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 | |||
Textbooks
DBT Skills Training Handouts and Worksheets
Edition: Second (2015)
Authors: Sommers-Flanagan and Sommers-Flanagan
Wiley
New Jersey New Jersey , New Jersey , USA
ISBN: 1119084237
DBT Skills Training Manual
Edition: Second (2015)
Authors: Linehan, M.
The Guilford Press
New York New York , , USA
ISBN: 9781462516995
Deliberate Practice in Dialectical Behavior Therapy
Edition: First (2022)
Authors: Boritz, T., McMain, S., Vaz, A., & Rousmaniere, T.
American Psychological Association
ISBN: 9781433837890
The E-book is available in the CQUniversity Library Collection.
The E-book is available in the CQUniversity Library Collection.
Dialectical Behavior Therapy in Clinical Practice: Applications Across Disorders and Settings
Edition: Second (2021)
Authors: Dimeff, L. A., Rizvi, S. L., Koerner, K., & Linehan, M. M.
The Guilford Press
ISBN: 1-4625-4608-0
The E-book is available in the CQUniversity Library Collection.
The E-book is available in the CQUniversity Library Collection.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
No referencing style set.
l.lorien@cqu.edu.au
Module/Topic
This is not a didactic teaching class. Please come prepared (having done the readings and skills practice required each week) to contribute to the discussion and participate in student-led group activities. The lecturer will guide learning about DBT skills and competency development through skills practice. However, in Advanced Intervention, you will be expected to actively participate (both in class and between sessions) to develop/extend your DBT skills across the term.
Topic: Introduction to Advanced Intervention
- Participation ethos, class structure and assessments
- What do students already know about DBT?
- Introduction to DBT skills training and deliberate practice
- Introduction to mindfulness skills
Chapter
Readings and between-session skills practice are to be completed before the lecture each week so that students are prepared to participate in discussions and class activities.
Chapters 1, 2, and 7 in Linehan (2015) DBT Skills Training Manual, Second Edition.
No skills practice is required before the Week 1 class.
Events and Submissions/Topic
Students will be randomly allocated to the week they complete their DOPS assessments and presentations.
In-class, Direct Observation of Procedural Skills (DOPS) assessments will commence in Week 3.
Module/Topic
Topic: DBT Skills
- Mindfulness skills practice
- Setting up a standard DBT skills group
- Introduction to interpersonal effectiveness skills
- Deliberate practice
Chapter
Chapters 3-5 Linehan (2015) DBT Skills Training Manual, Second Edition.
Boritz et al. (2022) Deliberate Practice in Dialectical Behavior Therapy
Mindfulness and deliberate practice
Events and Submissions/Topic
Module/Topic
Topic: DBT Skills
- Mindfulness skills practice
- DOPS Interpersonal effectiveness skills x 3 (student-led)
- Deliberate practice
Chapter
Chapter 8 Linehan (2015) DBT Skills Training Manual, Second Edition. Relevant Handouts and Worksheets.
Boritz et al. (2022) Deliberate Practice in Dialectical Behavior Therapy
Mindfulness and deliberate practice
Events and Submissions/Topic
See the class schedule in Moodle for students presenting mindfulness skills and interpersonal effectiveness skills (DOPs) this week.
Module/Topic
Topic: DTB Skills
- Mindfulness skills practice
- DOPS Interpersonal effectiveness skills x 2 (student-led)
- Introduction to emotional regulation skills
- Deliberate practice
Chapter
Chapter 8 Linehan (2015) DBT Skills Training Manual, Second Edition. Relevant handouts and worksheets.
Boritz et al. (2022) Deliberate Practice in Dialectical Behavior Therapy
Mindfulness and deliberate practice
Events and Submissions/Topic
See the class schedule in Moodle for students presenting mindfulness skills and interpersonal effectiveness skills (DOPs) this week.
DBT Intervention Plan Due: Week 4 Thursday (3 Apr 2025) 9:00 am AEST
Module/Topic
Topic: DBT Skills
- Mindfulness skills
- DOPS Emotional regulation skills x 3 (student-led)
- Deliberate practice
Chapter
Chapter 9 Linehan (2015) DBT Skills Training Manual, Second Edition. Relevant handouts and worksheets.
Boritz et al. (2022) Deliberate Practice in Dialectical Behavior Therapy
Mindfulness and deliberate practice
Events and Submissions/Topic
See the class schedule in Moodle for students presenting mindfulness skills and emotional regulation skills (DOPs) this week.
Module/Topic
No Class this week.
Chapter
Events and Submissions/Topic
Module/Topic
Topic: DBT Skills
- Mindfulness skills practice
- DOPS Emotional regulation skills x 2 (student-led)
- Introduction to distress tolerance skills
- Deliberate Practice
Chapter
Chapter 9 Linehan (2015) DBT Skills Training Manual, Second Edition. Relevant handouts and worksheets.
Boritz et al. (2022) Deliberate Practice in Dialectical Behavior Therapy
Mindfulness and deliberate practice
Events and Submissions/Topic
See the class schedule in Moodle for students presenting mindfulness skills and interpersonal effectiveness skills (DOPs) this week.
Module/Topic
Topic: DBT Skills
- Mindfulness skills practice
- Distress tolerance skills x 3 (student-led)
- Deliberate practice
Chapter
Chapter 10 Linehan (2015) DBT Skills Training Manual, Second Edition. Relevant Handouts and Worksheets.
Boritz et al. (2022) Deliberate Practice in Dialectical Behavior Therapy
Mindfulness and deliberate practice
Events and Submissions/Topic
See the class schedule in Moodle for students presenting mindfulness skills and distress tolerance skills (DOPs) this week.
Module/Topic
Topic: DBT Skills
- Mindfulness skills practice
- DOPS distress tolerance skills x 2 (student-led)
- Introduction to adapting DBT skills training across populations and settings
- Deliberate Practice
Chapter
Chapter 10 Linehan (2015) DBT Skills Training Manual, Second Edition. Relevant Handouts and Worksheets.
Boritz et al. (2022) Deliberate Practice in Dialectical Behavior Therapy
Mindfulness and deliberate practice
Events and Submissions/Topic
See the class schedule in Moodle for students presenting mindfulness skills and distress tolerance skills (DOPs) this week.
DBT Skills Demonstration Due: Week 8 Thursday (8 May 2025) 3:00 pm AEST
Group Skills Practice Due: Week 8 Thursday (8 May 2025) 11:00 am AEST
Module/Topic
Topic: Adapting DBT Across Populations and Settings
- Presentations x 5 (student-led)
- Group discussion/reflection on learning about adaptions to DBT for the populations and settings presented in class
Chapter
Dimeff et al. (2021) Dialectical Behavior Therapy in Clinical Practice: Applications Across Disorders and Settings
Boritz et al. (2022) Deliberate Practice in Dialectical Behavior Therapy
Events and Submissions/Topic
Module/Topic
Topic: Adapting DBT Across Populations and Settings
Presentations x 5 (student-led)
Group discussion/reflection on learning about adaptions to DBT for the populations and settings presented in class
Chapter
Dimeff et al. (2021) Dialectical Behavior Therapy in Clinical Practice: Applications Across Disorders and Settings
Events and Submissions/Topic
Module/Topic
Topic: Adapting DBT Across Populations and Settings
Presentations x 5 (student-led)
Group discussion/reflection on adaptions to DBT for the populations and settings presented in class
Chapter
Dimeff et al. (2021) Dialectical Behavior Therapy in Clinical Practice: Applications Across Disorders and Settings
Events and Submissions/Topic
See the class schedule in Moodle for student presentations/topics for this week
Module/Topic
Topic: Adapting DBT Across Populations and Settings
Presentations x 5 (student-led)
Group discussion/reflection on adaptions to DBT for the populations and settings presented in class
Reflection on the course. Reminder to complete online feedback.
Chapter
Dimeff et al. (2021) Dialectical Behavior Therapy in Clinical Practice: Applications Across Disorders and Settings
Events and Submissions/Topic
See the class schedule in Moodle for student presentations/topics for this week
DBT Intervention Pitch Due: Week 12 Thursday (5 June 2025) 3:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Plan a DBT Intervention (group or individual) for an external placement site. The plan needs to include a rationale for the intervention, adaptions for the specific population and setting, implementation plan, session structure, topics and resources, and how the intervention will be evaluated. The plan needs to be written as a proposal that could be presented to a service. 2000 words (excluding references).
Gen AI can be used to search for examples of DBT interventions for a similar population or setting. However, your intervention plan must demonstrate your ability to develop an intervention plan based on evidence-based knowledge, and the unique characteristics of the specific population and setting. You must ensure that Gen AI finds evidence-based and reputable examples. You must appropriately reference using APA style.
Week 4 Thursday (3 Apr 2025) 9:00 am AEST
Submit to Moodle
Week 6 Friday (25 Apr 2025)
50 marks out of 100 is required to pass this assessment. Students must pass this assessment to pass the unit.
The plan for a DBT intervention will include the following:
- An evidence-based rationale for the Intervention with references, including adaptions for the specific population and setting (40 marks)
- The DBT intervention session structure, topics, and resources required to run the group (40 marks)
- How the intervention will be evaluated (10 marks)
- Professional presentation in APA style, without grammatical or spelling errors, and within the word limit (10 marks)
This assessment is marked out of 100.
- 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.
2 Direct observation of procedural skills (DOPs)
The student will demonstrate a DBT skill in class as though they were teaching it in a DBT group intervention. The lecturer and other students will role-play the group participants.
Each student will demonstrate a different DBT skill. The lecturer will advise students in week 1 about which skill/activity each student will demonstrate. Demonstrations will be in class from weeks 3 to 8. A schedule will be available in Moodle.
Gen AI can be used to search for examples of the DBT skills you will need to demonstrate. However, you must ensure that Gen AI finds evidence-based and reputable examples. You must appropriately reference using APA style.
. Your intervention plan must demonstrate your ability to develop an intervention plan based on evidence-based knowledge, and the unique characteristics of the population and setting.
Week 8 Thursday (8 May 2025) 3:00 pm AEST
DOPs Assessments will take place in class, in the weeks allocated to each student (weeks 3 - 8).
Week 10 Friday (23 May 2025)
Student marks will be available in Moodle a week after each DOPs Assessment.
The DOPs DBT skills demonstration will be marked on the following criteria:
Presentation/teaching of the skill to the group (60 marks)
Group facilitation to maximise the participation of all group members (40 marks)
This assessment is marked out of 100.
No submission method provided.
- Apply evidence-based interventions in working with adults with complex case presentations.
3 Group Work
The student must demonstrate active engagement in group 'deliberate practice' exercises in class and keep a journal of practice with another student/s outside of class. In Weeks 2 - 8, students will receive a rating for active participation in deliberate practice exercises in-class and for keeping a journal of skills practice outside of class. The journal will include the time, date, who was involved, the skill practised, and reflection on skill implementation.
Gen AI must not be used to generate your practice journal and reflections for this assessment. Reflections need to reflect your learning from the deliberate practice.
Week 8 Thursday (8 May 2025) 11:00 am AEST
Practice Journal to be submitted to Moodle
Week 10 Friday (23 May 2025)
Marking available in Moodle
Group skills practice will be marked on the following criteria:
- Active participation in deliberate practice group work in class x 6 weeks (40 marks)
- A journal of between-session skills practices detailing the date, time, duration (at least 30 minutes/week x 6 weeks), who the skill practised with, and reflection on your skill development. (60 marks)
This assessment is marked out of 100.
- Apply evidence-based interventions in working with adults with complex case presentations.
4 Presentation
Each student will present a pitch for a DBT intervention to the group in class, as though the lecturer and other students were a manager and staff at an external placement site. The pitch is designed to present a business idea for a DBT intervention to a group of people who can help turn your idea into a reality.
The pitch will include a 20-minute presentation and a 10-minute discussion with the group to answer questions and discuss implementation in the setting. At the end of the discussion, group members will provide a rating on the quality of the presentation, and the suitability of the idea pitched for the setting/population.
The presentation will be for a setting/population not covered in the Written Assessment (1. DBT Intervention Plan).
Gen AI can be used to search for examples of DBT interventions for the population and setting. However, you must ensure that Gen AI finds evidence-based and reputable examples, and reference using APA style.
Week 12 Thursday (5 June 2025) 3:00 pm AEST
In-class presentation in weeks 9 - 12.
Review/Exam Week Friday (13 June 2025)
Marks available in Moodle.
The pitch will include a 20-minute presentation and a 10-minute discussion with the group to answer questions and discuss implementation in the setting. The following criteria will be assessed
A professional presentation of the aims, implementation plan, and structure of the intervention, as well as resources and time required to facilitate the intervention. (50 marks)
Effective facilitation of the group discussion to answer questions and address issues related to alignment with service aims, benefits for clients, and resources available to support the intervention (30 marks).
Suitability of the idea pitched for the setting/population (20 marks)
This assessment is marked out of 100.
- 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.
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?
