This course will introduce you to major evidence-based psychological interventions for a range of psychological disorders, the theory and research that underpins these interventions and the ethical frameworks that guide their implementation. You will also learn about basic psychopharmacology.

The course includes practical components in which you will build skills in counselling.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Demonstrate an in-depth understanding of evidence-based practice theory and research.
2. Understand and apply basic psychological intervention principles across a range of contexts.
3. Demonstrate sufficient mastery of psycho-pharmacological interventions to clearly communicate how these may be used in conjunction with psychological interventions.
4. Demonstrate professional interpersonal communications skills.

Research-Led Teaching

The content of the classes is evidence-based or based on current practice recommendations where evidence is lacking. Lecturers in this course will share with you their own research where relevant.

Field Trips

Not applicable.

Additional Course Costs

Not applicable.

Examination Material or equipment

Not applicable.

Required Resources

Assigned Text for this Course:

• Beck, J.S. (2011). Cognitive Behavior Therapy: Basics and Beyond. Second Edition.

Students will be provided with required readings for each week of the course. Students will be informed of readings for relevant lectures prior to the scheduled lecture. Readings will include Chapters from the assigned text, or where journal articles or chapters from other sources are required readings, they will be made available through the course wattle site.

Recommended Resources

Recommended Texts:

The following texts may be useful for students as they reflect on their competency development in psychological interventions across the MPP program. They are not required for this course.

• Bennett-Levy, J., Thwaites, R., Haarhoff, B. & Perry, H. (2015). Experiencing CBT From the Inside Out: A Self-Practice/Self-Reflections Workbook for Therapists.
• Greenberger, D. & Padesky, C. (2015). Mind Over Mood: Change How You Feel by Changing the Way You Think. Second Edition.
• American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.

Recommended student system requirements 

ANU courses commonly use a number of online resources and activities including:

• video material, similar to YouTube, for lectures and other instruction
• two-way video conferencing for interactive learning
• email and other messaging tools for communication
• interactive web apps for formative and collaborative activities
• print and photo/scan for handwritten work
• home-based assessment.

To fully participate in ANU learning, students need:

• A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
• Webcam
• Speakers and a microphone (e.g. headset)
• Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
• Suitable location with minimal interruptions and adequate privacy for classes and assessments.
• Printing, and photo/scanning equipment

For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements

Staff Feedback

Students will be given feedback in the following forms in this course:

• Verbal feedback on strengths and areas for improvement based on discussions and activities undertaken during class time and skills workshops.
• Written feedback on strengths and areas for improvement, and an overall grade, for each written assessment piece.
• Verbal feedback on strengths and areas for improvement for the OSCE.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Students must pass all assessment tasks in order to pass the course. Students should ensure attendance requirements as outlined in the Master of Professional Psychology program handbook.

Referencing Requirements

Psychology uses the referencing style endorsed by the American Psychological Association:

American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.

Student feedback to staff:

In addition to student feedback provided through ANU Student Experience of Learning Support (SELS) surveys, students may also be invited to provide course-specific feedback through a feedback survey developed by the lecturers within the Master of Professional Psychology program.

Students will also complete a specialised workshop on Psychopharmacology while undertaking their Master of Professional Psychology program, which is scheduled separately to this course and will supplement content provided in PSYC8421.

In-class teaching: 

This course is part of the Master of Professional Psychology Program, which requires in-person contact for all coursework. Coursework for this program focuses, in large part, on psychological skill development, which requires in-person demonstration, observation and practice, especially through the use of role playing and simulating clients. As a result, in-person delivery is essential to meet the learning goals in this professional training program. All in-person delivery is conducted in accordance with ANU COVID-19 policy. Students should keep abreast of these policies and also refer to specific information on the MPP program Wattle site regarding in-person teaching in the context of COVID-19.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Morning: Introduction and Welcome; Cognitive Behaviour Therapy and Evidence-Based PracticeAfternoon: Understanding, Building and Repairing the Therapeutic Alliance
2	Morning: Counselling Skills IAfternoon: Counselling Skills II
3	Morning: Introduction to Cognitive Behaviour Therapy: Model, Implementation and ConceptualisationAfternoon: Cognitive Skills I
4	Morning: Cognitive Skills IIAfternoon: Cognitive Skills III
5	Morning: Behavioural Skills IAfternoon: Behavioural Skills II	Written Report and Fact Sheet Due 1159pm Monday 21st August
6	Morning: Behavioural Skills IIIAfternoon: Relapse Prevention in CBT; Course Wrap-Up, Evaluation and Summary
7	Skills Workshop	Self-Reflection Assignment Due 1159pm Friday 22nd September
8	No Classes
9	No Classes	Objective Structured Clinical Examination scheduled on Wednesday October 4. Schedule for individual students to be released during Semester.

Tutorial Registration

Not applicable

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Written Report and Fact Sheet	40 %	21/08/2023	1, 2,4
Reflective Assessment (40%)	40 %	22/09/2023	2,3
Objective Structured Clinical Examination (Hurdle) (20%)	20 %	04/10/2023	2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Students will be participating in role plays, discussions and other activities during class time and in skills workshops. You will also be undertaking readings prior to lectures which provide vital foundations for lecture content and activities. Students are not formally assessed on these tasks, but they provide the foundation for understanding key concepts and skills related to the course, and assessable components of the course, and so are important to enrich your engagement with content and learning as a result. As such, students are expected to attend and participate in all aspects of the course to support their learning, including readings before each class.

Assessment Task 1

Written Report and Fact Sheet

The written report provides an opportunity for students to critically engage with empirical evidence for interventions utilised in professional psychology, develop an in-depth understanding of an evidence-based CBT strategy, and develop their interpersonal skills in communicating these to different audiences. The assessment piece takes the form of a written assignment in which a student must (1) select one foundational CBT strategy taught in this course (i.e., psychoeducation, cognitive restructuring, behavioural activation, relaxation, mindfulness or behavioural management); (2) consult, review and critique empirical literature through a 1000 word evidence-based summary of the strategy in relation to a high-prevalence disorder for a professional audience; and (3) design an engaging one-page fact sheet describing the strategy and its efficacy for a service user audience. Detailed information on assignment requirements and a marking rubric will be made available on the course Wattle site.

Assessment Task 2

Reflective Assessment (40%)

Students will participate in a range of practical activities in the course, including lectures and skills workshops aimed at supporting your learning in CBT strategies. These activities provide an opportunity to deepen your learning through the application of your knowledge, and gain insights into your strengths and areas for development as a trainee. Students will be required to document their reflections throughout the course across the semester, in relation to both lecture content, readings and skills workshops, and then submit a 1000 word reflective written piece focused on your learning and development across the semester. You will be expected to (1) demonstrate self-awareness of the experience and challenges of learning intervention skills throughout the semester (i.e., before, during, and after readings/lectures/activities), (2) identify and explore the expectations, assumptions and biases you brought to the content and activities, (3) discuss and reflect on the learning and insights gained through these experiences, including your strengths and areas for development; and (4) outline how this learning will be applied to inform your progression in your professional psychology training and practice. Detailed information about the assignment requirements and a marking rubric will be made available on the course Wattle site.

Assessment Task 3

Objective Structured Clinical Examination (Hurdle) (20%)

Students will complete an individual role play (no more than 30 minutes) scheduled during Week 9 in usual workshop time. This task enables students to demonstrate their learnings in counselling skills and foundational CBT strategies, specifically in engaging with a client in a collaborative manner, establishing a therapeutic alliance, providing psychoeducation on the CBT model, and responding to questions effectively. Students will be provided with a fictional case scenario prior to the scheduled role play, and are expected to prepare materials and content for the scheduled session with their client beforehand. The role play will be recorded for the purpose of grading and provision of feedback. Detailed information about the assignment requirements, including confirmation of the OSCE schedule for each student, will be made available on the course site closer to the date and discussed in class with students throughout the semester.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

Hardcopy submission is not utilised in this course.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted for final examination in course. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted on written assessments in course. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Assignments will be returned electronically through the course wattle site approximately two weeks after the due date.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Grading in the Master of Professional Psychology program reflects achievement of competencies as appropriate to developmental level. As such, students will be provided with grades indicating that competency has been met (Course Requirement Satisfied: CRS) or not met (Fail).

Failure to submit an assignment of a high standard which meets requirements for a passing grade (50%) will result in a student receiving feedback on the area/s requiring remediation and one opportunity for resubmission of the assignment to address these issues. This opportunity is provided only in circumstances where a genuine attempt to address the assignment requirements was determined to be made in the first submission. If the resubmission satisfactorily addresses the issues identified, a grade of CRS will be awarded for the task. The need to re-submit the same assignment twice due to inadequate performance will result in overall failure of the assessment piece, and thus the course, which will need to be repeated in a future offering.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students