Unit Synopsis
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
| Level | Postgraduate |
|---|---|
| Unit Level | 9 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 4 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Prerequisite: PSYC20058 (Interventions 1) and PSYC21001 (Assessment 1) for CG17 Master of Clinical Psychology students. The CM49 Master of Clinical Psychology (Advanced Entry) students do not require these prerequisites as they have already met the competencies required for registration as a psychologist. 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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Term 1 - 2026 Profile
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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 0% |
| 2. Direct observation of procedural skills (DOPs) | 0% |
| 3. Group Work | 0% |
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.
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 75.00% (`Agree` and `Strongly Agree` responses), based on a 28.57% response rate.
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.
Source: 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.
The lecturer provided real-time feedback on skills practice in class.
Source: 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
The lecturer provided relevant examples from practice to illustrate the required skills.
Source: SUTE unit comments, verbal feedback from students
More detailed marking criteria for assessments would be helpful
Provide more detailed marking criteria for assessments.
A more detailed marking criteria was provided for some assessments.
Source: SUTE unit comments
Between-class practice, while useful, could be shorter in duration
Decrease the duration of required between-class skills practice.
The required duration of between-class skills practice was reduced.
Source: 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.
Participant ratings were removed from the marking criteria.
Source: 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.
The number of tasks within assessments was reduced, rather than the number of assessments in total.
Source: SUTE Unit Comments
The lecturer's clinical experience and knowledge allowed for some productive discussions which really facilitated learning
Continue to provide opportunities in class for the lecturer to share their knowledge of the topics, to help facilitate student learning.
In Progress
Source: SUTE Unit Comments
It may be better for the lecturer to allocate topics, rather than letting students choose topics, so that weekly the presentations were consistent with learning one set of intervention skills at a time.
Lecturer to consider allocating the student presentations to match the topic being taught in class.
In Progress
Source: SUTE Unit Comments, and Teaching Team Reflections
The assessment criteria may be better suited to a non-graded unit, so the focus can be on learning practice-based skills.
Consider moving to a non-graded unit.
In Progress
On successful completion of this unit, you will be able to:
- 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.
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment | • | • | |
| 2 - Direct observation of procedural skills (DOPs) | • | ||
| 3 - Group Work | • | ||
| 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 | • | • | |
| 8 - Aboriginal and Torres Strait Islander Cultures | • | • | |
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |