96049 Assessment Across the Lifespan
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Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 96043c Introduction to Clinical Practice Skills AND 96044c Child and Adolescent Clinical Psychology AND 96045c Adult Clinical Psychology 1
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 covers the principles and practice of psychological assessment skills across the lifespan: children, adults and older adults. Trainees are introduced to the scientific hypothesis testing approach to evaluating all aspects of cognitive, behavioural, personality and emotional functioning. They gain practical assessment skills in the administration, scoring and interpretation of the widely used Wechsler scales and other cognitive tests. The clinical application of assessment skills in understanding disorders giving rise to cognitive deficit is a major theme of the subject.
Successful completion of this subject is required for progression in the Master of Clinical Psychology (C04300).
Subject learning objectives (SLOs)
| 008. | Evaluate the reliability and validity of assessment |
|---|---|
| 015. | Apply research in a given clinical context |
| 016. | Integrate diagnostic information with formulation in treatment planning |
| 020. | Develop a formulation from a range of clinical perspectives |
| 022. | Determine the appropriateness of providing a diagnosis |
| 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 |
| 027. | Identify whether a case lies within the practitioner's professional competence |
| 028. | Identify appropriate referral services for the client's needs |
| 029. | Follow a structured process to arrive at the most accurate diagnosis |
| 054. | Explain one's own role, within the context of the service |
| 057. | Use written and spoken communication in a manner appropriate to the target audience |
| 058. | Produce accurate, succinct, and well-organised communications |
| 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 |
| 074. | Ensure that assessment includes memory, intelligence, personality, behavioural functioning and mental state |
| 075. | Conduct appropriate tests, interviews or other assessments |
| 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 |
| 084. | Utilise best available methodologies and resources in clinical practice |
| 085. | Maintain records and carry out administrative tasks to the required standard |
| 086. | Adhere to the guidelines and policies of relevant professional bodies |
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 allows trainees to obtain a holistic approach to understanding and supporting client concerns about cognitive and psychological functioning. It provides opportunities to learn cognitive assessment skills including how to administer the WISC, WAIS and other cognitive tests. Trainees will participate in case discussions and case presentations in order to learn how to apply cognitive assessment principles. Assessment skills are discussed in the context of a wide range of clinical disorders in which cognition is affected.
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
The course involves a range of teaching methods within a lecture, workshop, clinical practice oriented learning activities and independent learning format.
Preparation for Learning: Students will be provided with the details of preparation activities each week through the subject’s Canvas site. Activities are designed to help students prepare for their learning in lectures and workshops by engaging them with textbook, journals, other readings, videos and online resources.
Active Lectures: During classes, the teaching staff will present theoretical information and demonstrate practical assessment skills. Students will have the opportunity to practice these skills in pairs. During classes, students will have the opportunity to discuss the associated readings, as well as any issues or questions arising from the information delivered during the lectures.
Research-integrated Learning: Specifically, students will take an evidence-based approach to cognitive assessments of cases as this is essential for effective clinical psychological practice and an important skill for Psychology students to develop. Current research will be integrated into the content provided in both lectures and preparatory readings. Students are provided opportunities in workshop classes and through assessments to read, discuss and utilise current research in the context of evidence-based best clinical practice.
Case Based and Collaborative Learning: Students will learn how to apply cognitive assessment principles to client case studies by participating in class discussions and learning activities. This will help them understand how to apply the scientific hypothesis testing approach when performing cognitive assessments.
Collaborative Learning: Specifically, students will develop their teamwork skills by participating in active lectures and workshops, collaborative small group discussions in breakout sessions, and cognitive assessment practice sessions in pairs and small groups. A collaborative approach to case formulation, case management and effective communication of cognitive assessment results is an essential skill to ensure clients are managed appropriately within interdisciplinary teams of health professionals
Practice Based Authentic and Simulated Clinical Experiences: Students will be able to observe peers and clinicians practice and demonstrate cognitive assessment skills during role play in workshops and video recordings. They will also be able to practice their own cognitive testing skills in role play with peers and view video recordings of themselves. These strategies will help trainees learn essential clinical, diagnostic, theoretical and research based skills needed to perform cognitive assessments when they progress to clinical practice in the Psychology Clinic.
Reflective Learning: Students are encouraged to critically reflect on their learning throughout the subject to identify areas where they may improve their performance and to assist in the development of lifelong learning skills.
Self-directed Practice: Specifically, practical workshops will provide students with supervised practice of cognitive assessment skills. However, to attain a sufficient level of competency in cognitive assessment skills it is essential that students engage in regular self-directed practice both independently and with peers outside of class time. This is important preparation for the OSCE exams and clinical placement.
Ongoing Feedback: In-class verbal feedback is an important teaching and learning strategy employed throughout the subject. Specifically, students are provided with immediate feedback to their questions relating to the content of lectures, discussion of case studies and performance of cognitive assessment skills in practical classes supported by lecturers. This will help students develop knowledge and skills relating to their clinical reasoning, understanding of key concepts and cognitive assessment skills. There will be opportunities for verbal formative feedback on student’s questions about assessment tasks and cognitive assessment skills via online group chats and also detailed written formative feedback following submission.
OPELA (online language screening task): An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete an online language screening task, OPELA (information available at https://www.uts.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students). If you receive a Basic grade for OPELA, you must attend additional Language Development Tutorials (each week from week [3/4] to week [11/12] in order to pass the subject. These tutorials are designed to support you to develop your language and communication skills. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Content (topics)
- Introduction to cognitive assessment, including basic functional neuroanatomy and models of cognitive functioning
- Assessment of intelligence in children and adults
- Assessment of other cognitive skills, including academic achievement, learning and memory, executive functions, everyday functioning and personality
- Administration, scoring and interpretation of commonly used cognitive assessment measures
- Conducting cognitive assessments and report writing
- Ethical considerations for cognitive assessments
- Neurodevelopmental disorders, including ADHD, specific learning disorder and intellectual disability
- Neurocognitive disorders, including stroke, multiple sclerosis, traumatic brain injury, dementia and psychiatric conditions
- Cognitive profile of psychological conditions, including depression, anxiety, eating disorders and substance abuse
Assessment
Assessment task 1: Cognitive assessment Objective Structured Clinical Examination (OSCE) (must-pass assessment)
| Intent: | The ability to administer, score and interpret the Wechsler Intelligence Scales is a core competency requirement of a clinical psychologist. This assessment task is designed to ensure students are competent in the administration of these assessment tools. This assessment task will also help develop knowledge of cognitive tests and scoring practice, reflective learning and clinical skills, effective oral communication, and ethical clinical practice as a clinical psychologist. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 054, 057, 075, 076, 078, 084, 085 and 086 This task is aligned with the following course learning outcomes: .006, 01.1, 02.1 and 02.2 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | Students will be allocated a one hour time slot to complete their administration. |
| Criteria: | Assessment criteria can be found in the Assessment section underneath the assessment task in the Canvas subject site. |
Assessment task 2: Cognitive assessment report (must-pass assessment)
| Intent: | The aim of this assessment is to provide students with the opportunity to practice essential clinical reasoning and report writing skills needed to produce neurocognitive assessment reports for children and adults. This assessment contributes to the development of critical thinking and clinical reasoning skills, knowledge of cognitive tests and interpretation practice, effective written communication, and ethical clinical practice as a psychologist. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 008, 015, 016, 022, 023, 024, 025, 026, 028, 029, 057, 058, 070, 076, 077 and 086 This task is aligned with the following course learning outcomes: .005, .006, .010, 01.1, 02.1, 02.2 and 02.3 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 2000 words maximum |
| Criteria: | Assessment criteria can be found in the Assessment section underneath the assessment task in the Canvas subject site. |
Assessment task 3: Case study (must-pass assessment)
| Intent: | This assessment task assesses the student’s ability to incorporate their knowledge of cognitive assessment tools, cognitive domains, neurodevelopmental and neurocognitive conditions, and factors that impact cognition to plan an adequate cognitive assessment. Thorough planning and case formulation are key to conducting a comprehensive but efficient cognitive assessment. In addition, given the client typically only attends one session it is important to consider contributing factors and potential hypotheses prior to the assessment. The aim of this assessment is for students to gain experience with critical analysis and planning in preparation for the cognitive assessment. This will enable students to confidently approach cognitive assessments with the necessary tools and knowledge to efficiently answer the referral question. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 008, 015, 016, 020, 023, 024, 025, 027, 029, 057, 070, 071, 072, 073, 074, 078 and 084 This task is aligned with the following course learning outcomes: .005, .006, .010, 01.1, 02.1, 02.2 and 02.3 |
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 600 words |
| Criteria: | Assessment criteria can be found in the Assessment section underneath the assessment task in the Canvas subject site. |
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: There are must-pass assessment in this subject. Please check assessment descriptions for details.
It is a requirement of this subject that all students complete OPELA. Students who received a Basic grade in the OPELA are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
Suhr, J. (2015). Psychological assessment. A problem-solving approach. Guildford Publications.
Lezak, M. D. Howieson, D. B., Bigler, E. D., and Tranel, D. (2012). Neuropsychological assessment (5th ed.). Oxford University Press
Lichtenberger, E. O. and Kaufman, A. S. (2013). Essentials of WAIS-IV assessment (2nd ed.). John Wiley and Sons.
Flanagan, D. P. and Afonso, V. C. (2017). Essentials of WISC-IV assessment (1st ed.). John Wiley and Sons.
Sattler, J. M. (2018). Assessment of children: Cognitive foundations and applications (6th ed.). Jerome Sattler Publishing
Groth-Marnat, G. (2014). Psychological report writing assistant. John Wiley and Sons.
Crowe. S.R. (2010). Evidence of Absence: A Guide to Cognitive Assessment in Australia. Australian Academic Press.