In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
This unit is intended to provide clinical training in the implementation of culturally-responsive, evidence-based, clinical psychology interventions to meet the needs of culturally and linguistically diverse populations, including Aboriginal and Torres Strait Islander peoples. Specifically, this unit will focus on developing competencies in working with complex presentations with a strong emphasis on the skill of case conceptualisation and treatment planning.
Details
Pre-requisites or Co-requisites
Prerequisite: PSYC20058 and PSYC20059 for CG17 Master of Clinical Psychology students. The CM49 Master of Clinical Psychology (Advanced Entry) students do not require these prerequisites.
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 1 - 2025
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 graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
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 SUTE unit comments, verbal feedback from students
The lecturer's feedback on skills practice in class was useful
Continue to provide real-time feedback on skills practice in class.
Feedback from SUTE unit comments
More case studies and practice examples will assist students in preparing for assessments
More case studies and practice examples will be provided in class
Feedback from SUTE unit comments, verbal feedback from students
More detailed marking criteria for assessments would be helpful
Provide more detailed marking criteria for assessments.
Feedback from SUTE unit comments
Between-class practice, while useful, could be shorter in duration
Decrease the duration of required between-class skills practice.
Feedback from SUTE unit comments
Request that the participant feedback not be included in the marking criteria for in-class presentations and DOPs activities.
While seeking participant feedback will continue to be included in the marking criteria, the participant ratings will not be part of the marking criteria.
Feedback from SUTE unit comments
Too many assessments
Assessments are to be reduced from four to three, so students have more time to focus on skill acquisition and have time for class discussions about interventions.
- Explain and demonstrate the appropriate selection and implementation of evidence-based interventions for complex case presentations.
- Adjust therapeutic interventions, based on evolving case formulations, for complex presentations, using processes that are responsive to the cultural context.
- Apply evidence-based interventions in working with adults with complex case presentations.
The Learning Outcomes for this unit are consistent with the 2019 Australian Psychology Accreditation Council (APAC) Accreditation Standards, in particular, Section 4.2.3 regarding application of advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 25% | |||
| 2 - Direct observation of procedural skills (DOPs) - 25% | |||
| 3 - Group Work - 25% | |||
| 4 - Presentation - 25% | |||
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 - Aboriginal and Torres Strait Islander Cultures | |||