This course aims to extend your understanding of major evidence-based psychological interventions and application of the theory and research that underpins these interventions.

You will draw on scientific literature and psychological assessments to develop psychological formulations and learn to plan, implement and monitor intervention strategies for psychological disorders, especially those commonly seen in general psychological practice. You will learn how to incorporate cultural, social and developmental considerations in psychological interventions.

The course will emphasise links between formulation and intervention; strategies for monitoring and evaluating outcomes and for adjusting interventions as they evolve.

You will have opportunities to observe and practice core psychological interventions.

Learning Outcomes

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

1. Apply scientist-practitioner and evidence-based practice approaches to psychological interventions
2. Integrate and synthesize knowledge of theory, research and ethics to design basic psychological interventions
3. Demonstrate ability to plan and implement basic psychological interventions under supervision

Research-Led Teaching

All lecturers will make use of evidence drawn from relevant disciplinary research to benefit student learning and outcomes. Some may share their own research findings with students. This will provide students with special insights into the specific topics discussed. Having access to lecturers who are also key leaders in the field may mean that the listed lecture sequence, that is, the lecture topics may change to another week in order to accommodate access to these experts.

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

Not applicable

Required Resources

Required readings and other resources will be listed or uploaded on Wattle throughout the course. These will be provided for each session (lectures and tutorials).

Recommended Resources

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

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders, DSM-5 (5th Ed.). Washington: American Psychiatric Publishing 

Barlow, D. H. et al. (2021).  Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual (6th ed.). New York, NY: The Guilford Press. 

Beck, J.S. (2011). Cognitive Behaviour Therapy: Basics and Beyond (2nd ed). New York, NY: The GuildfordPress. 

Leahy, R. L., Holland, S. J., & McGinn, L. K. (2011). Treatment plans and interventions for depression and anxiety disorders. New York: Guilford press.

Recommended student system requirements 

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos 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/or photo/scan for handwritten work and drawings, and home-based assessment. ANU outlines Recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning platforms you may use.

Staff Feedback

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

• Written comments on assignments.
• Verbal comments.
• Feedback to the whole class.
• To groups; and
• To individuals.

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

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 and Teaching (SELT) 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.

In-class teaching: 

This course is part of the Master of Professional Psychology Program and 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. Students will be informed of this during their orientation week and encouraged to discuss any potential concerns with the course conveners.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Afternoon Session: 1. Introduction and Welcome, Course Overview
2	Afternoon Session: 2. Major Depressive Disorder
3	No Class
4	No Class (Public Holiday)	Assessment 1. Reflective Task 1: Application of CBT (12 March)
5	Morning Session: 3. Risk AssessmentAfternoon Session: 4. Safety Planning	Note: Full-day (9-12pm, 1-4pm)
6	Morning Session: 5. Generalised Anxiety DisorderAfternoon Session: 6. Panic Disorder	Note: Full-day (9-12pm, 1-4pm)
7	Morning Session: 7. Social Anxiety Disorder and Specific PhobiasAfternoon Session: 8. Applying Exposure Principles in Practice	Note: Full-day (9-12pm, 1-4pm)
8	No Class (Public Holiday)	Assessment 1. Reflective Task 2 & 3: Skill and Ethical Issue (23 April)
9	Morning Session: 9. Obsessive Compulsive DisorderAfternoon Session: Assessment Preparation	Note: Full-day (9-12pm, 1-4pm)Assessment 2. Video Role Play (30 April)
10	Morning Session: 10. Trauma and PTSDAfternoon Session: 11. Substance Use Issues and Addiction	Note: Full-day (9-12pm, 1-4pm)
11	Morning Session: 12. Applying CBT in Different Contexts and Course Review
12	No Class
13	Exam period	Assessment 3. Written assessment task (take-home exam) (4 June)

Tutorial Registration

The Master of Professional Psychology Program utilises Wattle to enable students to view their timetable for their enrolled courses.

Assessment Summary

Assessment task	Value	Learning Outcomes
Reflections on CBT Interventions for High-Prevalence Disorders	20 %	1,2
Video Role Play	40 %	3
Written Assessment Task (take-home exam)	40 %	1,2,3

* 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
• Extenuating Circumstances Application
• 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.

Examination(s)

The examination is composed of multiple question types including multiple choice, extended matching and short answer questions. The examination is comprehensive and can address any aspect of the curriculum and associated independent study requirements.

Students will need be notified of the resources required for the end of semester examination.

The final examination for this course will be administered via a take-home exam. Information about the scheduling of the examination will be made available to students via the wattle system.

End of semester course results are released on ISIS.

Assessment Task 1

Reflections on CBT Interventions for High-Prevalence Disorders

Students will complete three reflections based on content and activities undertaken in class. In order to complete these reflective exercises, students are expected participate actively during classes. The emphasis will be on CBT principles, techniques and challenges as related to focal diagnoses in the course. Specifically, reflections will focus on application of CBT to formulation and intervention, and a reflection on an ethical/professional issue. The first reflection (application of CBT) will be due on the 12th March, 11:59pm, and the second and third reflections (skills, ethics) will be due on the 23rd April, 11:59pm. 

Assessment Task 2

Video Role Play

Students will be provided with a case study and will film a 25-minute role play of a session with the client demonstrating a clinical formulation with the client, effective counselling skills, accurate and engaging psychoeducation on the CBT model tailored to the client, and a rationale enabling commencement of exposure therapy and developing an exposure hierarchy. Students will be expected to create and use their own resources. In the (up to) 5-minute period after the role play, students need to identify one strength and one area for development based on their experience in the role play. The Video Role Play will be due on the 30th April, 11:59pm.

Assessment Task 3

Written Assessment Task (take-home exam)

Students will complete one exam scheduled during the end of semester university examination period. The exam is designed to assess the student’s knowledge of clinical diagnosis, formulation, treatment planning, and intervention. Detailed information about the examination will be made available on the course site and discussed in class with students closer to the date. The take-home exam is due 4th June, 11:59pm.

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

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission not permitted. Submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded. 

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 are required to be submitted electronically via the Turnitin link attached to the Wattle site and will be returned approximately two to three weeks after the submission 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 all ANU students