
Simulated Clinical Experiences: As part of the case formulation and assessment lectures, students will be provided with the opportunity to view examples of clinical practice, as well as an opportunity to practice these in class.
Ongoing Feedback: In-class verbal feedback is an important teaching and learning strategy employed throughout the subject. Specifically the course coordinator/lecturer will observe skills practice and provide verbal feedback on skills as required. Students will also regularly receive feedback from their peers. Written feedback will also be provided via marked assessments.
Content (topics)
- Introduction to cognitive behavioural therapy
- Depressive disorders
- Bipolar and related disorders
- Anxiety disorders
- Specific phobia
- Panic disorder and agoraphobia
- Social anxiety disorder
- Generalised anxiety disorder
- Trauma and stressor disorders
- Obsessive compulsive disorder
- Non-clinical presentations
Assessment
Assessment task 1: Peer Related Skills Practice (must-pass assessment)
| Intent: | It is important that clinical psychologists demonstrate the ability to deliver a wide variety of clinical interventions. The aim of this assessment is for students to practice specific cognitive and/or behavioral interventions that are relevant to the delivery of evidence-based practice for common mental health conditions. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 032, 036, 037, 038, 039, 040, 041, 042, 045, 050, 051, 052, 057, 059, 072, 084 and 089 This task is aligned with the following course learning outcomes: .005, .006, .008, .011, 01.1, 02.1, 02.2 and 02.3 |
| Type: | Demonstration |
| Groupwork: | Group, individually assessed |
| Weight: | 10% |
| Length: | Each role play should not exceed 30 minutes |
| Criteria: | Marking criteria is available on Canvas |
Assessment task 2: Skills Demonstration (must-pass assessment)
| Intent: | Clinical psychologists often see a variety of different presentations in practice and thus it is essential that clinical psychologists are able to demonstrate competence in the treatment of a variety of common and complex presentations. The aim of this assessment task is for students to demonstrate competence in the delivery of various cognitive and/or behavioural interventions for common mental health disorders. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 032, 036, 037, 038, 039, 040, 050, 051, 052, 057, 072, 084 and 089 This task is aligned with the following course learning outcomes: .005, .006, .011, 01.1, 02.1, 02.2 and 02.3 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 60% |
| Length: | Each role play should not exceed 30 minutes. |
| Criteria: | Marking criteria is available on Canvas. |
Assessment task 3: Treatment Plan (must-pass assessment)
| Intent: | It is important that clinical psychologists can develop an evidence-based treatment plan for all clients. This assessment task is designed to ensure students are competent in their ability to assess and develop an evidence-based treatment plan for a fictitious client who is presenting with a common adult mental health disorder. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 001, 002, 012, 016, 023, 029, 030, 031, 032, 035, 036, 038, 045, 057, 070, 071, 072 and 073 This task is aligned with the following course learning outcomes: .005, .006, .011, 01.1, 02.2 and 02.3 |
| Type: | Report |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | 2000 words (maximum) |
| Criteria: | Marking criteria is available on Canvas |
Minimum requirements
Students are required to attend a minimum of 100% of classes.
To pass this Subject students must achieve a minimum grade of 50%.
Note: All assessments are considered 'must-pass' assessments in this subject.
Required texts
American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders (5th ed. Text Revision): American Psychiatric Association.
Barlow, D. H. (2021). Clinical Handbook of Psychological Disorders. A Step-by-Step Treatment Manual. 6th Edition. New York: Guilford Press
Tolin, D. F. (2016). Doing CBT: A Comprehensive Guide to Working with Behaviors, Thoughts, and Emotions. New York: Guilford Press.
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
Springer, K.S. & Tolin, D.F. The Big Book of Exposures: Innovative, Creative, and Effective CBT-Based Exposures for Treating Anxiety-Related Disorders. New Harbinger Publications.