96048 Adult Clinical Psychology 2
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particular session, location and mode of offering is the authoritative source
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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): 96043 Introduction to Clinical Practice Skills AND 96044 Child and Adolescent Clinical Psychology AND 96045 Adult Clinical Psychology 1 AND 96049 Assessment Across the Lifespan AND 96046c Research Project 1 AND 96047c Clinical Placement 1 AND 96050c Clinical Health Psychology
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
Students learn about complex mental health disorders in adults. This includes understanding how to assess and treat a range of disorders. Pharmacological options are considered and working with vulnerable populations is discussed. The subject builds on knowledge gained in 96045 Adult Clinical Psychology 1 and deepens students' understanding of adult mental health by examining less prevalent but more complex psychological disorders.
Specifically students learn about complex adult mental health presentations with reference to aetiology of the disorder, assessment and diagnostic issues, and evidence-based treatments.
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 |
| 018. | Integrate cultural competence and client preferences into a clinical formulation |
| 023. | Apply multiple methods for assessing the severity and types of mental health conditions |
| 024. | Identify comorbidity |
| 025. | Determine differential diagnoses where appropriate |
| 026. | Apply diagnostic systems (e.g. DSM, ICD) in a given clinical context |
| 028. | Identify appropriate referral services for the client's needs |
| 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 |
| 040. | Utilise specific behavioural and cognitive interventions |
| 045. | Measure behavioural, cognitive and affective change |
| 050. | Demonstrate empathic active listening skills |
| 051. | Apply core therapy skills, such as clarifying, reflecting, paraphrasing and summarising |
| 052. | Achieve and maintain an effective therapeutic relationship |
| 057. | Use written and spoken communication in a manner appropriate to the target audience |
| 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 |
| 075. | Conduct appropriate tests, interviews or other assessments |
| 076. | Interpret assessment results |
| 079. | Engage minority or marginalised groups appropriately |
| 080. | Provide clinical services in a culturally competent way to clients of diverse cultural backgrounds |
| 081. | Respond appropriately to the service needs of vulnerable groups in society |
| 082. | Apply knowledge of historical and contemporary indigenous experience to professional practice |
| 101. | Understanding of common psychopharmacological interventions, their integration with psychological interventions, and medical referral processes |
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)
- 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-focussed, 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 workshops.
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 to inform their simulated practice throughout the semester. This will assist students in learning how to apply the skills taught in class to real-world examples.
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 and outside of class activities assists students in building collaboration and leadership skills. In this subject, students are required to collaborate regularly on various workshop activities, as well as assessable tasks. Students are also encouraged to pair up with other class members to practice skills outside of class.
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/skill demonstrations and identify areas of strength and weakness.
Practice-based Learning:
Specifically, students will engage in regular role plays throughout the semester to ensure that they are comfortable delivering various clinical interventions with clients.
Simulated Clinical Experiences:
Students will regularly role-play skills with their peers during this subject.
Self-directed Practice:
Students will be required to practice the skills outside of class with other class members.
Ongoing Feedback:
In-class verbal feedback is an important teaching and learning strategy employed throughout the subject. Specifically, the course coordinator will observe skills practice and provide feedback on skills as required. Students will also regularly receive feedback from their peers.
Content (topics)
- Body focused repetitive behaviours
- Hoarding disorder
- Personality disorders
- Schizophrenia spectrum and other psychotic disorders
- Gambling disorder
- Attention deficit hyperactivity disorder
- Transdiagnostic interventions
- Dissociative disorders
- Psychopharmacology
- Working cross-culturally
- Working with gender and sexual minorities
Assessment
Assessment task 1: 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 cognitive and/or behavioural interventions for complex disorders. This assessment will be assessed for English language proficiency. You will be directed to further language support after the completion of this subject if your language is below the required standard. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 016, 030, 031, 032, 036, 037, 038, 040, 045, 050, 051, 052, 057, 070 and 076 This task is aligned with the following course learning outcomes: .005, .006, .011, 01.1, 02.2 and 02.3 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 60% |
| Length: | Up to 30 minutes |
| Criteria: | Marking criteria is available on Canvas. |
Assessment task 2: Treatment plan (must pass assessment)
| Intent: | It is important that clinical psychologists can develop an evidence-based treatment plan for a client. This assessment task is designed to ensure students are competent in their ability to assess and devise an evidence-based treatment plan for a fictitious client presented with a complex psychological condition. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 001, 002, 012, 013, 014, 018, 023, 024, 025, 026, 028, 029, 035, 036, 071, 072, 073, 075, 079, 080, 081 and 082 This task is aligned with the following course learning outcomes: .005, .006, .007, .010, .011, 01.1, 02.2 and 02.3 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 2500 words maximum |
| Criteria: | Marking criteria is available on Canvas. |
Assessment task 3: Psychopharmacology quiz (must pass assessment)
| Intent: | It is important that clinical psychologists have an awareness of the various pharmacological approaches that are available for treating mental health disorders. This assessment task is designed to ensure students have a basic understanding of pharmacological approaches that can be used to treat mental health disorders. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 001, 028, 030, 035, 036 and 101 This task is aligned with the following course learning outcomes: .005 and .010 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | Not applicable |
| Criteria: | Marking criteria is available on Canvas |
Minimum requirements
Students must attend all workshops (100% attendance) to pass the unit.
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)
American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders (5th Text Revision ed.). American Psychiatric Association.
Barlow, D. H. (2021). Clinical Handbook of Psychological Disorders. A Step-by-Step Treatment Manual. (6th Edition). New York: Guilford Press
Dudgeon, P., Milroy, H., & Walker, R (2014). Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice. Canberra: Commonwealth of Australia.
Recommended texts
Beck, A.T., Freeman, A., Davis, D.D. and Associates. Cognitive Therapy of Personality Disorders (3rd Edition). New York. Guilford Press.
Franklin, M. E., & Tolin, D. F. (2010). Treating Trichotillomania: Cognitive-Behavioral Therapy for Hairpulling and Related Problems : Springer.
Morrison, A.P., Renton, J.C., Dunn, H., Williams, S., & Bentall, R.P. (2004). Cognitive therapy for Psychosis. A formulation-based approach. London: Routledge.
Raylu, N & Oei, T.P. (2010). A Cognitive Behavioural Therapy Programme for Problem Gambling. Therapist Manual. London: Routledge.