Overview
In this unit you will focus on consolidating and expanding on previously acquired psychological knowledge through the exploration of contemporary intervention skills, approaches, and techniques. You will draw upon foundational competencies such as micro-counselling skills, assessment interviews, and record keeping, and be introduced to additional intervention models to broaden your knowledge of the discipline. The role of motivational interviewing in evidence-based psychological intervention and psychopharmacology will also be explored.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CL68 Master of Professional Psychology or CG17 Master of Clinical Psychology. Anti-req PSYC21004
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student unit evaluation feedback
Students reported that they would benefit from receiving the Case Report assessment lecture earlier in the term.
The Case Report assessment task will be presented in the Week 1 lecture.
Feedback from Student unit evaluation feedback and in class
Student reported that they would like video recording of the lecture content.
Consider adapting lecture format to include recorded lecture content balanced with direct practice of content in teaching time
- Synthesise and apply knowledge of contemporary intervention approaches, skills, and techniques on the basis of case formulation.
- Communicate high level, independent clinical judgements regarding client presentations and interventions using processes that are responsive to cultural context and practice across the lifespan.
- Engage in critical self-reflective practice in regard to skills, techniques, and clinical judgements.
Learning outcomes are drawn from specifications for study at level 9 as indicated by the Australian Qualifications Framework (AQF), program of study criteria as stated by the Psychology Board of Australia (PsychBA), and the following core competencies stated by the Australian Psychology Accreditation Council (APAC):
- 3.3 Employ professional communication skills, in a culturally responsive manner, with a range of socially and culturally diverse clients,
- 3.6 Conduct professional interviews and assessments and synthesise information from multiple sources, including assessment of risk, to formulate a conceptualisation of the presenting issues to determine the most appropriate interventions, including management of risk,
- 3.7 Monitor outcomes and modifications based on evolving case formulation, including health and health concerns, family and support networks, and organisational, cultural or community contexts, with care given to the appropriateness of interventions for the client within their wider context,
- 3.8 Interpret and communicate findings in oral and written formats, including formal psychological reports, using culturally appropriate language,
- 3.9 Implement appropriate, empirically supported interventions, and monitor clients’ progress and intervention outcome, and
- 3.14 Engage in self-reflective professional practice, taking account of the impact of their own values and beliefs, and taking appropriate actions as a result (APC, 2019, p.13-14).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Practical Assessment - 0% | |||
| 2 - Reflective Practice Assignment - 0% | |||
| 3 - Report - 0% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - First Nations Knowledges | |||
| 9 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
t.best@cqu.edu.au
Week 1
Begin Date: 13 Jul 2026Module/Topic
Therapeutic Relationship: micro-skills and context for Acceptance and Commitment Therapy (ACT)
Chapter
Relevant readings and resources provided on Moodle
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Week 2
Begin Date: 20 Jul 2026Module/Topic
Acceptance and Commitment Therapy (ACT), theory and skill development
Chapter
Relevant readings and resources on Moodle
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Week 3
Begin Date: 27 Jul 2026Module/Topic
Acceptance and Commitment Therapy (ACT), theory and skill development
Chapter
Relevant readings and resources provided on Moodle
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Week 4
Begin Date: 03 Aug 2026Module/Topic
Acceptance and Commitment Therapy (ACT), theory and skill development
Chapter
Relevant readings and resources on Moodle
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Week 5
Begin Date: 10 Aug 2026Module/Topic
No lecture for MCP students. MPP student practical skill development at Cairns Residential School.
Chapter
Events and Submissions/Topic
Residential School for CL68 MPP students in Cairns (PSYC29002)
Week 6
Begin Date: 17 Aug 2026Module/Topic
Acceptance and Commitment Therapy (ACT), further skill application
Chapter
Relevant readings and resources on Moodle
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Therapy Skills and Reflection Due: Week 6 Monday (17 Aug 2026) 11:45 pm AEST
Vacation Week
Begin Date: 24 Aug 2026Module/Topic
Chapter
Events and Submissions/Topic
Week 7
Begin Date: 31 Aug 2026Module/Topic
Acceptance and Commitment Therapy (ACT), further skill application
Chapter
Relevant readings and resources on Moodle
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Week 8
Begin Date: 07 Sep 2026Module/Topic
Compassion Focused Therapy - introduction to theory and practice
Chapter
Relevant readings and resources on Moodle
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Week 9
Begin Date: 14 Sep 2026Module/Topic
Motivational Interviewing: introduction to theory and practice
Chapter
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Week 10
Begin Date: 21 Sep 2026Module/Topic
Report Writing: a guide to report writing and evaluation of interventions
Chapter
Relevant readings and resources on Moodle
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Therapy Skills and Reflection Due: Week 10 Monday (21 Sept 2026) 11:45 pm AEST
Week 11
Begin Date: 28 Sep 2026Module/Topic
Psychopharmacology in therapy: context and application
Chapter
Relevant readings and resources on Moodle
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Week 12
Begin Date: 05 Oct 2026Module/Topic
Preparing for practice and further development
Chapter
Events and Submissions/Topic
Lecture: Thursday, 1pm-4pm
Intervention Report Due: Week 12 Monday (5 Oct 2026) 11:45 pm AEST
Exam Week
Begin Date: 12 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
Vacation/Exam Week
Begin Date: 19 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
1 Practical Assessment
This assessment requires you to record (audio-visual) a 10–15 minute demonstration of a therapeutic intervention skill relevant to the content of this unit, and to provide a written summary that contains a brief case formulation (150 word) and reflection (150 word).
Your recording must demonstrate the application of a therapeutic intervention strategy of your choice with a fellow student acting as the client. You may use a client from either the structured case vignettes, class-based scenarios or your own developed client scenario relevant to your deliberate skills practice. Scenario-based guidance will be provided in class.
The selected intervention must be informed by a brief case formulation (150 word), and you are required to demonstrate and articulate the rationale for your chosen approach in relation to the client’s presenting issues.
This task provides an opportunity to develop and refine your therapeutic skills and receive feedback on your performance. The recording is the primary focus of the task, informed by the brief case formulation (150 word) and supported by a brief written reflection (150 word) on your performance.
To successfully pass this assessment, you must receive a pass on both aspects of this assessment. If a pass is not obtained you will be given one (1) opportunity to re-submit to receive a passing grade. The resubmitted assessment piece will be due one (1) week after the original submissions are released. If you are required to re-submit the assessment, you are encouraged to arrange a time to meet with the Unit Coordinator to ensure the feedback provided is understood. To pass this unit, all assessment pieces must be passed.
Level of AI use allowed:
Level 1: You may not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
Week 6 Monday (17 Aug 2026) 11:45 pm AEST
Feedback will be provided and uploaded through Moodle
You will be provided an assessment framework to assist competency development. The recording, aimed at capturing and providing feedback and support for your skill, is the predominant focus of the task, with a brief written case formulation and reflection. The overall learning and assessment details will be provided on moodle and discussed in class time.
- Synthesise and apply knowledge of contemporary intervention approaches, skills, and techniques on the basis of case formulation.
- Engage in critical self-reflective practice in regard to skills, techniques, and clinical judgements.
2 Reflective Practice Assignment
This assessment requires you to record (audio-visual) a 10–15 minute demonstration of a therapeutic intervention skill that is different from the approach demonstrated in Assessment Task 1, together with a 500–700 word reflective analysis. Your recording must demonstrate the application of a therapeutic intervention strategy with a fellow student acting as the client. The same client can be used from assessment 1, drawn from either the structured case vignettes, class-based scenarios or your own developed client scenario relevant to your deliberate skills practice. Scenario-based guidance will be provided in class.
You will have opportunities during class time to develop and refine your reflective work. In selecting and demonstrating the intervention, you are expected to engage in considered clinical decision-making regarding the appropriateness of the approach.
You must demonstrate and reflect on your clinical decision-making, including consideration of the appropriateness of the selected intervention in relation to the client’s presentation, cultural context, and stage of life.
Your reflection must address the following components:
1. A brief critical discussion of the strengths and limitations of the selected intervention approach
2. A personal reflection on your experience, including what you learned and how your practice may be modified for future development
3. A professional reflection on the likely impact of the intervention for the client, including identification of areas for further development and refinement of your professional practice
To successfully pass this assessment, you must receive a pass on both aspects of this assessment. If pass is not obtained you will be given one (1) opportunity to re-submit to receive a passing grade. The resubmitted assessment piece will be due one (1) week after the original submissions are released. If you are required to re-submit the assessment, you are encouraged to arrange a time to meet with the Unit Coordinator to ensure the feedback provided is understood. To pass this unit, all assessment pieces must be passed.
Level of AI use allowed:
Level 1: You may not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
Week 10 Monday (21 Sept 2026) 11:45 pm AEST
Feedback will be provided and uploaded through Moodle
This assessment is considered against a competency framework and the direction for the three components of the personal and professional reflection will be provided on Moodle, as well as discussed in class time.
- Communicate high level, independent clinical judgements regarding client presentations and interventions using processes that are responsive to cultural context and practice across the lifespan.
- Engage in critical self-reflective practice in regard to skills, techniques, and clinical judgements.
3 Report
This assessment task requires you to apply your knowledge of psychological intervention and case formulation skills to independently communicate your clinical judgment of client progress following intervention provided over 6 sessions. You will provide a written report (500-600 words) to the referring practitioner (GP) of a client drawn from either the structured case vignettes, class-based scenarios or your own developed client scenario.
Progress report writing is a core requirement of practice, and a written report (sometimes referred to as a clinical letter) to a referring practitioner, includes information on:
- presenting concerns
- assessments carried out
- clear and concise case formulation
- treatment/intervention provided; and
- recommendations on future management of the client’s disorder (e.g. if they require a subsequent course of treatment as the initial course of individual services is only up to 6 services, with the subsequent being no more than the maximum of 10 services per calendar year under the Better Access initiative).
To successfully pass this assessment, you must demonstrate a pass on each domain of this assessment. If a pass is not obtained you will be given one (1) opportunity to re-submit to receive a passing grade. The resubmitted assessment piece will be due one (1) week after the original submissions are released. If you are required to re-submit the assessment, you are encouraged to arrange a time to meet with the Unit Coordinator to ensure the feedback provided is understood. To pass this unit, all assessment pieces must be passed.
Level of AI use allowed:
Level 1: You may not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
Week 12 Monday (5 Oct 2026) 11:45 pm AEST
Feedback will be provided and uploaded through Moodle
Further details of the task for learning and development along with supporting information for report writing tone and purpose will be provided on Moodle.
- Synthesise and apply knowledge of contemporary intervention approaches, skills, and techniques on the basis of case formulation.
- Communicate high level, independent clinical judgements regarding client presentations and interventions using processes that are responsive to cultural context and practice across the lifespan.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
