HANDBOOK FOR

POSTGRADUATE PROGRAMS

IN

CLINICAL PSYCHOLOGY

2011

School of Psychology University of Tasmania

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This Handbook will be updated periodically. If you note errors, or have suggestions for additional

material that might be included in future revisions, please email rapson.gomez@utas.edu.au

The Handbook is for guidance. Definitive information will be provided by Unit Coordinators and

lecturers.

2011 - Version 5

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Table of Contents

OVERVIEW OF THE POSTGRADUATE PROGRAMS IN CLINICAL PSYCHOLOGY......................................................... 6

PROGRAMS .................................................................................................................................................................. 6 REQUIREMENTS ............................................................................................................................................................ 6 CREDIT OR ADVANCE STANDING FOR PREVIOUS STUDIES ........................................................................................................ 6 CLINICAL PLACEMENT PROGRAM ...................................................................................................................................... 7 CLINICAL UNITS SUMMARY ............................................................................................................................................. 8

Master of Psychology/PhD (Clinical) .................................................................................................................... 8 DPsych(Clin) – 3

rd/4

th Year Units .......................................................................................................................... 9

ENROLMENT ........................................................................................................................................................10

TEACHING AND STUDENT REQUIREMENTS ..........................................................................................................12

SEMINARS AND COLLOQUIA ........................................................................................................................................... 12 Research Seminars ............................................................................................................................................. 12 Clinical Forums ................................................................................................................................................... 12

PUBLISHING RESEARCH ................................................................................................................................................. 12 PRIZES ....................................................................................................................................................................... 13 TUTORING ................................................................................................................................................................. 13 STUDENT REPRESENTATIVES .......................................................................................................................................... 13 CONSULTATION TIMES WITH CLINICAL PROGRAM STAFF ..................................................................................................... 13 UNIT OUTLINES AND SEMINAR NOTES ............................................................................................................................. 13 TIMETABLES ............................................................................................................................................................... 14 CLASS ATTENDANCE ..................................................................................................................................................... 14 TEXT BOOKS AND REQUIRED READING............................................................................................................................. 14 LEARNING EXPECTATIONS ............................................................................................................................................. 14 MYLO ...................................................................................................................................................................... 14 EMAIL ....................................................................................................................................................................... 15 ASSIGNMENTS ............................................................................................................................................................ 15

Format of Assignments ...................................................................................................................................... 15 Submission of Assignments ............................................................................................................................... 15 Extensions .......................................................................................................................................................... 16 Penalties ............................................................................................................................................................ 16 Return of Assignments ....................................................................................................................................... 16

REVIEW OF RESULTS AND APPEALS ................................................................................................................................. 16 HELP FOR STUDENTS .................................................................................................................................................... 17 OCCUPATIONAL HEALTH AND SAFETY .............................................................................................................................. 17

UNIT SUMMARIES ................................................................................................................................................18

YEAR ONE UNITS......................................................................................................................................................... 18 KHA711 Current Issues in Assessment .............................................................................................................. 18 KHA713 Adult Psychopathology ....................................................................................................................... 19 KHA714 Behaviour Change 1 ............................................................................................................................ 20 KHA716 Research Design 1 ............................................................................................................................... 21 KHA734 Ethics & Professional Practice ............................................................................................................. 23 KHA736 Research Thesis 1A .............................................................................................................................. 24 KHA722 Clinical Child Psychology ..................................................................................................................... 25 KHA735 Professional Practice 1 ........................................................................................................................ 26 KHA745 Clinical Placement 1 ............................................................................................................................ 27 KHA739 Research Thesis 1B .............................................................................................................................. 28

YEAR 2 UNITS ............................................................................................................................................................. 29 KHA721 Advanced Assessment ......................................................................................................................... 29 KHA724 Behaviour Change 2 ............................................................................................................................ 30 KHA743 Research Thesis 2A .............................................................................................................................. 31

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KHA746 Clinical Placement 2 ............................................................................................................................ 32 KHA740 Professional Practice 2 ........................................................................................................................ 33 KHA741 Professional Practice 3 ........................................................................................................................ 34 KHA720 Couples, Family & Group Interventions ............................................................................................... 35 KHA755 Research Thesis 2B .............................................................................................................................. 36 KHA747 Clinical Placement 3 ............................................................................................................................ 37

YEAR ONE OR TWO CORE UNITS OFFERED IN ODD YEARS (2011) ........................................................................................ 38 KHA700 Forensic Psychology ............................................................................................................................ 38 KHA712 Psychopharmacology and Substance Use ........................................................................................... 38

YEAR ONE OR TWO CORE UNITS OFFERED IN EVEN YEARS (2012) ....................................................................................... 40 KHA725 Clinical Neuropsychology .................................................................................................................... 40 KHA749 Health Psychology ............................................................................................................................... 41

YEAR THREE OR FOUR UNITS (DOCTORAL LEVEL ONLY) ...................................................................................................... 42 KHA952 Advanced Ethics and Professional Practice ......................................................................................... 42 KHA729 Research Design 2 ............................................................................................................................... 42 KHA953 Research Thesis 3 ................................................................................................................................ 43 KHA954 Research Thesis 4 ................................................................................................................................ 43

ADVANCED TOPICS ...................................................................................................................................................... 44 KHA704 Older Adults ........................................................................................................................................ 45 KHA706 Cognitive Models & Cognitive Deficits ................................................................................................ 46 KHA707 Rehabilitation of Cognitive Deficits ..................................................................................................... 47 KHA709 Neuropsychological Assessment ......................................................................................................... 48 KHA726 Neuroanatomy for Psychologists ........................................................................................................ 49 KHA723 Community Psychology ....................................................................................................................... 50 KHA738 Rural Clinical Psychology ..................................................................................................................... 51 KHA783 Exceptionality & Special Children ........................................................................................................ 52

MPSYCH(CLIN) THESIS REQUIREMENTS ................................................................................................................53

GENERAL INFORMATION ............................................................................................................................................... 53 TYPES OF RESEARCH PROJECTS ....................................................................................................................................... 53 LENGTH OF RESEARCH REPORT ...................................................................................................................................... 53 PROJECT APPROVAL AND ETHICS .................................................................................................................................... 53 SELECTING A RESEARCH TOPIC ....................................................................................................................................... 53 ARRANGING SUPERVISION AND PROGRESSING THE RESEARCH .............................................................................................. 54 TIMELINE FOR MPSYCH(CLIN) RESEARCH ......................................................................................................................... 54 MPSYCH(CLIN) THESIS PROPOSAL .................................................................................................................................. 54

Format of the Research Proposal ...................................................................................................................... 54 Research Proposal Presentation ........................................................................................................................ 56 Research Proposal Evaluation ........................................................................................................................... 56

RECRUITING RESEARCH PARTICIPANTS ............................................................................................................................. 56 THE RESEARCH REPORT (THE THESIS) .............................................................................................................................. 57

Format of the Thesis .......................................................................................................................................... 57 SUBMISSION OF MPSYCH(CLIN) THESIS ........................................................................................................................... 58 EXAMINATION OF THE THESIS ........................................................................................................................................ 59 COMPLETION OF FORMAL OBLIGATIONS .......................................................................................................................... 60 WEB SUMMARY .......................................................................................................................................................... 60 PLAGIARISM ............................................................................................................................................................... 60 PUBLICATION .............................................................................................................................................................. 61

FACILITIES IN THE SCHOOL OF PSYCHOLOGY ........................................................................................................62

CONTACT DETAILS ....................................................................................................................................................... 62 POSTGRAD STUDIO ...................................................................................................................................................... 62 ACCESS TO BUILDINGS/ROOMS ...................................................................................................................................... 62 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) FACILITIES ................................................................................... 63 TECHNICAL SUPPORT.................................................................................................................................................... 63 AUDIO-VISUAL EQUIPMENT .......................................................................................................................................... 63 LIBRARY RESOURCES .................................................................................................................................................... 64 MAIL ........................................................................................................................................................................ 64 RESEARCH RESOURCES ................................................................................................................................................. 64 PRINTING AND PHOTOCOPYING ...................................................................................................................................... 65

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RESEARCH FACILITIES ................................................................................................................................................... 65 LABORATORIES AND RESEARCH GROUPS .......................................................................................................................... 66

Health and Ageing ............................................................................................................................................. 66 Human Neuroscience ......................................................................................................................................... 67 Developmental Psychology & Psychopathology ................................................................................................ 68 Community and Environmental Psychology ...................................................................................................... 69

APPENDIX 1: STAFF OF THE SCHOOL OF PSYCHOLOGY .........................................................................................71

APPENDIX 2: CONVERSION FROM MPSYCH(CLIN) TO DPSYCH(CLIN) OR PHD(CLIN) .............................................73

APPENDIX 3: APS COLLEGE OF CLINICAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES .................................74

APPENDIX 4: MPSYCH(CLIN) PROGRAM SCHEDULE 2011 .....................................................................................82

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OVERVIEW OF THE POSTGRADUATE PROGRAMS IN CLINICAL PSYCHOLOGY

Programs Three postgraduate Programs in Clinical Psychology are offered:

Master of Psychology (Clinical)

Doctor of Psychology (Clinical Psychology)

PhD (Clinical Psychology)

Requirements The three Programs consist of coursework, supervised practice in clinical psychology settings, and a research thesis. The coursework and placement requirements of the MPsych(Clin) and PhD(Clin) are the same. DPsych(Clin) students have to complete two additional coursework units and a fourth placement unit (1500 placement hours altogether) and an extended thesis as required by the University (see pages 42 to 43 and the Graduate Research Handbook). In the fourth placement unit (KHA952) students must gain experience in clinical supervision. PhD(Clin) students have to submit an extended thesis (different to DPsych) as required by the University (see the Graduate Research Handbook). Core units are taught each year, or in alternate years, and a number of 0.5 Unit modules are also offered, four combining to produce two Advanced Topics Units. These modules are designed to facilitate ‘personal tracks’ for students through the Clinical Program. A range of Advanced Topic half-units have been developed based upon staff teaching and research interests. MPsych(Clin) students are required to take at least two Advanced Topics units (i.e., four half-unit modules) during their training. DPsych(Clin) students take three Advanced Topics units (i.e. six half unit modules). DPsych(Clin) students must also complete the KHA729 Research Design 2 unit. The sequence of units studied depends partly on the year of entry. Students should refer to the online unit guide to determine which units are available during a particular academic year. A description of all units currently offered is detailed overleaf.

Credit or advance standing for previous studies Students are only given credit for any coursework if it is strictly equivalent to coursework in the current course, and in the case of prior studies at an Australian institution, the coursework for which credit is to be granted must also have been successfully completed in an APAC accredited course within the previous ten year period. Studies undertaken at non-Australian institutions are not granted credits. Students will only be given credit for placement experience completed as part of their current employment if it is of direct relevance to the course, if the work would ordinarily be undertaken by a qualified psychologist, and if supervision is arranged to fulfil all of the usual requirements of placements which are part of the course. Any such experience must not amount to more than one placement component and in must not constitute more than 30% of the total placement requirements of the course. The University will not give credit for previous employment experience (prior to entry into the APAC accredited professional course). Students are not given any credit for any previous research experience including research higher degrees.

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Clinical Placement Program Further to this manual, there is also a Clinical Placement Manual that provides the rules, regulations, organisation and other details for the clinical placement program. Candidates are expected to complete placements during each year of the course, obtaining a minimum of 1000 hours for the MPsych(Clin) and PhD(Clin) and 1500 hours for the DPsych(Clin). Clinical psychology placements are arranged via the Placement Coordinator. Students will be provided with a copy of the Clinical Placement Manual during Semester 1. Placements in specialised areas of practice may be negotiated, especially from the second year of the Program. The School aims to provide clinical degrees which offer the best preparation for professional practice so that our graduates can be prepared for employment in a wide range of settings, such as mental health, physical health, primary care, and neurological rehabilitation. A number of policy guidelines have been developed for supervised practice:

1. First Year students will not undertake their first placement until Semester 2 of the Program, allowing time to develop basic clinical knowledge and skills prior to the start of supervised clinical practice.

2. Usually, the first placement will be the University Psychology Clinic. 3. The aim is for a planned distribution of placements over the 2 or 3+ years for each student. This allows greater predictability in research progress, maintains the currency of acquired clinical skills, and facilitates Program completion.

Please note the following prerequisites for the three MPsych(Clin) and PhD(Clin) placement units: KHA745 Clinical Placement 1 Prerequisites: KHA711 Current Issues in Assessment KHA713 Adult Psychopathology KHA714 Behaviour Change 1 KHA734 Ethics and Professional Practice KHA746 Clinical Placement 2 Prerequisites: KHA745 Clinical Placement 1 KHA735 Professional Practice 1 KHA747 Clinical Placement 3 Prerequisites: KHA746 Clinical Placement 2 KHA740 Professional Practice 2

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Clinical Units Summary

Master of Psychology/PhD (Clinical) KHA750 Clinical Psychology (Umbrella code for MPsych(Clin) program. Students must be enrolled in this unit for each semester of study) KHA900 Doctor of Philosophy (Psychology) (Umbrella code for PhD(Clin) students. Students must be enrolled in this code for each year of study) Year 1 units Semester Weight KHA711 Current Issues in Assessment 1 6.25% KHA713 Adult Psychopathology 1 6.25% KHA714 Behaviour Change 1 1 6.25% KHA716 Research Design 1 1 6.25% KHA734 Ethics & Professional Practice 1 6.25% KHA736 Research Thesis 1A 1, 2 12.5% KHA722 Clinical Child Psychology 2 6.25% KHA735 Professional Practice 1 2 6.25% KHA745 Clinical Placement 1 2 12.5% KHA739 Research Thesis 1B 2 12.5% KHA701 Advanced Topics 1* (two half-semester topics) 2 6.25% Plus two Year 1 or 2 core units listed below 12.5% Year 1 Total 100.0% Year 2 units KHA721 Advanced Assessment 1 6.25% KHA724 Behaviour Change 2 1 6.25% KHA743 Research Thesis 2A 1 12.5% KHA746 Clinical Placement 2 1 12.5% KHA740 Professional Practice 2 1 6.25% KHA741 Professional Practice 3 2 6.25% KHA720 Couples, Family & Group Interventions 2 6.25% KHA747 Clinical Placement 3 2 12.5% KHA755 Research Thesis 2B 2 12.5% KHA702 Advanced Topics 2* (two half-semester topics) 2 6.25% Plus two Year 1 or 2 core units listed below 12.5% Year 2 Total 100.0% Year 1 or 2 core units offered alternate years Offered odd years KHA700 Forensic Psychology 1 6.25% KHA712 Psychopharmacology and Substance Use 2 6.25% Offered even years KHA725 Clinical Neuropsychology 1 6.25% KHA749 Health Psychology 2 6.25% *Advanced topics (half-semester topics) Offered odd years KHA704 Older Adults 2 0% KHA706 Cognitive Models and Cognitive Deficits (not available in 2011) 2 0% KHA707 Rehabilitation of Cognitive Deficits (not available in 2011) 2 0% KHA738 Rural Clinical Psychology (available for 2

nd year students only) 2 0%

KHA783 Exceptionality & Special Children 2 0% Offered even years KHA709 Neuropsychological Assessment 2 0% KHA723 Community Psychology 2 0% KHA726 Neuroanatomy for Psychologists 2 0% KHA738 Rural Clinical Psychology (available for 2

nd year students only) 2 0%

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N.B. Full-time MPsych(Clin) students should note that if their studies continue into a third year, it is important that they continue to enrol in the course umbrella code (KHA750) for each further semester of study. Also, students must be enrolled in KHA755 Research Thesis 2B when they submit their thesis.

DPsych(Clin) – 3rd/4th Year Units Umbrella Units Students must be enrolled in one of the umbrella units below for each semester of study: KHA950 Doctor of Psychology (Clinical Psychology) - Full-time umbrella code OR KHA951 Doctor of Psychology (Clinical Psychology) - Part-time umbrella code DPsych(Clin) Thesis Units: KHA953 Research Thesis 3 KHA954 Research Thesis 4 DPsych(Clin) Placement Unit: KHA952 Advanced Ethics and Professional Practice 1,2,3 12.5% DPsych(Clin) Coursework Units KHA703 Advanced Topics 3 2 6.25% (Two half semester topics) KHA729 Research Design 2 2 6.25% (N.B. Offered in 2011 but not in 2012) Note: Course content and requirements may change as a consequence of periodic revisions. Full and current details

of postgraduate courses are available on the Courses and Units website www.utas.edu.au/courses/

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ENROLMENT

The enrolment process is ongoing for the duration of your course and involves the management of your personal details as well as your course and unit selection. Most aspects of your enrolment are managed through the eStudentCentre, the UTAS online student administration portal for students.

Logging onto eStudentCentre When you are ready to enrol log on to eStudentCentre (accessed from the “Current Students” webpage). Using your UTAS Student Username and Password (these login details would have been sent to you after you accepted your offer ). Unit Selection You are encouraged to select your units for both semester 1 and semester 2, 2011. The required units are as shown on the previous pages. In addition to enrolling in the individual coursework, placement and research units, students should ensure that they are enrolled under the correct umbrella codes for the Postgrad Clinical Program. MPsych(Clin)(Clin) students should enrol in: KHA750 Clinical Psychology for each semester of study (N.B. this still applies if you are completing placements or your thesis after the second year of enrolment). DPsych(Clin) students should enrol in: KHA950 Doctor of Psychology (Full-time) OR KHA951 Doctor of Psychology (Part-time) Part-time Study Candidates normally enter a program at the beginning of each academic year and those wishing to complete a program part-time are advised to consult the Program Director to determine, and have approved, their study schedule for each year. Part-time candidates should note that they will not be eligible to commence clinical placements until they have completed and passed the following units: KHA711, KHA713, KHA714, and KHA734. Enrolling in your Units To enrol, click on Manage Enrolment in eStudentCentre and open the appropriate course link. Then follow the steps to add the units you have selected. Be sure to go through all the steps and click on "Submit" at the end to complete this part of the enrolment.

Once you have enrolled you can print out a personalised timetable using your Student ID Number.

Checking your enrolment Within 24-48 hours of enrolling online you can check your enrolment through the Current Details page. This lists the degree you are studying, all the units you have enrolled in, the semester in which you are enrolled and whether your attendance for classes is on-campus or you are studying off-campus (distance). Make sure to monitor your enrolment once semester starts to see if it has been approved. If it has not been approved contact your Faculty for advice. It is your responsibility to check that you are correctly enrolled. If you do not correctly enrol in a unit, a grade will not be able to be awarded for that unit. Incorrect enrolment could also prevent you from graduating.

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Check your UTas Email Account Remember to check your UTas email frequently. The University will correspond with you at your UTas email account when we need to advise you about your enrolment, fees and other important information. Teaching staff will also communicate information about lectures and presentations via your UTAS email address.

Census Dates Your enrolment and all administrative details must be finalised by the census date that has been set for each unit. Details regarding the census dates for individual units are available on the Course & Unit Handbook. If you are supposed to pay a tuition fee for your unit and you have not paid by the relevant census date, your enrolment will be cancelled. If you are enrolled in a unit at the census date you will be liable for the fees and charges for that unit for the relevant semester, even if you intended to withdraw from the unit. It is not sufficient to advise the lecturer that you will no longer be attending classes; you can withdraw from your units through your eStudentCentre account. All changes can be made under the Manage Enrolment tab. Please refer to the Course & Unit Handbook for withdrawal dates, as well as dates that apply for academic and financial penalty dates and associated withdrawal dates. Need Help? Staff are available to assist students to use the eStudentCentre. If you need help please call 1300 361 928 or visit the Student Centre in Hobart or Launceston.

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TEACHING AND STUDENT REQUIREMENTS

Seminars and Colloquia

Research Seminars During Semester time the School schedules regular research seminars or colloquia on Friday afternoons. A variety of speakers are invited to participate (both internal and external). The School of Psychology views these as an important educational resource for students and expects all postgraduate students, part-time and full-time, to attend them on a regular basis. In addition, students may present their research data, including practicing conference presentations. Contact Dr Jenn Scott for further information.

Clinical Forums From March 2011 a schedule of monthly Clinical Forums will commence. There will be seven forums per annum from March to October each year. Attendance at these forums is a mandatory hurdle requirement for MPsych(Clin) students. Students are required to attend at least four forums per annum as part of their placement requirements. This requirement is applicable for those students enrolled after 2010. The format of the forums will be two or three case presentations (purely clinical not research presentations). Case presentations will be by practising clinical psychologists. MPsych(Clin) students will also be required to do a case presentation at one of the forums (usually in their second year) as a course requirement. The forums will be video conferenced with the School of Psychology in Launceston and the Rural Clinical School in Burnie to include attendance by staff and students in the North and North West. Clinical Forums have been provisionally scheduled as follows for 2011: 25th March 29th April 27th May 29th July 26th August 30th September 28th October

Publishing Research All researchers have an ethical obligation to try to publish the results of their research. Students are encouraged to seek publication of their completed research as this will disseminate the findings of the research to the professional community as well as adding strength to their curriculum vitae. Individual supervisors may have an agreement with their students regarding publication of results, though generally a student’s name would be first on any publication arising from their research (this could be subject to agreement regarding a time line for the student to write up their research). If supervisors have a written agreement with a student, the proforma of this agreement should be submitted to the Research and Research Higher Degrees Committee prior to signing by student and supervisor. Copies of signed agreements will be placed in the student’s file in the School.

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Prizes The Morris Miller Prize is awarded annually to the student who shows the most proficiency in, and has completed the requirements for, a Masters or Doctorate in Psychology. The Fiona Allan Prize is awarded annually to the full-time enrolled student who shows the greatest proficiency in coursework in the first year of the MPsych(Clin) program.

Tutoring Some casual tutoring positions are available to postgrad students each semester within the School. Expressions of Interest for these positions are usually communicated to postgrad students by email before the start of each semester.

Student Representatives Each year, nominations are sought for student representatives from the first and second year clinical programs and the DPsych (Clinical) program. The student representatives will be required to attend the Clinical Training Committee meetings (usually four to five times a year). The student representative must be able to be available to other students within the course who want to raise concerns/issues in relation to the course. It is the role of the student representative to communicate these matters at consultative meetings.

Consultation Times with Clinical Program Staff Staff within the clinical program will provide students with appropriate contact details and consultation times should students wish to speak with them regarding any matters related to the clinical program. Students should be mindful that staff have a variety of commitments both inside and outside of the University, therefore, students wishing to speak to staff should be sure to check consultation times or make an appointment to speak with staff. Guest lecturers Guest lecturers may not always be available for student consultation. Should a student have a query, they should contact the Unit Coordinator.

Unit Outlines and Seminar Notes Students will be provided with a copy of the unit outline for each of the units for which they are enrolled. Unit outlines will be distributed during the first class for each unit. Unit Coordinators/lecturers will explain the contents of the unit outline during the initial lecture. Students will also have an opportunity to ask any questions that they may have in relation to unit requirements and timetables. It is the responsibility of the student to obtain a printed copy of seminar notes for use during class. Printed seminar notes will not be provided by the lecturer. Students may obtain seminar notes from MyLO or the shared teaching drive, as advised by individual Unit Coordinators.

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Timetables Class timetables will be provided with Unit Outlines. Unit outlines and timetables are also available via the University website www.courses.utas.edu.au . It is your responsibility to check the University website for timetable information.

Class attendance Students are required to attend all seminars, and attendance at classes is recorded. Note : In addition to specific unit requirements, the Faculty of Science, Engineering and Technology has determined that in order to be eligible to sit for the final examination students must attend 70% of all practical classes during the semester. If you have any questions regarding your attendance at seminars, please speak with your unit or course coordinators.

Text Books and Required Reading Any required or recommended text books and reading will be listed in the unit outline. In most cases, copies of any required textbooks will also be available in the library. Throughout the unit the lecturer may draw your attention to other readings and texts. In this instance, they will advise you as to how you may access these resources.

Learning Expectations The University is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers. The University’s Code of Conduct and Learning states: Students are expected to participate actively and positively in the teaching / learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time. If you need assistance in preparing for study please refer to your tutor or lecturer. For additional information refer to the Learning

Development website: http://www.learningsupport.utas.edu.au/learners.html .

MyLO MyLO is the University of Tasmania’s on-line learning system. It is strongly suggested that all students familiarise themselves with MyLO and obtain user training if necessary. Unit Coordinators do not provide MyLO training to students. Accessing your MyLO course See UConnect at http://uconnect.utas.edu.au/ for information on: Web browser and personal computer requirements (under „Before you start’) Accessing your course in MyLO (under Help & Support >> Vista support - self help sheets >> Accessing MyLO.

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Navigating MyLO For information on how to navigate your way around MyLO, see MyLO Self Help Sheets >> Navigating and using the MyLO interface available at Learning Online. Other self-help sheets are available for specific tools – e.g. assessment, discussion tools. Netiquette Netiquette is a form of etiquette for the web – the dos and don’ts of online communication. As participants of online discussion groups (either through the Discussion Board, Email or Chat facility), all students are expected to observe the University’s Information Technology Facilities User Guidelines (see Learning Online >> More Info - Policies > IT Policy). So that all students feel encouraged to participate, comments that are harassing, discriminatory, or just plain rude are not acceptable. Mainly, it is a matter of pausing before you send an email, post a message, or hit the Send button, and thinking: (1) Is this really what I want to say and (2) How will it be received by the readers? Remember that discussion board and chat postings are usually read by all, and that some people in the class may have very different backgrounds, customs and experiences to your own. If in doubt, err on the side of politeness! More information & assistance Contact the Service Desk if you have problems using MyLO. Website: http:/ / www.utas.edu.au/ servicedesk Telephone: 6226 1818; 1300 304 903 (local call from within TAS; mobiles excepted) Email: servicedesk@utas.edu.au Contact your lecturer if you have a problem related to course content or assessment.

Email All students are provided with a University email address when they accept their offer of a place on a course. The Student Centre will send you details of your email address and access password. Your POP account and password are printed on your Enrolment Statement & Fees Invoice. Email details are also available from the Service Desk, bring your University Staff or Student ID card as proof of identity. It is essential that you regularly check your UTAS email account. Staff and the Student Centre regularly communicate to students via email. Please be aware that IT Resources recommends against forwarding university email to external email addresses. Staff are not obliged to correspond with students via personal email addresses.

Assignments

Format of Assignments All written assignments must adhere to APA style and formatting guidelines, unless instructed otherwise by the lecturer setting an assignment. For APA style and formatting guidelines please refer to the APA Manual (6th edition).

Submission of Assignments Assignments should be submitted by the due date stated in the unit outline for the units you are enrolled in. Assignments are to be submitted as a printed hard copy only unless students are instructed to submit a specific assignment via MyLO. Assignment submissions (for marking) via e-mail will not be accepted. Assignments should be submitted to the Psychology Student Services Office in Hobart. Each assignment should be accompanied by a fully completed School of Psychology cover sheet. Cover sheets can be

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obtained from outside the Psychology Student Services Office or downloaded from the School of Psychology website (in the Student Resources section).

Extensions With regards to all units, students requiring an extension should consult the Unit Coordinator if possible prior to the due date with any supporting documentation (medical certificates, etc). The extension approval is located on the School of Psychology Cover Sheet – take this with you when you consult your lecturer to discuss your request for an extension. Do not complete the extension approval section of the cover sheet yourself.

Penalties The School of Psychology has a policy with respect to the submission of assignments. If an extension has not been granted and approved, an assignment submitted after the designated due date will incur a penalty of 5% per day. Should you need to submit an assignment during a weekend, it is your responsibility to consult the Unit Coordinator prior to the close of business on the Friday. Additionally, the number of words/pages stipulated for assignments includes citations, but excludes tables, figures, captions, abstract and the reference list. Assignments exceeding the prescribed number of words/pages will incur a penalty of 10% of the total obtainable mark.

Return of Assignments Marked assignments are usually ready for collection two weeks after the due date. Assignments can be collected from the School of Psychology Student Services Office at Hobart during the specified collection times only. The School does not post assignments back to students. To check whether an assignment is ready for collection, please check the unit MyLO site or the School of Psychology noticeboard (outside the Psychology Student Services Office in Hobart – Room SocSci110a). Any assignments not collected by the end of the third week of the following semester, will be securely destroyed.

Review of Results and Appeals Re-assessment of assignments – the following procedure is applied within the School of Psychology :

1. Students with a question about their grade should approach the Unit Coordinator to clarify why the grade was awarded. The Unit Coordinator may (at his/her discretion) direct the student to the original assessor to provide feedback.

2. If Step 1 does not resolve the student’s concern the student should present to the Unit Coordinator a written statement as to why a re-mark is warranted. The grounds for granting a re-mark include:

comments in the feedback are factually incorrect;

comments in the feedback that reduce the grade awarded are not relevant to the stated assessment criteria;

an apparent inconsistency between the feedback and the grade awarded;

the student mounting an argument for value in the assignment that has been misunderstood or overlooked by the assessor.

3. If the Unit Coordinator determines a review is warranted, students should provide the Unit

Coordinator with the original assessment plus a clean, unmarked copy of the assignment with

no identifying personal information or information regarding the original assessor.

4. The Unit Coordinator will then arrange for an independent assessment of the assignment by an

alternative assessor, ensuring that the clean copy is identical to the original assignment and that

any supporting material (e.g. the assignment outline, marking instructions, feedback sheets and

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criteria) is forwarded to the assessor. Feedback will be in the same format as the original

assessment.

Students wishing to have their assignments re-marked must request a review within 14 days of the return date of the assignment. The University has formal procedures regarding the re-assessment of final examinations and information can be found under Rule 111 – Academic Assessment at : http://www.utas.edu.au/university-council/university-governance/rules

Help for Students If you are experiencing difficulties with your studies or assignments, have personal or life planning issues, disability or illness which may affect your course of study, you are advised to raise these with your supervisor in the first instance. There is a range of University-wide support services available to you including the Support & Equity Unit (http://www.support-equity.utas.edu.au/) , International Student Services and Learning Development. Please refer to the Current Students homepage for more details http://www.students.utas.edu.au/

Occupational Health and Safety The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit, you should refer to the University’s policy at : http://www.human-resources.utas.edu.au/__data/assets/pdf_file/0011/8687/ohs.pdf

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UNIT SUMMARIES Please note that the following are summaries only. Full details of unit content and assessments are given in the individual unit outline which are distributed at the beginning of semester.

Year One Units

KHA711 Current Issues in Assessment

Unit Coordinator: Assoc Prof Clive Skilbeck Unit Description Current Issues in Assessment aims to provide students with the knowledge and practical skills to conduct a competent psychological assessment. Relevant clinical and theoretical literature will be reviewed, with an emphasis given to the practical skills needed to evaluate, administer, score and interpret commonly used clinical instruments. Issues of clinical judgement and decision-making/clinical inference will be considered. Emphasis will also be given to the ability to integrate this information into a meaningful and relevant report, along with the ability to feed back this information to the client, and other referral sources. Clinical assessments will include intelligence, memory, mood, and personality. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 1 x 2-hr seminar (13 weeks) Recommended Texts (check booko.com.au for cheapest prices)

Groth-Marnat, G. (2009). Handbook of Psychological assessment (5th Ed.). UK: Wiley

Prifitera, A., Saklofske, D.H. & Weiss, L.G. (2005). WISC-IV; clinical use & interpretation. USA: Elsevier

Weiss, L.G & Saklofske, D.H. (2005). WAIS-IV; clinical use & interpretation. USA: Elsevier Learning Outcomes of the Unit On completion of this unit, students should have:

1. acquired a good knowledge of relevant professional & ethical issues in test usage, including reliability, validity, use of appropriate norms, and test use with minority groups,

2. acquired a good knowledge of the clinical & theoretical background for commonly used clinical instruments,

3. developed practical skills involved in test administration, scoring & interpretation, 4. developed the ability to integrate clinical information into an accurate and relevant report, 5. developed the ability to feed back results to clients & referral sources in a clear, meaningful &

respectful manner.

Assessment Assessment Task 1 Practical: Video of WISC-IV assessment 50% Assessment Task 2 Report on WISC-IV Case 50%

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KHA713 Adult Psychopathology

Unit Coordinator Dr Raimondo Bruno Unit Description

Studies the development, organisation and content of mental disorders. In general an experimental-clinical approach is taken, and intern psychologists are expected to become familiar with current research in the area. Consideration will be given to the diagnostic features of specific disorders, prevalence, course, aetiological knowledge and theories, familial, social and cultural features, and differential diagnostic issues. Clinical case study material is used as appropriate and intern psychologists are required to be familiar with the DSM-IV and ICD-10 classificatory systems as they apply to the practice of clinical psychology. This will involve a critical consideration of these classificatory systems. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 1 x 2 hour seminar for 13 weeks, including student presentations Recommended Texts Sadock, B. J. & Sadock, V. A. (2007). Synopsis of psychiatry: behavioural sciences/clinical psychiatry. Philadelphia: Lippincott Williams & Wilkins American Psychiatric Association (2000). Diagnostic and statistical manual of mental

disorders (4th ed., text revision). Washington, DC; Author. Learning Outcomes of the Unit On completion of this unit, students should be able to :

1. Demonstrate an understanding of the experimental-clinical approach to psychopathology

2. Demonstrate knowledge of the diagnostic features of specific disorders, including prevalence, course, aetiology and current theories, familial, social and cultural features, and differential diagnostic issues

3. Apply the DSM-IV and ICD-10 classificatory systems within the framework of the practice of clinical psychology. This includes an understanding of the strengths, limitations, and evolving nature of these systems and the ethical considerations in their application.

4. Describe alternative diagnostic frameworks and consider their implications for the practice of clinical psychology.

Assessment Assessment Task 1 Case Analysis I 15% Assessment Task 2 Case Analysis II 25% Assessment Task 3 Seminar Presentation 20% Assessment Task 4 Weekly Quiz Exercises 15% (10 questions per week) Assessment Task 5 End of Semester Assessment 25%

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KHA714 Behaviour Change 1

Unit Coordinator: Dr Janet Haines Unit Description This unit will introduce students to therapeutic techniques necessary to undertake their first placement. The emphasis will be on skill acquisition as well as the theoretical bases of the various techniques. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 1 x 3 hr seminar weekly (12 weeks). Recommended Texts Clark, D.A., & Beck, A.T. (2010). Cognitive therapy for anxiety disorders. New York: Guilford Press. Dobson, K.S. (2010). Handbook of cognitive-behavioral therapies (3rd edn.). New York: Guilford Press. Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010). Cognitive and behavioural theories in clinical practice. New York: Guilford Press. O’Donohue, W.T., & Fisher, J.E. (2008). Cognitive behaviour therapy: Applying empirically supported techniques in your practice (2nd edn.). New Jersey: Wiley. Learning Outcomes of the Unit On completion of this unit, students should be able to : 1. Acquire skills related to the practice of specific therapeutic techniques. 2. Demonstrate an understanding of the therapeutic process. 3. Demonstrate a range of counselling skills. 4. Understand evidence-based practice.

Assessment Assessment Task 1 50% In class role-plays and exercises Outcomes 1,2,3 Assessment Task 2 50% Written assignment: therapy identification and application with specific cases Outcomes 1,2,4

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KHA716 Research Design 1

Unit Coordinator: Prof Rapson Gomez Unit Description The objectives of the unit are to:

1. introduce students to a variety of research methodologies and statistics related to clinical psychology,

2. program planning and evaluation, and 3. assist students with developing their research proposal.

Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly Major References Single case experimental designs: Kazdin, A. E. (2003). Research design in clinical psychology (4th ed.). Boston: Allyn & Bacon. Moderation and Mediation: Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator distinction in social psychology research:

Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.

Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioural sciences (2nd ed.). Hillside, NJ: Erlbaum. Gomez, R. (1998). Locus of control and avoidance coping: Direct, interactional and mediating effects on maladjustment in adolescents. Personality and Individual Differences, 23, 391-398. Confirmatory Factor Analysis: Brown, T. A. (2006). Confirmatory factor analysis for applied research. NY: The Guilford Press. Survey Research Methods and Issues: Frazer, L. & Lawley, M. (2000). Questionnaire design and administration. Queensland: Wiley. Australian Institute of Health and Welfare (2007). A guide to data development. Canberra: AIHW Scale Development: Worthington, R. L. & Whittaker, T. A. (2006). Scale Development Research: A content analysis and recommendations for best practices. The Counselling Psychologist, 34, 806-838. Field, A. (2005). Discovering statistics using SPSS. London: Sage (Chapter 15). Saunders, J. B., Aasland, O. G., Amundsen, A. & Grant, M. (1993). Alcohol consumption and related problems among primary health care users. WHO Collaborative Project on Early Detection of Persons with Harmful Alcohol Consumption I. Addiction, 88, 349-362. Saunders, J. B., Aasland, O. G., Babor, T. F., de la Fuente, J. R. & Grant, M. (1993). Development of the Alcohol Use Disorders Identification Test (AUDIT): WHO Collaborative Project on Early Detection of Persons with Harmful Alcohol Consumption II. Addiction, 88, 791-804. Program Evaluation: Commonwealth of Australia (2001). Evaluation: A guide to good practice. Canberra:Author.

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Clinical Significance: Ogles, B. M., Lunnen, K. M. & Bonesteel, K. (2001). Clinical Significance: History, application & current practice. Clinical Psychology Review, 21, 421-446. Behar, E. S. & Borkovec, T. D. (2003). Psychotherapy outcome research. In J. A. Schinka & W. F. Velicer (Eds.). Handbook of Psychology. New Jersey: Wiley Diagnostic Efficiency Rey, J. M., et al. (1992). Measuring the accuracy of diagnostic tests using the receiver operating

characteristics (ROC) analysis. Studentational Journal of Methods in Psychiatric Research, 2, 39-50.

Swets, J. A. (Ed.). (1996). Signal detection theory and ROC analysis in psychology and diagnostics: Collected papers. Hillside, NJ: Erlbaum.

Smits, N., Smit, F., Cuijpers, P., de Graaf, R. (2007). Using decision theory to derive optimal cut-off scores of screening instruments: an illustration explicating costs and benefits of mental health screening. Studentational Journal of Methods in Psychiatric Research, 16, 219-229.

Topp, L. & Mattick, R. P. (1997). Choosing a cut-off on the Severity of Dependence Scale (SDS) for amphetamine users. Addiction, 92, 839-845. Learning Outcomes of the Unit On completion of this unit, students should:

1. have knowledge of a number of different approaches to research design and analysis in clinical psychology

2. be able to develop a research proposal with an appropriate design and statistical techniques

3. be able to plan and evaluate clinical intervention programs

Assessment Assessment Task 1: 50% Statistical exercise involving testing moderation & mediation models Assessment Task 2: 50% Development and evaluation of a hypothetical program Assessment Task 3: (Hurdle requirement) Class presentation of research proposal

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KHA734 Ethics & Professional Practice

Unit Coordinator Dr Leesa van Niekerk Unit Description

This unit considers practical and ethical issues in clinical psychological practice. Issues and skills particularly relevant to student experience of practicum placement are addressed. Seminar presentations are undertaken as part of the practice of communicating with colleagues and related professionals, and classroom discussion and exercises provide an opportunity to develop problem-solving skills. Students are introduced to key ethical codes and legislation and to a model for ethical decision-making through practice-based examples. Practice issues such as report-writing in varied settings, gaining the most out of supervision, practice in rural and regional communities and practitioner self-care are also covered Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks). Seminar Presentations Initial sessions will provide an introduction to an ethical framework and to the legislative and professional context of psychological practice. Later sessions will focus on application in hypothetical practice situations, providing a forum for the discussion of a range of ethical issues, relevant legislation and the exploration of decision-making processes.

Recommended Texts and Reference Material

Australian Psychological Society (2007). Code of ethics. Melbourne, Vic: Author.

Australian Psychological Society (2010). Ethical Guidelines: Complementing the APS Code of Ethics.

Melbourne, Vic: Author. 10th Edition. Reference should be made to the material available on the: Australian Health Practitioner Regulation Agency (AHPRA) website: www.ahpra.gov.au Psychology Board of Australia website: www.psychologyboard.gov.au Australian Psychological Society website: www.psychology.org.au Recommended Reading: Corey, G., Corey, M.S., & Callanan, P. (2007). Issues and ethics in the helping professions. (7th ed.) Pacific Grove, Ca: Brooks/Cole. Corey, G., Corey, M.S. & Haynes, R. (2003). Ethics in action. CD-ROM. Version 1.2. Pacific Grove, Ca: Brooks/Cole. Koocher, G.P., & Keith-Spiegel, P. (1998). Ethics in psychology. Professional standards and cases. New York: Oxford Univ Press. Morrissey, S. and Reddy, P.(Eds.) (2006) Ethics and Professional Practice for Psychologists. South Melbourne: Thomson Social Science Press.

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Learning Outcomes of the Unit

1. Identify and articulate issues arising in clinical psychological practice which require the application of ethical principles

2. Refer to relevant legislation, codes of practice and current standards in responding to identified ethical challenges 3. Apply existing codes, guidelines and standards in a systematic fashion to practical challenges

arising from clinical psychological practice. 4. Articulate professional and personal strategies for the maintenance of ethical practice

Assessment Formal assessment is based upon seminar presentations and an assignment bearing on ethical issues. Students must pass all parts of the assessment. Assessment Task 1: 20% In class individual presentation of resources associated with an area of ethical challenge Linked to learning outcomes 1 and 2 Assessment Task 2: 30% In class group presentation of a response to an ethical dilemma Linked to learning outcomes 1,2,3 Assessment Task 3: 50% Written assignment involving an analysis of hypothetical scenario and development of an appropriate action plan. Linked to learning outcomes 1,2,3 and 4

KHA736 Research Thesis 1A

Unit Coordinator Prof Rapson Gomez Unit Description Each student prepares a research proposal and presents this to the School towards the end of May. The proposal should conform to the School guidelines (see p.54). During this unit the literature review and/or research study is commenced. Campus Hobart Semester 1 Unit Weight 12.5% Teaching Pattern Individual Consultation Recommended Texts As advised by Research Supervisor. Learning Outcomes of the Unit On completion of this unit, students should be able to:

1. prepare a research proposal in all its aspects 2. commence literature review and/or research

Assessment Formal approval of research project by School research panel, following presentation to a School audience.

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KHA722 Clinical Child Psychology

Unit Coordinator Prof Rapson Gomez Unit Description This unit aims to provide an overview of the most commonly encountered behavioural, emotional, social, developmental and health-related childhood and adolescent clinical disorders. An evidence-based practice approach will be used to examine current diagnostic, assessment and treatment issues. Campus Hobart Semester 2 Unit Weight 6.25% Teaching Pattern 2-hr lecture weekly

Major References Kronenberger, W. G., & Meyer, R. G. (2001). The child clinician’s handbook. Boston: Allyn & Bacon. Mash, E. J., & Barkley, R. A. (eds.) (2003). Childhood psychopathology. New York: The Guilford Press. Mash, E. J., & Barkley, R. A. (eds.) (2006). Treatment of childhood disorders (3rd edition). New York: The

Guilford Press. Mash, E. J., & Barkley, R. A. (eds.) (2007). Assessment of childhood disorders (4th edition). New

York: Guilford Press. Learning Outcomes of the Unit Knowledge

provide theoretical and applied knowledge in clinical child and adolescent psychology

understand the relationships of biological, social, behavioural and cognitive factors in relation to child and adolescent psychopathologies and developmental disabilities

knowledge of assessment and intervention methodologies used with children and adolescents with developmental psychopathology and developmental disabilities

psychopharmacology for child and adolescent disorders Skills

develop skills in conceptualization, assessment and treatment of a number of problems in the area of child and adolescent clinical psychology

Values/Attitude

develop professional, ethical and relationship qualities necessary for working with children and adolescents, families, teachers and other professionals in the context of mental health

Assessment Assessment Task 1 40% Written Assignment Essay on issues related to diagnosis Assessment Tasks 2 60% Examination (short answer questions; 2-hr)

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KHA735 Professional Practice 1

Unit Coordinator Dr Leesa van Niekerk Unit Description This unit considers practical and ethical issues in clinical practice. Case presentations are undertaken as part of the practice of communicating with colleagues and related professionals. As part of the requirement for this unit, students have to demonstrate their skills in the administration, scoring and interpretation of a range of psychological tests, and in the development of case formulations and treatment plans. Campus Hobart Semester 2 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks). The primary focus of seminars will be upon case presentations, highlighting theoretical issues in psychopathology, issues in assessment, formulation of treatment approach, and professional, practical and ethical issues. Several sessions may be presented by visiting clinical practitioners with the remainder presented by students, drawing upon experience in practical placements. Ethnic and multicultural aspects are highlighted, as appropriate. Where appropriate students should supplement their presentations with test scores and test profiles and audio-visual material. Students must also be prepared to demonstrate aspects of their assessment procedures and role-play elements of their treatment intervention when requested. Recommended Texts

Australian Psychological Society (2007). Code of ethics. Melbourne: Author.

Baird, B.N. (1999). The internship, practicum, and field placement handbook. A guide for the helping

professions. New Jersey: Prentice Hall.

Corey, G., Corey, M.S., & Callanan, P. (1998). Issues and ethics in the professions. Pacific Grove, Ca:

Brooks/Cole.

Eels, T.D. (1997). Handbook of psychotherapy case formulation. New York: Guilford Press.

Koocher, G.P., & Keith-Spiegel, P. (1998). Ethics in psychology. Professional standards and cases.

New York: Oxford Univ Press.

Martin, P.R. & Birnbrauer, J.S. (1996). Clinical Psychology. Profession and practice in Australia.

Melbourne: MacMillan.

Woody, S.R., Detweiler-Bedell, J, Teachman, B.A. & O’Hearn, T. (2003). Treatment planning in

psychotherapy. New York: Guilford Press.

Psychologists Registration Board of Tasmania. (2003). Psychologists Code. By Law made under

Psychologists Registration Act 2000, S.11. Hobart: Author and available at: http://www.regboardstas.com/psychologists/tas-psych-code.pdf

Intern psychologists should also make themselves familiar with additional guidelines and statements of advice on ethical matters provided by the APS. These may be found at the APS website. (www.aps.psychsociety.com.au) and published in In-Psych, The Bulletin of the Australian Psychological Society.

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Learning Outcomes of the Unit On completion of this unit, students should:

1. have a good orientation to the profession of psychology and good understanding of ethical and professional issues as they arise in practice.

2. be skilled in case presentation and able to discuss assessment, formulation, and treatment issues. 3. have developed skills in clinical report writing.

Assessment Formal assessment is based upon seminar presentations and case reports. Students must pass all parts of the assessment. Assessment Task 1: 50% Seminar presentation based on a case with which the student has been involved with on placement Assessment Task 2: 50% Case report based on a case with which student has been involved on placement. Normally different clients will be selected as the subject of the classroom presentation and the written report, one highlighting assessment, the other treatment issues.

KHA745 Clinical Placement 1

Unit Coordinator Annette Allman – Clinical Placement Coordinator Unit Description

This is the first period of supervised practice for all students, and for most students this placement occurs in the University Psychology Clinic (UPC). In total the first clinical placement requires 300 to 350 hours of professional experience at the UPC, or other suitable external placement setting for experienced students. Students will work in the Clinic under the supervision of appropriate staff. This placement provides an opportunity to develop some clinical skills to a level suitable for effective practice as a clinical psychologist. It is the first placement in an integrated sequence of placements in the clinical programs. Campus Hobart Semester 2 Unit Weight 12.5% Teaching Pattern Weekly attachment summing to 300 - 350 hours using model of supervised clinical practice Required Texts As specified by Supervisor(s) Learning Outcomes of the Unit On completion of this unit, students should have:

1. a good knowledge of, and skills in, a range of assessment methodologies,

2. basic skills in psychological formulation,

3. experience and skills in using a CBT model or other psychological interventions appropriate to the setting

Assessment

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A pass, based upon the student’s performance in assessment, formulation, and therapy competencies over the course of the placement and a folio of work undertaken, including a log of clinical and supervisory placement activities. For more details, consult the current Clinical Placement Handbook.

KHA739 Research Thesis 1B

Unit Coordinator Prof Rapson Gomez Unit Description During this unit the literature review and/or research study should be progressing. Campus Hobart Semester 2 Unit Weight 12.5% Teaching Pattern Individual Consultation Recommended Texts As advised by Research Supervisor Learning Outcomes of the Unit On completion of this unit, students should have progressed their literature review and research project.

Assessment 1. Successful submission to University Human Research Ethics Committee (where appropriate) 2. Submission of drafts of literature review ( or substantial data collected) as assessed by the Research

Supervisor(s).

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Year 2 Units

KHA721 Advanced Assessment

Unit Coordinator Dr Janet Haines Unit Description This unit aims to provide students with advanced training in the administration and interpretation of commonly used clinical instruments for assessment and treatment planning. An evidence-based approach to best practice in psychological assessment will be emphasized. Topics to be covered will include diagnostic interviewing, brief screens, cognitive functioning, and specific psychological problems. Consideration will also be given to the differing assessment needs of children, adults and the elderly. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks) Recommended Texts Gregory, R.J. (2004). Psychological testing: History, principles, and applications.Needham Heights, MA: Allyn & Bacon. Groth-Marnat, G. (2009). Handbook of psychological assessment (5th edn.). New Jersey: Wiley. Learning Outcomes of the Unit On completion of this unit, you should have: 1. Good knowledge of and skills in a range of assessment methodologies.

2. Understanding of the assessment process.

3. Assessment skills related to specific client presentations. Assessment Assessment Task 1 40% Class Exercises Assessment Task 2 60% Assessment Manual

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KHA724 Behaviour Change 2

Unit Coordinator Dr Janet Haines Unit Description

Further study of the empirically-based systems of behaviour-change, counselling and psychotherapy. Students must enter this unit with sound skills in basic counselling procedures. The unit emphasises skill acquisition and students are required to demonstrate their skills in relation to specific therapeutic procedures. Seminars will involve formal presentations and a workshop format involving role-plays and exercises.

Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks) Recommended Texts Clark, D.A., & Beck, A.T. (2010). Cognitive therapy for anxiety disorders. New York: Guilford Press. Dobson, K.S. (2010). Handbook of cognitive-behavioral therapies (3rd edn.). New York: Guilford Press. Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010). Cognitive and behavioural theories in clinical practice. New York: Guilford Press. O’Donohue, W.T., & Fisher, J.E. (2008). Cognitive behaviour therapy: Applying empirically supported techniques in your practice (2nd edn.). New Jersey: Wiley. Learning Outcomes of the Unit On completion of this unit, students should:

1. have developed advanced therapeutic skills

2. be able to devise strategies to overcome resistance and other problems in therapy

3. be conversant with a number of therapy approaches beyond CBT

Assessment Assessment Task 1 60% Treatment Manual Assessment Task 2 40% Written assignment: case formulations

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KHA743 Research Thesis 2A

Unit Coordinator Prof Rapson Gomez Unit Description

This unit involves the completion of data collection (where applicable) and continued drafting of the thesis/review. Campus Hobart Semester 1 Unit Weight 12.5% Teaching Pattern Individual Consultation Required Texts As advised by Supervisor Learning Outcomes of the Unit The knowledge and skills required to prepare a research thesis Assessment

Advanced drafts of the introduction and where appropriate the method sections of the thesis, and commenced and has made satisfactory progress with data collection, as assessed by supervisor(s) OR

Early drafts of the introduction and where appropriate the method sections of the thesis, and commenced and has made advanced progress with data collection, as assessed by supervisor(s)

Overall progress of thesis work judged to be satisfactory by supervisor(s)

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KHA746 Clinical Placement 2

Unit Coordinator Annette Allman – Clinical Placement Coordinator Unit Description

This second clinical placement requires 300 to 350 hours of professional experience in an external placement setting (or settings). Placement settings will encompass a range of client problems, varying age ranges, contexts, and use of a variety of clinical skills. This placement provides an opportunity to experience a variety of client problems, and to develop more advanced clinical skills, working towards a level suitable for independent practice as a clinical psychologist. It is the second placement in an integrated sequence of placements in the clinical programs. Campus Hobart Semester 1 or 2 of the second year of full-time study Unit Weight 12.5% Teaching Pattern Weekly attachment summing to 300 - 350 hours using model of supervised clinical practice Required Texts As specified by Supervisor(s) Learning Outcomes of the Unit On completion of this unit, students should have:

1. extended knowledge of, and skills in, a range of assessment methodologies,

2. good skills in psychological formulation,

3. good experience and skills in using CBT, or other model(s), in therapy

Assessment A pass, based upon Student’s performance in assessment, formulation, and therapy competencies over the course of the placement, and folio of work undertaken, including a log of clinical and supervisory placement activities. For more details see the current Clinical Placement Handbook.

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KHA740 Professional Practice 2

Unit Coordinator Dr Jenn Scott Unit Description This unit aims to provide clinical supervision and training to students engaged in psychology placements. Clinical practice and ethical issues relevant to the practice and profession of clinical psychology are discussed. Case presentations and case discussions are undertaken with professional input from the Unit Coordinator and peer review. Students develop skills in writing case reports including therapy outcome data. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (12 weeks) Recommended Texts Zuckerman, E.L (2010) Clinician's Thesaurus, 7th Edition: The Guide to Conducting Interviews and Writing Psychological Reports (The Clinician's Toolbox). Guilford Press, New York, ISBN [ 978 60623 874 5] Learning Outcomes of the Unit On completion of this unit, students should:

1. have developed clinical practice skills and knowledge necessary for professional practice

2. be able to present case information succinctly in peer group format

3. be able to present case information and treatment outcome information in written format. Assessment 12 x 2 hr sessions requiring student or extern psychologists to present a case drawn from their placement experience. Case presentation should include data collected regarding the case such as assessment, formulation, and proposed treatment plan. The presenter should highlight and discuss any professional practice and ethical issues relevant to the case. Presenters should be prepared to demonstrate and role-play aspects of their assessment and/or intervention procedures when requested by the Unit Coordinator. All extern psychologists will be expected to contribute to the case discussion. Assessment Task 1 40% Case presentation (40 min) assessed on the following criteria:

Clear, informative and accurate coverage of case history

Formulation including explanations of psychopathology & psychological reactions and responses

Identification of relevant therapeutic approaches

Outline of proposed or actual treatment plan and overview of content of treatment sessions.

Identification of measures to assess treatment effect and clinical change.

Discussion of potential obstacles to treatment delivery, ethical or professional practice

considerations (where appropriate)

Quality of summary and closure

Assessment Task 2 60% Case report for the presented case. (3 pages) Due 2 weeks after presentation

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KHA741 Professional Practice 3

Unit Coordinator Dr Janet Haines Unit Description The objective of this unit is to prepare students for the practice of clinical psychology. The unit includes role-playing, considers ethical issues in clinical psychological practice, and a focus on advanced level case presentation. Students will be required to submit a synopsis of their case one week before their presentation. It would be appropriate to discuss the presentation with the lecturer at that time. The assessment will focus on the students' capacity to integrate the theory and practice of clinical psychology and to communicate psychological information to colleagues. Students should pay attention to theoretical and practical issues with regard to assessment/diagnosis, psychopathology and treatment. Students will be required to justify all aspects of their presentation and role-play (where appropriate) aspects of the case under consideration. Campus Hobart Semester 2 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks) Recommended Text Hersen, M.., & Thomas, J.C. (2007). Handbook of clinical interviewing with adults. New York: Sage. Learning Outcomes of the Unit On completion of this unit, you should be able to: 1. Demonstrate intake interview and history taking skills 2. Establish rapport using counselling skills 3. Identify target areas for treatment 4. Explain potential therapeutic strategies (where appropriate) 5. Provide clients with homework – assessment/therapeutic (where appropriate) 6. Summarise and close the session. 7. Respond to referral source with summary of session and targets for intervention.

Assessment Assessment Task 1 60% Role Play Assessment Task 2 40% Written assignment: Response to referral source

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KHA720 Couples, Family & Group Interventions

Unit Coordinator Dr Jenn Scott Unit Description This unit is designed to provide clinicians with the specialised training and the clinical skills necessary when intervening with couples or families. The content and processes issues associated with evidenced based couple interventions are covered using a combination of didactic presentations, and review of professional training videos and therapy manuals. Skills acquisition is enhanced through role-plays. The unit covers the main couples based therapeutic approaches and associated techniques and includes (a) assessment and treatment planning (b) issues and obstacles to intervention delivery, (c) interventions for specific presenting problems such as relationship infidelity, sexual problems, and child behaviour problems. Campus Hobart Semester 2 Unit Weight 6.5% Teaching Pattern 2-hr seminars weekly for 13 weeks Recommended Texts Sydner, D.K., Whisman, M.H. (2003). Treating difficult clients: Helping clients with

co-existing mental and relationship disorders. NY:Guilford Press: Other Learning Resources Gurman, A., & Jacobson, N. (2002). Clinical handbook of couple therapy. NY:Guilford Press: Epstein, N.B., & Baucom, D.H. (2002). Enhanced cognitive –behavioral therapy for couples: A contextual approach. Washington, DC: American Psychological Association Snyder, D. K., Catellani, A. M., & Whisman, M. A. (2006). Current status and future directions in couple therapy. Annual Review of Psychology, 57, 317-344.

Learning Outcomes of the Unit On completion of this unit, students should be able to : 1. Describe theories of relationship and family functioning 2. Describe core cognitive-behavioural therapy components for couples and families 3. Identify ethical and legal issues relevant to working with couples and families in a clinical setting 4. Role play fundamental clinical skills including the ability to establish a therapeutic alliance and to conduct a clinical assessment with a couple 5. Integrate formal assessment data, clinical interview data, observational data and psychosocial

history into a comprehensive case formulation; 6. Describe treatment plans and a variety of interventions for addressing both relationship problems

and child behaviour difficulties Assessment Assessment Task 1 40% Provide a brief written summary (I x A4 page) of a couples or family based assessment tool/instrument. Assessment Task 2 60% Submit a brief therapy manual outline for either a couple, family or parenting based intervention. The outline should include brief session descriptions of the core sessions associated with the particular intervention.

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KHA755 Research Thesis 2B

Unit Coordinator Prof Rapson Gomez Unit Description

For MPsych(Clin) students this unit involves the completion of drafting of the thesis. For DPsych(Clin) and PhD(Clin) students significant data collection will have been achieved, with some thesis writing. Campus Hobart Semester 2 Unit Weight 12.5% Teaching Pattern Individual Consultation Required Texts As advised by Supervisor Learning Outcomes of the Unit The knowledge and skills required to prepare a research thesis. Assessment Pass for the submitted written thesis

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KHA747 Clinical Placement 3

Unit Coordinator Annette Allman – Clinical Placement Coordinator Unit Description

This third clinical placement requires 300 to 400 hours of professional experience at an external placement setting, or settings. Placement settings will encompass a range of client problems, varying age ranges, settings, and use of a variety of clinical skills. More advanced clinical skills, suitable for independent practice as a clinical psychologist, will be developed. It is the third placement in an integrated sequence of placements in the clinical programs. Campus Hobart Semester 1 or 2 Unit Weight 12.5% Teaching Pattern Weekly attachment summing to 300 to 400 hours using model of

supervised clinical practice Required Texts As specified by Supervisor(s) Learning Outcomes of the Unit On completion of this unit, students should have:

1. wide knowledge of, and well-developed skills in, a range of assessment approaches,

2. advanced skills in psychological formulation,

3. extended experience and good therapeutic skills therapy Assessment A pass based upon student’s performance in assessment, formulation, and therapy competencies over the course of the placement, and a folio of work undertaken, including a log of clinical and supervisory placement activities. In addition, at the end of the third placement, students must have:

1. submitted at least three clinical case reports from placements

2. fulfilled the attendance and presentation requirements related to the Clinical Forums (see page

12).

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Year One or Two Core Units Offered In Odd Years (2011)

KHA700 Forensic Psychology

Unit Coordinator Dr Janet Haines Unit Description An introduction to the role of the forensic psychologist with consideration to the application of psychology to a range of forensic roles. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks) Recommended Texts Howitt, D. (2009). Introduction to forensic and criminal psychology (3rd edn.). London: Pearsons

Education. Kapardis, A. (2010). Psychology and law: A critical introduction. Cambridge: Cambridge

University Press. Learning Outcomes of the Unit On completion of this unit, students should have: 1. An insight into the role of the clinical psychologist in a range of forensic settings.

2. Knowledge of important considerations in forensic report writing.

3. Orientation to appropriate case report discussion, the presentation of evidence and cross-examination.

Assessment Assessment Task One Court report 50% Assessment Task Two Role play performance 50%

KHA712 Psychopharmacology and Substance Use

Unit Coordinator Dr Raimondo Bruno Unit Description This unit contains two major components. The first provides an introduction to psychopharmacology and the underlying physiological systems that are involved in psychopathological disturbances. Students will also be introduced to pharmacological interventions currently used in Australia for particular disorder classes, their mechanisms of action, and the evidence base for their effectiveness. Additionally, the effects of these drugs on cognitive and behavioural function are examined where relevant to the practice of clinical psychology.

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The second component aims to introduce students to the impact of psychoactive drugs on brain chemistry and behaviour, biopsychosocial models of development of dependence and addiction, and the strategies employed in assessment and the clinical treatment of people experiencing problems in relation to substance use. There will be a focus on the types of drugs most commonly used within Australia (alcohol, cannabis, methamphetamine, ecstasy and related drugs, heroin and prescription opioids and benzodiazepines) and the effects of such use on brain function at both the neurophysiological and cognitive levels. Students will also be introduced to clinical strategies for helping people overcome problems associated with substance use, such as motivational interviewing, problem solving skills, behavioural self-management, and relapse prevention training. Campus Hobart Semester 2 Unit Weight 6.25% Teaching Pattern Seminars

Required Text Jarvis, T. J., Tebbutt, J., Mattick, R. P., Shand, F. & Heather, N. (2005). Treatment approaches for alcohol and drug dependence: An introductory guide. Sydney: John Wiley & Sons. Recommended Texts Sadock, B. J. & Sadock, V. A. (2007). Synopsis of Psychiatry: Behavioural sciences/clinical psychiatry. Philadelphia: Lippincott Williams & Wilkins

Supporting Texts

Stahl, S.M. (2008). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications, 3rd ed. New York: Cambridge University Press Parrott, A., Morinan, A., Moss, M. & Scholey, A. (2004). Understanding drugs and behaviour. Wiltshire: Wiley. Julien, R. M. (2011). A primer of drug action: A comprehensive guide to the actions, uses and side effects of psychoactive drugs. New York: Worth Learning Outcomes of the Unit On completion of this unit, students should:

1. have a good knowledge of the underlying physiological systems that are involved in common psychopathological disturbances such as schizophrenia, affective disorders and anxiety disorders

2. have a good knowledge of the current psychopharmacological interventions currently applied in Australia for these disorders, their modes of action, and the evidence base for their effectiveness

3. understand the effects of common psychoactive drugs on brain and behaviour, particularly as this relates to clinical psychological practice

4. be familiar with assessment tools for substance use

5. have developed skills for clinical interventions for substance use problems. Assessment Assessment Task 1 10% Seminar & Clinical Role-Play participation Assessment Task 2 60% Client or clinician information guides Assessment Task 3 30% Internal assessments

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Year One or Two Core Units Offered in Even Years (2012)

KHA725 Clinical Neuropsychology

Unit Coordinator Assoc Prof Clive Skilbeck Unit Description

Considers the presentation of human brain dysfunction, the techniques of diagnosis and assessment, and the psychological management of individuals with neuropsychological problems. The unit concentrates on issues relevant to the general clinical psychologist. Indigenous and multicultural issues are considered as appropriate. Campus Hobart Semester Not offered in 2011 Unit Weight 6.25% Teaching Pattern 2-hour lecture + case discussion (13 weeks) Recommended Texts Lezak, M.D., Howieson, D.B., Loring, D.W., et al .(2004). Neuropsychological assessment, Oxford:OUP. Spreen, O., & Strauss, E.A., (2006). Compendium of neuropsychological tests: administration, norms and commentary. Oxford:OUP. Banich, M.T., (1997). Neuropsychology: The neural basis of mental function.

Boston:Houghton Mifflin Naugle, R., Munro, Cullum, C. and Bigler, E.D., (1998) Introduction to clinical neuropsychology: A casebook. Austin Texas:Pro-ed. Groth-Marnat, G. (2003). Handbook of Psychological Assessment (4th Edition). New Jersey:John Wiley & Sons Learning Outcomes of the Unit On completion of this unit, students should have:

1. some basic clinical neuropsychological assessment skills

2. an understanding of the cognitive deficits and psychological problems associated with some neurological disorders

Assessment 2-hour written examination using clinical cases 100%

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KHA749 Health Psychology

Unit Coordinator Dr Jenn Scott Unit Description

This unit provides an overview of core skills and practice issues in health psychology, intervention and prevention. Sessions involve discussion, role plays, and video review and cover the processes of assessment, formulation and core treatment components in health psychology Campus Hobart Semester Not offered in 2011 Unit Weight 6.25% Teaching Pattern 2-hr lecture weekly (13 weeks) Recommended Readings Cameron, L. D., & Leventhal, H. (eds) (2003.) The self-regulation of health and illness behaviour. New York: Routledge Cohen, L. M., McCharque, D.E., & Collins, F. L. (2003). The health psychology handbook: Practical issues for the behavioural medicine specialist. Thousand Oaks: Sage Revenson, T. A., Kayser, K., & Bodenmann, G. (2005). Couples coping with stress: Emerging perspectives on dyadic coping. Washington, APA books Learning Outcomes of the Unit On completion of this unit, students should be able to:

1. outline the specific psychosocial issues pertaining to the main chronic illnesses affecting

Australians.

2. describe the core components of health psychology intervention and primary preventions

programs

3. describe an overview of innovative therapy program, that includes person’s primary support

person (s), for either a chronic illness , or a health risk behaviour,

4. design an innovative treatment component that includes the primary support person

Assessment Assessment Task 1 45% Write an introduction and session overview for a Couples (or family based)Therapy Manual of your choice between:

a) Chronic illness b) Health risk behaviour

1500 words maximum Assessment Task 2 45% Select one core component from your manual. Write a detailed therapy session description such that a therapist could deliver the component with high adherence to intervention goals. 1500 words maximum Assessment Task3 10% Contribution to peer-feedback and class discussion process

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Year Three or Four Units (Doctoral Level Only)

KHA952 Advanced Ethics and Professional Practice

Unit Coordinator Annette Allman – Clinical Placement Coordinator Unit Description This is an advanced integrative unit focussing on theoretical and research driven underpinnings of clinical psychology practice. It is based upon advanced level placements in clinical practice settings. Campus Hobart Semester 1 or 2 Unit Weight 12.5% Learning Outcomes of the Unit On completion of this unit, students should be able to present and discuss their own advanced case study material Assessment A pass based upon student’s performance in assessment, formulation, and therapy competencies over the course of the placement, and a folio of work undertaken, including a log of clinical and supervisory placement activities.

KHA729 Research Design 2

Unit Coordinator Prof Rapson Gomez Unit Description The objectives of the unit are to provide the theory and application of basic structural equation modelling (SEM), and to develop the technical skill needed to use the Mplus software to perform SEM procedures. Campus Hobart

Semester 2 (N.B. Offered in 2011 but not in 2012)

Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly Major References

Brown, T. (2006). Confirmatory factor analysis for applied research. New York: Guilford. Kline, R. B. (2005). Principles and practice of structural equation modelling (2nd ed.). New York: Guilford. Hancock, G. R. & Mueller, R. O. (2006). Structural equation modelling: A second course. Greenwich, CT.

Information Age. Muthén, L. K., & Muthén, B. O. (1998-2007). Mplus statistical software. Los Angeles, CA: Muthén &

Muthén. (see www.StatModel.com) Raykov, T. & Marcoulides, G. A. (2006). A first course in structural equation modelling (2nd ed). Mahwah,

NJ: Erlbaum.

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Learning Outcomes of the Unit With the completion of the Unit, students should:

1. have a good understanding of basic structural equation modelling (SEM) procedures 2. use Mplus to perform, interpret and report SEM analyses 3. have a good understanding of the applications of SEM to answer substantive research questions

Assessment There are five homework assignments. These are:

1. Confirmatory factor analysis 2. Invariance across groups 3. Path analysis 4. Structural path analysis 5. Multiple indicators multiple causes

For each assignment, students will perform a data analysis (data to be provided) and a brief (couple of pages including tables) write-up. Each assignment is worth 20%.

KHA953 Research Thesis 3 KHA954 Research Thesis 4

Unit Coordinator Dr Raimondo Bruno Unit Description For DPsych(Clin) students, these units involve continuing progress towards completion of the research thesis. Learning Outcomes of the Unit On completion of this unit, students should be making significant progress towards thesis completion Assessment Annual progress reports from supervisor and student, submitted to the School Research & Higher Degrees Progress Subcommittee. Submission of completed thesis to complete KHA954. For more details see the Graduate Research Handbook

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Advanced Topics KHA701 Advanced Topics 1 (2 elective topics in the first year) KHA702 Advanced Topics 2 (2 elective topics in the second year) KHA703 Advanced Topics 3 (2 elective topics in the third year – DPsych(Clin))

Each topic is of 6 weeks duration and has 0.5 Unit value Topics available in odd years: KHA704 Older Adults KHA706 Cognitive Models & Deficits (not available in 2011) KHA707 Rehabilitation of Cognitive deficits (not available in 2011) KHA783 Exceptionality & Special Children KHA738 Rural Clinical Psychology (2nd year students only) Topics available in even years: KHA709 Neuropsychological Assessment KHA723 Community Psychology KHA726 Neuroanatomy for Psychologists KHA738 Rural Clinical Psychology (2nd year students only)

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KHA704 Older Adults

Unit Coordinator Assoc Prof Clive Skilbeck Unit Description

This series of seminars provides students with insights into the experiences and problems of older adults. The range and nature of clinical psychology practice with this client group is discussed and a model of psychological service is developed. Sessions include material relevant to multicultural and indigenous aspects of ageing. Campus Hobart Semester 2 Unit Weight 0% Teaching Pattern 6 x 2-hour seminars Recommended Texts (N.B. check www.Booko.com.au for prices) Aldwin, C. M., Park, C.L., & Spiro, A. (Eds). (2007). Psychology and ageing handbook of health.

Guilford Press: NY, USA. Woods, R.T (ed) 1996. Handbook of the clinical psychology of ageing. Wiley: Chichester, UK Learning Outcomes of the Unit On completion of this unit, students should have a good understanding of

1. the psychological and cognitive issues relevant to ageing people

2. the mental health problems in older adults

3. the neuropsychology of older age

4. the issues faced by relatives & carers

5. the services available to older adults Assessment Assessment Task 1 80% Preparation of written assignment (3000 word max.) on the future provision of psychological services for older adults Assessment Task 2 20% Seminar contribution

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KHA706 Cognitive Models & Cognitive Deficits

Unit Coordinator Assoc Prof Clive Skilbeck Unit Description This series of seminars provides students with advanced teaching on specialised neuropsychological topics. The link between theoretical models and clinical practice is discussed. Teaching skills are facilitated through the nature of the ‘Assessment’. Campus Hobart Semester Not available in 2011 Unit Weight 0% Teaching Pattern 6 x 2hr seminars Recommended Texts Ellis, A.W., & Young, A.W. (1996). Human cognitive neuropsychology: a textbook with readings.

Hove, UK :Psychology Press (LEA) Halligan, P.W., & Wade, D.T. (Eds) (2005). Effectiveness of rehabilitation for cognitive deficits. Oxford, UK :OUP Riddoch, M. J. & Humphries, G. W. (1994). Cognitive neuropsychology & cognitive rehabilitation. Hove, UK :LEA Learning Outcomes of the Unit On completion of this unit, students should have a good understanding of the links between theoretical models and cognitive deficits seen in clinical practice. Assessment Assessment Task 1 20% Seminar contribution Assessment Task 2 80% Review and preparation of a handout on a relevant publication

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KHA707 Rehabilitation of Cognitive Deficits

Unit Coordinator Assoc Prof Clive Skilbeck Unit Description

This series of seminars provides students with advanced teaching on specialised neuropsychological topics. The link between theoretical models and rehabilitation in clinical practice is discussed. Teaching skills are facilitated through the nature of the ‘Assessment’. Campus Hobart Semester Not available in 2011 Unit Weight 0% Teaching Pattern 6 x 2hr seminars Recommended Texts Halligan, P.W., & Wade, D..T (Eds) (2005). Effectiveness of rehabilitation for cognitive

deficits. Oxford, UK :OUP Riddoch, M. J. & Humphries, G. W. (1994). Cognitive neuropsychology & cognitive rehabilitation. Hove, UK:LEA Learning Outcomes of the Unit On completion of this unit, students should have acquired a good understanding of the links between theoretical models, assessment and the rehabilitation of deficits in a number of cognitive domains. Assessment Assessment Task 1 20% Seminar contribution Assessment Task 2 80% Review and preparation of a handout on a relevant publication

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KHA709 Neuropsychological Assessment

Unit Coordinator Assoc Prof Clive Skilbeck Unit Description The aim of this course is to provide a working knowledge of the neuropsychological assessment instruments that are commonly used in clinical practice. Relevant clinical and theoretical literature will be reviewed, with an emphasis on the development of practical skills. The practical aspects of neuropsychology in clinical practice will consider the process of a neuropsychological assessment, and major neuropsychological assessment domains including premorbid intelligence, general cognitive functioning, attention, executive functioning, and memory. Campus Hobart Semester Not available in 2011 Unit Weight 0% Teaching Pattern 6 x 2 hour seminars Recommended Texts Halligan, P.W., Kischka, U., & Marshall, J.C. (Eds) (2003). Handbook of clinical neuropsychology. Oxford, UK:OUP For the wealthy and/or very keen: Lezak, M.D., Diane B. Howieson, D.B., Loring, D.W., Hannay, H.J. & Fischer, J.S. (2003). Neuropsychological assessment (Fourth Edition). New York: Oxford University Press. Spreen, O. & Strauss, E. (1998). A compendium of neuropsychological tests (2nd Edition). Administration, norms and commentary. New York: Oxford University Press. Learning Outcomes of the Unit On completion of this unit, Students should have acquired: 1) Knowledge of relevant professional and ethical issues in neuropsychological test usage, including

reliability and validity, use of appropriate norms, and personal and demographic factors that may affect assessment results;

2) Knowledge of clinical and theoretical background for commonly used neuropsychological instruments;

3) Development of practical skills in scoring and interpretation of common neuropsychological tests; 4) Critical evaluation skills for experimental and clinical neuropsychological research. Assessment Research Critiques (5) 100%

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KHA726 Neuroanatomy for Psychologists

Unit Coordinator Assoc Prof Clive Skilbeck Unit Description

An intensive introduction to neuroanatomy, neuropathology and the clinical background to a range of neurological problems. The topics are linked to KHA725, ‘Clinical Neuropsychology’. Campus Hobart Semester Not available in 2011 Unit Weight 0% Teaching Pattern 2-hour lecture Recommended Texts (N.B. Check www.booko.com.au for prices) Blumenfeld, H. (2010). Neuroanatomy through clinical cases. Sinaver: USA Fitzgerald, M.J.T., Gruener, G., & Mtui, G. (2007). Clinical neuroanatomy and neuroscience (5th ed.). Saunders Elsevier:UK. Learning Outcomes of the Unit On completion of this unit, students should have:

1. a good understanding of the basic structure of the brain

2. good knowledge of the relevant underlying neuroanatomy and neuropathology for a number of common neurological disorders

Assessment 2 hour exam – 100%

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KHA723 Community Psychology

Unit Coordinator Dr Janet Haines Unit Description Considers the nature and development of community psychology and reviews some contemporary issues. Areas covered include community mental health, intercultural, ethnic and indigenous issues, educational programs, unemployment, negotiation strategies, conservation of resources and the environment, and research methods in community psychology. Campus Hobart Semester Not available in 2011 Unit Weight 0% Teaching Pattern 6 x 2 hour seminars Recommended Texts Dalton, J.H., Elias, M.J. & Wandersman, A. (2ed) (2007). Community psychology. Linking individuals & communities. Thomson: Wadsworth. Rappaport, J., & Seidman, E. (Eds.) (2000). Handbook of community psychology. Dordrecht, Netherlands: Kluwer Academic Publishers. Learning Outcomes of the Unit On completion of this unit, you should be able to: 1. Have a good knowledge of the roles of community psychologists

2. Understand the breadth of application of the principles of community psychology

3. Understand the methods of intervening at a community level

Assessment Assessment Task 1 60% Written assignment Assessment Task 2 40% Seminar Presentation

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KHA738 Rural Clinical Psychology

Unit Coordinator Dr Ali Maginness Unit Description

This unit will address current issues in the area of rural / remote psychology and mental health. The course will particularly focus on clinical psychology practice in rural / remote areas and be oriented towards helping students develop a deeper understanding of the different demands rural / remote psychology places on rural practitioners. A case based learning approach will be incorporated into the teaching strategies. Campus Hobart and Cradle Coast Semester 2 Unit Weight 0% Teaching Pattern 2-hour lecture and 2 day workshop on Cradle Coast Campus Recommended Texts Australian Psychological Society (2010). Psychology and Climate Change: A position statement

prepared for the Australian Psychological Society. Gottlieb, M.C. and Younggren, J.N. (2009). Is there a slippery slope? Considerations regarding multiple relationships and risk management. Professional Psychology: Research and Practice, 40, 564-571. Jameson, J.P. and Blank, M.B. (2007). The role of clinical psychology in rural mental health services: Defining problems and developing solutions. Clinical Psychology: Science ad Practice, 14, 283- 303. Kelly, B.J., Stain, H.J., Coleman, C., Perkins, D., Fragar, L., Fuller, J., Lewin, T.J., Carr, V., Wilson, J.M. and Beard, J.R. (2010). Mental Health and well-being within rural communities: The Australian Mental Health Study. Australian Journal of Rural Health, 18, 16-24. Roufeil, L. and Lipzker, A. (2007). Psychology services in rural and remote Australia. InPsych, 29, 8-11. Schopp, L. H., Demiris, G., & Glueckauf, R. L. (2006). Rural backwaters or front-runners? Rural telehealth in the vanguard of psychology practice. Professional Psychology: Research and Practice, 2, 165– 173. Wagenfeld, M. O. (2000). Delivering mental health services to the persistently and seriously mentally ill in frontier areas. Journal of Rural Health, 16, 91–96. Learning Outcomes of the Unit On completion of this unit, you should:

Have increased awareness of rural / remote mental health prevalence rates and service delivery issues, including those relating to the Indigenous population.

Further understanding of issues relating to climate change and extreme environmental events, and the impact these will have on mental health and well-being in rural / remote locations.

Appreciation of issues concerning ethical issues and clinical boundary settings in rural / remote settings.

Knowledge of ehealth and new technologies available as part of clinical service delivery, and considerations when incorporating these into clinical practice.

Awareness of how to work safely in rural /remote clinical settings. Assessment Seminar Presentation 60% Written Assignment 40%

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KHA783 Exceptionality & Special Children

Unit Coordinator Dr Miriam Kirby Unit Description

The unit focuses on behaviour therapy and behaviour modification as applied to children and adolescent with developmental disabilities, such as intellectual disability, pervasive developmental disorders, and learning disabilities. For each week, the lecturer will provide background information related to different intervention strategies. In addition, students would have to make class presentations describing details of treatment presented in research papers that have applied these strategies. Prior reading and preparation for all lectures is expected. Campus Hobart Semester 2, 2011 Unit Weight 0% Teaching Pattern 6 x 2hr seminars Recommended Text Kazdin, A. E. (2001). Behavior modification in applied settings, 6th edition. Belmont, CA:

Wadsworth/Thomas Learning. Learning Outcomes of the Unit On completion of this unit, you should:

1. Have knowledge of a wide range of the major behavioural strategies for intervention and treatment of self-help, behavioural, cognitive and emotional problems.

2. Know how to apply and monitor these strategies, especially in relation children and adolescents with various developmental disabilities

3. Know practical and ethical issues relating to these strategies.

Assessment Test 100%

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MPsych(Clin) Thesis Requirements This section is for those completing a thesis as part of the MPsych(Clin) degree only. Detailed information on thesis requirements for DPsych(Clin) and PhD(Clin) students is provided in ‘The School of Psychology Graduate Research Manual’.

General Information The research thesis component of the MPsych(Clin) is an integral part of the Program and gives students the opportunity to conduct an individual research project, with the possibility of publication in a scientific journal. Students should plan their research as early as possible during the first year of the MPsych(Clin) Program, as it is the objective of KHA736/KHA739 to prepare a proposal and commence the literature review and/or the collection of data. KHA743 & KHA755, undertaken during the second year of the Program, focus on completion of the research project and the writing of the literature review and research report.

Types of Research Projects The research project must take the form of one or more of the following:

a program evaluation study;

a study based on experimental single case design;

a critical review and a meta-analysis;

a critical review and secondary data analyses;

a traditional empirical research project

Length of Research Report The total length of the project report must be at least 9000 words, and not more than 11,000 words. The text of the report should be approximately 10,000 words. Data collected for the project, where appropriate, should be available for inspection.

Project Approval and Ethics For all degrees, it is School policy that the thesis or ethics approval cannot be sought and data collection cannot begin until a student has submitted and presented his or her research proposal and had it approved officially by the School. In exceptional circumstances, explicit approval may be sought and may be obtained in writing from the Director of Clinical Training for research to commence prior to the proposal being approved. Not all theses (e.g. meta-analysis of existing studies) would require ethics approval. Where ethics approval is required, this must be obtained before data collection.

Selecting a Research Topic Students should select a possible topic for research taking account of their own interests and requirements and bearing in mind the resources of the School in terms of staff expertise, materials and equipment, and the general feasibility of the research, including (if applicable) any potential difficulties

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there may be in obtaining suitable or sufficient research participants in the time available. Topics must relate to clinical psychology. Topics should be selected so that arrangements can be made for ethics approval (if applicable) and any access to educational or health facilities well in advance of data collection. Obtaining official access to participants can sometimes prove an unnecessary difficulty for students which can be largely avoided through good preparation.

Arranging Supervision and Progressing the Research As early as possible during Semester 1 of KHA736, Research Thesis 1A, students are advised to decide on possible areas for research and seek a suitable supervisor (or supervisors). All projects must be supervised by at least one member of staff in the School of Psychology.

Timeline for MPsych(Clin) Research

Year 1 By end of March, Complete consultations with potential supervisors & decide on research topic (inform Program Coordinator by email) Between March and May In discussion with Supervisor(s) prepare Proposal for early June presentation Early June Present Proposal & seek Ethics Committee approval (if required) Thereafter Commence thesis and where applicable data collection & continue work

on literature review. Schedule regular meetings with Supervisor(s). Year 2 by 30 November Literature review and thesis/research report to be submitted.

MPsych(Clin) Thesis Proposal MPsych(Clin) students should aim to prepare a research proposal for presentation at the June proposals session.

Format of the Research Proposal The MPsych(Clin) proposal should be 1000-1500 words in length, excluding references. Aim for a maximum of four A4 pages, typed in size 12 font (eg. Times New Roman) with single spacing. This is used as a handout for circulation to all staff and students and must be emailed to the Student Services Officer one week prior to presentation. The proposal should summarise the research in a succinct manner, so that staff and students can read and understand the proposed study. It is a permanent record and is a useful point of reference later in the development of the thesis/research project by the student or by others pursuing related research. It also allows for contribution to the research proposal by people unable to attend the panel meeting. The handout should be written to be comprehensible to a generally informed but non-specialist audience. Technical terminology should be explained. It should conform to the style expected in the psychological literature (e.g., consistent use of APA format). The content of the written proposal will vary according to the type of thesis proposed. In general, it should contain the following:

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Title - should be succinct, pertinent and preferably stated in 12 words or less.

Student’s name.

Supervisor's name (or supervisors' names in the case of joint supervision).

Statement of the issue to be investigated, leading into essential background information in the form of theoretical positions and previously reported empirical studies. A lengthy review of the literature is not required. The handout should contain the rationale for the proposed study and state clearly the aims (and hypotheses when appropriate) to be investigated. The expected scientific or applied contribution of the research can also be stated.

Methodology of the research, including:

Design: A concise description of the methodology. Depending on the type of thesis, this could include the following:

Research Participants: For an empirical study, the characteristics and methods of selecting participants, and the basis of allocation to particular groups or matching, where relevant. Please note that proposals in which it is anticipated that clinical populations will be used will need a back-up plan for participant recruitment included in the proposal document. For review related projects an overview of the studies that will be covered (and their sources) need to be presented. MPsych(Clin) projects can use archival data. However, the project planned for the MPsych(Clin) thesis cannot replicate a previously completed study. The project must be different. Students need to explain how their project will be different from all previous studies that have used the same data set. Also note that the data collected must have been approved by an acceptable human research ethic committee.

Ethical considerations: Any potential risks to participants through participation must be described and how these are to be minimised. Steps to preserve anonymity and confidentiality must be described as must any briefing and debriefing procedures. For all subjects, recruitment and consent procedures should be outlined;

Instruments/materials: A brief description of the instruments to be used and the measures

to be obtained should be included. Standardised procedures and tests should be fully

referenced. If the study design involves the development of instruments, issues of validity

and reliability should be addressed;

Procedure: Outline exactly how measures are to be collected from participants, along with

any control procedures;

Analysis: Specify as precisely as possible the particular statistical tests that will be used to

test the experimental hypotheses;

References: Include only those references that are cited in the handout, which in general should be those most essential to the proposal;

Budget: Students should include an accurate budget estimate (such as costs of any purchases of equipment, computer software, computer programming, test consumables, payment of subjects, etc) to reflect the anticipated costs associated with the research;

Timetable: A timetable for the collection of data, the analysis of the data and of the writing up of the literature review and research study should be included, bearing in mind the deadline for submission. The timetable should be negotiated between the student and the supervisor and should allow for drafts to be submitted for supervisor comment before the final deadline.

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As the proposals are photo reduced for handouts, it is important that they be clearly laid out, with suitable spacing, headings and sub-headings to enhance legibility.

Research Proposal Presentation Following the submission of the written thesis proposal, all candidates are required to present their proposal at a seminar in June which will be attended by academic staff (including members of the Proposal Committee) and fellow students. An MPsych(Clin) proposal presentation takes 20 minutes.

Research Proposal Evaluation Following presentation of the proposal, the Proposal Committee members will make a report on each proposal. The proposed research will be assessed on the following criteria:

The theoretical basis of the rationale of the study

The link between the proposed thesis and the existing literature

Adequate specification and soundness of the major features of the study, such as design, hypotheses, methodology, procedure, statistical analyses and relevance to clinical psychology.

The feasibility of the research being completed within the time limit, including such things as adequate access to participant population, adequate participant population, etc.

The required infrastructure (e.g., special equipment, funds, etc.) is either available in the school, or can be acquired.

Following the completion of all the proposals, the Proposal Committee will meet and moderate the reports of the proposals. If the Committee need clarification on any issue, you, and your supervisor, may be asked to attend a meeting at which clarification will be sought. Following discussion, and meetings if necessary, the Committee grade proposals as:

"Satisfactory, no changes suggested",

"Satisfactory, but suggest student and supervisor consider making modifications as set out in the report", or

"Not satisfactory" Following this, you will be provided with a copy of the approval or report on your proposal. If you receive either of the "Satisfactory" gradings, you may apply to the appropriate committee (if required) of the Human Research Ethics Committee (Tasmania) Network (you will find these forms on the Research Office Web site) for ethics approval and commence your research once ethics approval has been obtained. If you receive a "Not satisfactory" grading, you will receive a letter advising that approval to commence research is subject to certain changes being made to the proposal and in this case, approval will be given on receipt of a revised proposal which incorporates the agreed changes, or provides reasonable reasons for not adopting the proposed changes. If this is not accepted then the student will make another presentation. This would have to conform to, and be evaluated as described earlier for the initial presentation.

Recruiting Research Participants Some students may want to recruit human research participants from the volunteer participant pool. The number of volunteers is very limited. Any request for participants from the pool must be made through your supervisor. You are advised to make the necessary arrangements with your supervisor as soon as possible. If your research requires accessing undergraduate students during class time (e.g., completion of questionnaires) you should, in conjunction with your supervisor, approach the Unit Coordinator for that class.

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It might be that you need to recruit participants for your project via the media. As psychological topics are of great interest to the general public and to the media, it is very important that all contacts with or through the media should be handled with caution. Often the media will wish to conduct follow-up interviews on items of psychological interest. The following are the guidelines that should be adhered to for media releases (including advertisement in newspapers, talks on television or the radio, etc.):

In general, the Head of the School of Psychology will clear all media release activity.

All media releases, which have the primary aim of recruiting participants, should state that the study has ethics approval from the relevant ethics committee.

Information given in any release should not provide information that may lead to a potential participant having negative feelings.

All media release activity should be conducted professionally

If, in a media release, you say that you will be available, then you must be available.

Make sure you make your name and contact phone number available in all releases.

The Research Report (The Thesis)

Format of the Thesis Your thesis should be double-spaced and typed in 12 point Times New Roman type. The text should be typed on one side of the paper only, with a left-hand margin of 4 cm to permit binding. All other margins should be at least 2.5 cm. All pages of text, including tables and figures, should be numbered consecutively. The introductory pages described below should be numbered with Roman numerals. The first (title) page is not numbered. The thesis should be set out as follows: Thesis title page. This page is not numbered, and should be set out as follows:

Title (approx 12 words)

Bianca Smyth BA (Hons)

A report submitted in partial requirement for the degree of Master of Psychology (Clinical) at the

University of Tasmania p. ii -- Statement page Statement I declare that this thesis is my own work and that, to the best of my knowledge and belief, it does not contain material from published sources without proper acknowledgement, nor does it contain material which has been accepted for the award of any other higher degree or graduate diploma in any university. (Signature)

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p. iii -- Acknowledgements page. If you received any special assistance in terms of finance, equipment, facilities, access to subjects, advice etc., you must acknowledge it. This is both a matter of courtesy as well as a matter of integrity (to avoid the possibility of taking credit for the work of others). Take care not to identify sources of participants e.g., schools, hospitals, by name as that may breach confidentiality. Present the acknowledgments in a professional and succinct manner. Do not overdo it. p. 1 Literature Review Abstract page (from this point on, all pages in the thesis should be numbered consecutively) The Abstract should be a stand-alone single page, containing a concise, accurate and self-contained summary of the review. Aim for around 250 words. The final report is to be presented for examination as a thesis. In addition to the few introductory papers as listed, the actual report has to be written using the format mentioned in the Publication Manual of the American Psychological Association. Use the format (in style, content, flow and organisation) that corresponds to your thesis type (see Chapter 1 of the current Manual). The manual mostly provides details of the format for an empirical report. If your thesis is a narrative review, an appropriate format is that used in the following paper: Rusting, C. L. (1998). Personality, mood, and cognitive processing of emotional information.

Psychological Bulletin, 124, 165-196. If your thesis is a meta-analysis, an appropriate format is that used in the following paper: Twenge, J. M. (2001). Changes in women’s assertiveness in response to status and roles: A cross

temporal meta-analysis, 1931-1993. Journal of Personality and Social Psychology, 81, 133-145.

Submission of MPsych(Clin) Thesis The thesis submission date is 30th November. The only exceptions to this rule are:

1. MPsych(Clin) students who apply for transfer to DPsych(Clin) or PhD(Clin) by the transfer application date in November.

2. Students granted a formal extension. Applications for an extension must be made by

31st October. Applications made after this date will not be considered. To apply for an extension, you must write to the Clinical Program Director, Prof. Rapson Gomez, stating your reasons and submitting any supporting documentation e.g. medical certificates. Inability to recruit your participants in time or other work or study commitments will not be acceptable reasons for an extension. All requests for an extension will be decided by the MPsych(Clin) Thesis Extension Committee.

The final version of your thesis should be handed in to the Student Services Officer by 30th November. Three unbound (pages securely fastened together) copies of the thesis should be submitted at this stage. After submission the School sends a memorandum to the Examinations Office requesting a result of TT (thesis submitted) be recorded against the relevant unit (KHA755). PLEASE NOTE: It is essential that you are enrolled in this unit at the time of submission.

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Examination of the Thesis

Your thesis will be examined by two examiners. PLEASE NOTE: In all cases, examiners’ names MUST remain confidential until after the examination process is complete. Specifically, students must not be informed of the names of the examiners.

The supervisor(s) will consult with the Program Director regarding potential examiners within two weeks of the thesis being submitted. The supervisor, or any associate supervisors, may not be examiners. After agreement with the Program Director, the supervisor(s) should contact potential examiners to determine their availability to examine the thesis. At least one examiner has to be external to the School. In the case where the Program Director is also the thesis supervisor, potential examiners will be discussed and agreed with the Head of School.

Copies of the thesis will be sent to both examiners within four weeks of the submission of the thesis.

Examiners will be asked to complete their assessment of the thesis within two months of receipt. If no response has been received by that time, the School will remind the examiner that a report is expected.

On receipt of both examiners’ reports, the Program Director and the supervisor(s), will determine whether corrections or rewriting of sections of the thesis should occur. If there is substantial disagreement between the two examiners, the examiners’ reports will be discussed at a meeting comprising the Program Director, supervisor(s) and both examiners. If the examiners recommend that the thesis be resubmitted for re-examination, this will be followed. If one examiner passes the thesis, and the other examiner fails the thesis then the thesis would have to be re-examined. The student would be required to address the issues raised by the examiners, and all attempts will be made to have the thesis reassessed by the examiner who failed the thesis. If it is failed outright, the examiners’ comments will be discussed at an academic staff meeting that includes the Head of School. This group will decide what action to take next.

When both reports have been received the Program Director will: 1) provide copies of the reports to the supervisor(s) 2) write to the student advising the result of the examiners’ reports The student will be

asked to contact his/her supervisor(s) in order to go through the report and make any corrections as listed in writing by the supervisor. Prior to this the supervisor and Program Director will agree on the required changes.

Once corrections have been completed to the satisfaction of the supervisor(s) and Program Director, the candidate will be asked to submit two hardbound copies of the thesis to the School’s Student Services Officer. One copy will be sent by the School to the Morris Miller Library and one will be retained in the School’s thesis collection which is maintained by the Student Services Officer. It is also suggested that students submit an extra copy for their supervisor.

When all formal obligations have been met (see below) a memo is then sent to the Exams Office with a copy to Faculty Office advising that KHA755 Research Thesis 2B has been completed and that the student is eligible to graduate (providing all placement and coursework requirements have also been completed).

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Completion of Formal Obligations The School of Psychology will withhold Masters results until you complete specific University and School obligations. These include:

Submission of two bound copies of the research thesis to the Student Services Officer in Hobart.

The provision of a summary of the Masters research for posting in the School of Psychology's Web page as part of the formal debriefing process for research participants, unless this is excluded by the ethics approval. This research summary must be submitted to the thesis supervisor for acceptance as to accuracy, completeness, and to avoid harm to participants.

Raw data files (the data on which analyses are based) must be submitted to your supervisor to satisfy archiving requirements for research data. Electronic data files should be given to supervisors as an e-mail attachment, thumb drive, tape, or CDRom. Check with your supervisor as to the preferred format for data transmission and storage.

A Word file containing the final version of your thesis must be given to your supervisor. Please note that the School may choose to publish your abstract on the University’s web site.

You must comply with your supervisor’s requirements to ensure that they meet data storage conditions in compliance with Ethics approval.

Please ensure that you attend to these requirements before you pack up and leave at the end of your course. Otherwise, you may find that a withheld result will mean that you cannot graduate with your fellow students at the graduation ceremony.

Finally, before you leave at the end of your course, you should return keys to the Hobart workshop or to Security Services in Launceston, return any borrowed books, articles, or equipment to the appropriate source, and make sure you give the School of Psychology Administration Officers an address and telephone number where you can be contacted if need be.

Web Summary Clinical students have an obligation to submit a summary of their research findings for the school web page. In the past most students have merely submitted their thesis abstracts. These are not understandable to the lay community and do not help our endeavours to market the School as a place of exciting, worthwhile research. The guidelines for 2011 include the requirements that the summary has a title, is limited to a maximum of 200 words in length, and it must be presented in lay language that is understandable to the general public. Provision of this lay statement fulfils the frequent requirement by the Ethics Committee to provide research participants with the opportunity to find out about the project results. It also means that we have a web page that is interesting and engaging to the broader community and potential future students. Please email your summary to the Student Services Officer (Hobart) by COB 30th November.

Plagiarism It is expected that the thesis submitted for assessment will be the student's own work. Any contribution made by others (whether ideas or written statements) should be acknowledged appropriately and the source referenced.

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If such acknowledgment is not given, the student is guilty of plagiarism, which is the use of the work of others (e.g., other students’ published work) as though it were one's own. Plagiarism is a very serious offence in any form of scientific work, including other students' research. In the context of an externally examined thesis, the consequences are likely to be severe. The practice of copying significant portions of the work of others, either word-for-word or with some words changed, and then attempting to legitimise the practice by citing the source, is also unacceptable. The only instance where this is permissible is when a quotation direct from source is used to introduce or explain a point. The quotation should be limited to a sentence or two, be in quotation marks, and be acknowledged appropriately. Any work submitted should be the student's own. Copying is not only unacceptable but it also demonstrates a lack of understanding both of the material and of the scientific process. Synthesising the ideas of others shows that the student has understood the material and is capable of expressing the ideas in his or her own words. This is the hallmark of a good scientific psychologist.

Publication Students and their supervisor(s) are encouraged to submit the research report for publication. Whereas the student is the sole author for the Research Report submitted for examination, with due acknowledgment to the supervisor, reports submitted for publication are jointly authored. Generally, the supervisor is the first author if that person makes substantial input in writing up for publication. It should be noted that The Australian Psychological Society Code of Professional Conduct (1994) has Guidelines on Authorship (Appendix H), modified from those of the American Psychological Association. Students and supervisors should be aware of these guidelines when submitting any jointly authored work for publication. Particular attention is drawn to guideline 4. Students should also familiarise themselves with The University of Tasmania's Code of Conduct in Research.

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FACILITIES IN THE SCHOOL OF PSYCHOLOGY

Contact Details Any problems, such as meeting specific deadlines or accessing particular school resources, that arise in relation to individual modules or units, should be taken up in the first instance with the relevant staff member or Unit Coordinator. Matters pertaining to the course as a whole, or which cannot be resolved at a lower level, such as serious supervision difficulties, should be referred to the Clinical Program Coordinator (Prof Rapson Gomez, Room SB.SocSci121, Tel. 03 6226 2887, Email: Rapson.Gomez@utas.edu.au ). For enquiries regarding enrolment issues and access to the Test Library resources, please see the Student Services Officer in Hobart (Room SB.SocSci110a, Tel. 03 6226 2250, Email: susan.jopling@utas.edu.au ) For administration enquiries eg. Print credit, research expenses or building access, please contact the Administration Officers - Lydia Parish in Hobart (Psychology Reception, Tel. 03 6226 2237, Email: Lydia.Parish@utas.edu.au) or Anthea Rooney in Launceston (Room O-006, Tel.03 6324 3191, Email: A.Rooney@utas.edu.au). School Contact Information Postal Addresses Sandy Bay Campus: School of Psychology University of Tasmania Private Bag 30 Hobart TAS 7001 Launceston Campus: School of Psychology University of Tasmania Locked Bag 1342 Launceston TAS 7250 Fax Hobart: 03 6226 2883 Launceston: 03 6324 3168

Postgrad Studio The postgrad studio is available for Honours and Masters students (counselling and psychology). The studio is located off the foyer in the Sandy Bay Campus Social Sciences building (upstairs from the School of Psychology). The studio includes a dedicated study room for MPsych(Clin) students, and a shared computer lab and kitchen facilities.

Access to Buildings/Rooms Access to the School of Psychology buildings (Sandy Bay Campus) after hours and access to the postgrad studio is via a proximity card. These can be purchased from the TUU Contact Centre (opposite the bookshop). To activate your card please see Lydia Parish, the School’s Administrative Officer at the

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Sandy Bay campus. You will need to check with your supervisor regarding access to any special spaces. Keys to study rooms and other necessary facilities for research purposes are also obtainable from Lydia Parish after paying a deposit of $15 which is refundable in full when the key is returned. Proximity cards must be returned when your enrolment ceases.

Information and Communication Technology (ICT) Facilities The School of Psychology ICT facilities are managed by Dr Vlasti Broucek (vlasti.broucek@utas.edu.au). The School is well equipped with modern IT facilities catering for the needs of research and teaching at both the Hobart and Launceston Campuses. The School operates with more than 150 IBM-PC compatible computers, several B/W, colour, A4, A3 laser printers, colour scanners and a range of specialised experimental hardware. The School has two main computer teaching labs equipped with computers that are always under three years of age. The Hobart laboratory is equipped with 30 Hewlett Packard computers and two Lexmark printers, while the Launceston laboratory is equipped with 20 Hewlett Packard computers and a Lexmark printer. A new “Postgrad Studio” room in Hobart is equipped with 12 Hewlett Packard computers and one Lexmark printer. This studio is available for Honours and Masters (psychology and counselling program) students only. All the computers are connected to CISCO based fully switched 100/1000 Mbps LAN and through AARNet (Australian Academic and Research Network) to the Internet. The School runs Microsoft 2008 servers for file and print services and CA BrightStor ARCserve backup system in modern and ecologically friendly VMware environment. The HMC Lab is using a Sun Microsystems Blade 1500 workstation running Solaris for large data manipulation. The Cognitive Psychophysiology and Reading Laboratory has its own local network and fileserver based on SuSE Linux designed for collection and analysis of large amounts of data. Since 2008, the school is also running on-line survey server enabling secure delivery of surveys and questionnaires utilising Web based interface. All students have access to a range of software packages including MS Office, SPSS, Statistica, EndNote, nVivo and other specialised packages. Students are also provided with access to Web based e-mail and have access to the Internet. Wireless access points are available throughout the school’s areas enabling secure access to University network and Internet using “UConnect network” from privately owned WiFi enabled computers.

Technical Support On the Hobart Campus, technical services are provided by the Technical Officer, Rodney Evans (Room SocSci102). Technical services include the design, construction and testing of specialised equipment and unique devices, as well as installing and servicing the school's assets. Students in Launceston who require these services will need to consult with their supervisors who will arrange the appropriate meeting and job request forms.

Audio-Visual Equipment Students may be required to conduct videotaped role plays for assessment in some units. The School of Psychology (Hobart Campus) has a consultation room and digital video camera that can be booked for these purposes. Please see Lydia Parish at Psychology Reception to make room and audio-visual equipment bookings. Audio-visual equipment can be collected from the Technical Officer.

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Library Resources The School of Psychology in Hobart is situated only 50 metres from the main University Library. The library collection includes over 650,000 volumes, almost evenly divided between monographs and serials (including continuations). In the monographs, there are between 10,000 and 12,000 volumes in the areas of psychology, social psychology, educational psychology, clinical psychology, and closely related fields (e.g., psychologically relevant volumes in the collections attributed to psychiatry, statistics, genetics, etc.). In the serials collection, the Library has continuing subscriptions to approximately 400 serials regularly indexed in Psychological Abstracts, including most of the standard psychological journals, and there is access to PsycINFO and other abstract databases that are URL accessible via the network. The Launceston Campus also has a well stocked library. The Library also subscribes to a large number of electronic journals. At the beginning of each semester, library tours are conducted by library staff. If you are unfamiliar with the University Libraries, please contact the library for information about their tours. The School of Psychology has an extensive library of psychological tests and test materials, available for staff teaching and research, and for loan to students under the supervision of qualified users. The Test Library also holds copies of past psychology and counselling theses. A new electronic borrowing system and database of holdings is currently being implemented and should be in place during 2011.

Mail MPsych(Clin) students share a pigeonhole in the main office for receipt of mail. There are also three pigeonholes for RHD students. Mail is delivered to the School twice daily and is distributed to staff and students via the pigeonholes. Messages are also left in these pigeon-holes.

Research Resources The School attempts to support research to the fullest possible extent being mindful of budgetary constraints. All supervisors are assigned funds to support the research of postgraduate students. Your research proposal will include a budget, which should be discussed with your supervisor prior to presentation of your proposal. In all cases, you should organise purchase of research tools (tests, equipment, stationery etc.) through your supervisor, to obtain approval for expenses. MPsych(Clin) students are usually allocated a research budget of a maximum of $600 for research resources. Any spending by students on items for research must be: 1. Approved by the supervisor who will specify items and sign the authority 2. Approved by Mrs Lydia Parish or Mrs Heather Williams who will check whether items are held in

stock or may be purchased more cheaply through an official University supplier. Petty cash reimbursement will not be available to anyone who does not follow these procedures. Authorised Travel for Research Purposes If your research requires travel to interview participants, please obtain authorised approval (i.e. from your supervisor) and then contact one of the School Administration Officers to complete the necessary paperwork PRIOR to travelling. Travel expenses cannot be reimbursed if this process is not followed.

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Printing and Photocopying Printing Printing facilities are available in the Postgrad studio. MPsych(Clin) students are allocated a free printing allowance upon their initial enrolment in the Program. The current allocation is 600 pages. Additional credits for printing can be obtained from the School Administrative Officers (Lydia Parish in Hobart and Anthea Rooney in Launceston). Printing credits are sold in blocks of 50 copies. The current rate is $5.50 per 50 copies. Photocopying Postgrad students can use the photocopier in the annexe building (Hobart students) or the staff photocopier at the School of Psychology main office in Launceston (during business hours only). Students are assigned an individual PIN code to use these photocopiers. Students are provided an allocation on their initial enrolment of 300 copies. Further photocopying credit can be purchased from the School Administrative Officers. The current rate is $5.50 per 50 copies. Photocopying is also available in the main libraries. Copytex cards can be purchased from vending machines within the library. The Contact Centre in the Union Building also provides photocopying services. Students are expected to pay for their personal printing and photocopying i.e. thesis preparation (binding, printing drafts as well as final copies), seminar/assignment references and seminar/assignment preparations are regarded as personal costs. Thesis research costs including additional photocopying of questionnaires and score sheets and research photocopying done for the thesis supervisor, may be supported from Lab. Group funds, with prior arrangement and with approval of the thesis supervisor. All photocopying and printing related to your coursework is the student’s responsibility. School administration staff do NOT do photocopying for students.

Research Facilities Not all research is carried out within the School’s laboratories which are located in the Psychology Research Centre. The School enjoys excellent relations with the Schools in the Faculty of Health Sciences, the State Department of Education, and the Department of Health and Human Services (DHHS). A number of postgraduate students have taken advantage of these relations to conduct research in local schools, mental health facilities, and hospitals. The School operates the University Psychology Clinic, and the Paediatric Neuropsychology Clinic on the Hobart Campus as part of the postgraduate training and its research program in clinical psychology. The Clinics provide a community service in making available the skills of clinical psychologists to people within and beyond the University, and the opportunity for postgraduate students to undertake supervised casework or to embark on clinical research.

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Laboratories and Research Groups The School of Psychology has a strong and active research program organised around four theme areas within which are well-equipped laboratories and research groups. Research themes are:

• Health and Ageing • Human Neuroscience • Developmental Psychology and Psychopathology • Community and Environmental Psychology.

Health and Ageing The Psychopharmacology & Clinical Psychopathology (PCP) group examines areas such as the dynamics

of illicit drug markets, and the health and, more specifically, neuropsychological sequelae of use of illicit

drugs such as methamphetamine, MDMA and cannabis. Moreover, research contributing to the

evidence base for harm reduction programs and interventions is a particular area of interest. Other

research areas include the psychopathology of psychosis and of substance use disorders, and the

pharmacological treatments of these disorders

Dr Raimondo Bruno (Hobart):

Factors associated with protective and risky health behaviour amongst consumers of illicit drugs;

Studies of the dependence syndrome relating to ecstasy and other psychostimulants

Examination of drug education strategies;

Identification and treatment responses for problems arising from misuse of prescription medications

Design and evaluation of harm reduction interventions for consumers of illicit drugs;

Illicit drug use trends.

Assoc Prof Frances Martin (Hobart):

Behavioural research investigating addictive behaviour.

The HealthCOPE Interventions group focuses on the development and trial of innovative health interventions. The lab develops and tests interventions designed to help people maintain a healthy lifestyle, or to enhance adjustment in patients and families coping with major health problems, such as cancer, dementia, respiratory disease, or psychological problems such as depression. HealthCOPE interventions are designed to be delivered in a range of formats such as via DVD, internet, telephone or face-to-face format.

Dr Jenn Scott (Hobart):

Processes that help, or hinder, people’s adjustment to major health crises;

Efficacy and effectiveness trials of interventions to improve adjustment in patients, and their loved ones;

Multi-media methods for dissemination of interventions.

Cognitive and Motor Ageing Laboratory (CAMAL) research focuses on the progressive decline in cognitive and motor functions that accompany ageing. Of particular interest is whether cognitive training can moderate mental decline in healthy older adults and individuals with mild cognitive impairment. How cognitive training affects the structure and function of the ageing brain and the influence of genetic factors on response to the intervention are also being examined.

Professor Jeff Summers (Hobart):

The effects of a mental training program on cognitive and neurophysiological functions in older adults;

Quality of life, social networks and lifestyle effects on cognitive functions in older adults.

Dr Mathew Summers (Launceston):

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Identifying factors that reduce or minimise risk for developing dementia.

Human Neuroscience

Human Movement and Neuroscience (HuMAN) Laboratory research examines the interactions between the cognitive and motor systems and how these interactions give rise to skilled movement. Using transcranial magnetic stimulation (TMS) and electromyography, our research investigates the neural reorganisation that occurs during development and ageing, in response to motor learning and skill acquisition, and in response to injury or degeneration of the central nervous system. Motor behaviour is studied using a 3D motion tracking system (OptoTrak Certus), instrumented two-joint and single-joint levers for recording of arm and leg movements and force plates for measuring postural stability and gait.

Dr Mike Garry (Hobart):

Understanding the neural mechanisms that underlie the acquisition of motor skills and how these mechanisms are influenced by cognitive processes such as attention.

Potential therapeutic benefits of interhemispheric interactions in stroke-impaired populations.

Professor Jeff Summers (Hobart):

Age-related changes in cognitive and motor processes, especially interlimb coordination;

The acquisition of bimanual coordination patterns;

Therapy-induced neural reorganisation after stroke; neural correlates of attention.

The Cognitive Neuroscience Laboratory is equipped with a 64-channel Neuroscan system for recording EEG activity and deriving event-related potentials. A portable 32-channel system is also available for data collection off-site. The focus of the research in this laboratory is on understanding how the basic electrophysiological processes of the brain aid in the explanation of the more cognitive levels, thus giving insight into basic cognitive processes. Thus we conduct research which examines emotional, cognitive (including word recognition and reading processes) and attentional processing using cognitive psychophysiological and behavioural measures of performance.

Assoc Prof Frances Martin (Hobart):

Cognitive behavioural research in word recognition;

Psychophysiological and behavioural research investigating the effects of various substances, fatigue, emotion and attention on behavioural, cognitive and neural processes

Cognitive and neural processes involved in resource allocation, attentional and memory processes

The Driving and Drugs Laboratory is equipped with a STISIM M400 Driving Simulator. This provides a validated and rich assessment of driving performance that can be safely applied to examine the effects of drugs, medications, or other aspects of impaired cognitive functioning on driving quality.

Dr Raimondo Bruno (Hobart):

Cognitive, visual and neuropsychological impacts of illicit drug use;

Effects of medications and other drugs on driving ability;

The Clinical Neuropsychology group is continuing studies, both cognitive and psychosocial, involving head-injured people. The group also researches working memory (verbal, visual and spatial) and the interrelationships of executive functions.

Associate Professor Clive Skilbeck (Hobart):

Assessment of cognitive and psychosocial functioning in neurological patients

Evaluation of neurological rehabilitation processes and their outcome.

A population study of head injury in southern Tasmania,

Studies of Parkinson’s Disease.

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The Cognitive Neuropsychology Laboratory is based on the Launceston campus. Its avenues of research involve, at a broad level, an applied examination of neuropsychological and cognitive processes. Current avenues of research include an exploration and integration of cognitive attentional theories within an applied neuropsychological framework. The laboratory is currently investigating neuropsychological deficits in mild cognitive impairment, Alzheimer's dementia, and in relation to chemical exposure. Further, the laboratory is examining potential benefits of exercise and further education in preventing age-related cognitive decline.

Dr Mathew Summers (Launceston): (Currently a fractional Research Fellow with the Wicking Dementia Research and Education Centre.)

Identifying early neuropsychological deficits in dementia,

Isolating neuropsychological markers in mild cognitive impairment that predict risk for developing dementia

Identifying factors that reduce or minimise risk for developing dementia.

Developmental Psychology & Psychopathology The Clinical Psychometric group focuses mainly on applications of structural equation models and item response theory in clinical child and adolescent psychology, such as the evaluation of psychometric properties of clinical measures, scale development and revisions; and measurement invariance across clinical and non-clinical groups, sex, and ethnic groups. The major focus is on the disruptive behaviour disorders. Other areas of research include measurement issues related to Gray's reinforcement

sensitivity theory of personality, and resilience and positive psychology.

Professor Rapson Gomez (Hobart):

Developmental psychopathology; Attention Deficit Hyperactivity Disorder; Oppositional Defiant Disorder;

Applications of structural equation models and item response theory models in construct validation of childhood psychological disorders;

Biological theories of personality and their applications in psychopathology.

Dr Raimondo Bruno (Hobart):

Scale development in drug and alcohol applications;

The Clinical, Forensic and Professional Laboratory utilises PowerLab-based psychophysiological recording facilities combined with a guided imagery methodology to investigate psychophysiological and psychological factors involved in the development and maintenance of specific clinical disorders. Projects being undertaken include self-mutilation, self-poisoning, post-traumatic stress disorder and acute stress disorder, acts of homicide, work stress and abusive relationships.

Dr Janet Haines (Hobart):

Investigation of factors associated with the acquisition and maintenance of abnormal behaviours

Psychological and psychophysiological correlates of self-mutilative behaviour, work stress, post-traumatic stress disorder, and abusive relationships

Dr Amy Washington (Hobart):

Traumatic stress and self harm;

Forensic psychology, in particular correctional processes and criminal populations and;

Professional issues such as work related stress for mental health workers and professional practice issues.

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The Language and Literacy group conducts research into reading and spelling in both children and adults. Investigating the development of knowledge of written letter patterns provides insight into more general patterns of human learning, especially statistical learning, and the understanding of abstract categories. Sessions using game-like activities are used to test and improve participants’ spelling strategies, as well as their general linguistic understanding. Links between mobile phone texting abbreviations and literacy skills are studied, as is the social meaning of Australian diminutives (such as arvo and footy) in spoken language. Collaborative research with the University of British Columbia examines the early detection of language delay in at-risk toddlers, and has led to a general interest in early vocabulary acquisition. Finally, children’s cognitive development is studied more generally. Several projects focus on the effects of humour and of task instructions on children’s early learning, and the helpfulness of pictures and words for young children answering questions about facts and emotions.

Dr Nenagh Kemp (Hobart):

spelling and reading development in children;

spelling and reading strategies in adults;

specific reading disability;

understanding word structure;

mobile phone text abbreviations (c u l8er) and links with literacy skills;

use of Australian diminutives (arvo, footy) and their social meaning;

picture books and written words in young children's learning;

the effects of task content, instructions, and difficulty on children's test performance.

Assoc Prof Frances Martin (Hobart):

Behavioural and psychophysiological research investigating the component processes of word recognition and reading and their impact on the reading ability of both children and adults including people with specific reading disability;

Behavioural research investigating addictive behaviour.

The Social Development group focuses on research into aspects of family and peer relationships, such as how gender differences within the family influences social-emotional development. The lab also focuses on research into changes in social support networks across the lifespan.

Dr Mandy Matthewson (Hobart):

Exploring how parental factors such as attachment and familial support influence children’s anxiety;

The differential contribution mothers and fathers make to children’s anxiety and whether these parental behaviours differ for sons and daughters;

Psycho-social problems experienced by children with chronic pain and how maternal and paternal behaviours might impact children’s capacity to cope with chronic pain.

Community and Environmental Psychology The Psychological Resilience and Growth group conducts research on resilience to adverse life events and developing models to explain how individual trauma survivors, professionals in high risk work, and disaster survivors can successfully adjust in the aftermath of such life experiences. It is also involved with researching risk reduction strategies for natural disasters that focuses on developing community capacity and promoting effective disaster management. Research has been conducted in Taiwan, Portugal, Japan and Indonesia since 2007.

Professor Douglas Paton (Launceston):

Organisational and community aspects of crisis and disaster reduction, readiness and response management;

Work-related traumatic stress;

Developmental health psychology;

Community engagement.

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Dr Kimberley Norris (Hobart):

Examining processes of adaptation and resilience within educational and organisational contexts.

Human performance in extreme environments.

Mr Peter Tranent (Launceston):

Strong (extreme) attitude, its relationships to social and political activism and how to measure it.

Causes and consequences of social activism.

The Organisational Psychology and Human Factors group focuses on individuals in workplace settings. Among the particular areas of interest are selection of personnel, person-environment fit, stress and coping among professional groups, human factors in complex technical environments. The group is interested in research and consultancy services to organisations.

Dr Greg Hannan (Launceston):

Workplace psychology in specific areas such as safety in organisations,

Conflict styles and factors affecting conflict resolution approaches, and situation awareness in individuals and teams.

Internet use from the perspective of problem use and ‘addiction’, including internet forums such as Facebook and problem use with mobile phones, and examining what traits might be predictive of problem use.

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APPENDIX 1: STAFF OF THE SCHOOL OF PSYCHOLOGY PROFESSORS Rapson Gomez, BSc (Hons) N’cle (UK), DipAppChdPsych, MSc Stir, PhD Melb Hobart Douglas Paton, BSc(Hons) StAnd PhD Edin Launceston Jeff Summers, BSc MSc MA PhD Oregon Hobart ASSOCIATE PROFESSORS Greg Hannan, BA NE, DipEd MPsych(Ed) PhD N’cle(NSW) Launceston Frances Martin, BA(Hons) PhD Tas Hobart Clive Skilbeck, BSc(Hons) BPhil MPhil Liv PhD Plymouth Hobart SENIOR LECTURERS Raimondo Bruno, BA(Hons), PhD Tas Hobart Kim Felmingham (From 1st July 2011), BA(Hons) Tas, MA(ClinPsych) Canada, PhD UNSW Hobart Jenn Scott, BA UQ Grad.Dip.Psych Tas MCP UQ PhD Griffith Hobart Mathew Summers, BBSc(Hons) MPsych(Clin.Neuropsych) LaT PhD Monash Launceston LECTURERS Michael Garry, BHK PhD BC Hobart Janet Haines, BA(Hons) PhD Tas Hobart Nenagh Kemp BA (Hons) Tas, DPhil Oxon Hobart ASSOCIATE LECTURERS Liane Anderson, BA(Hons), MA (Org Psych) UQ Hobart Lyndy Burt, BA, MEd(Counselling) Tas Hobart Andrea Carr, BA(Hons) Tas Hobart Mandy Mathewson, BA(Hons) PhDTas Hobart Allison Matthews, BSc (Hons) PhD Tas Hobart Kim Norris, BA (Hons) PhDTas Hobart Christine Pritchett, BPsych(Hons)Tas Launceston Donna Simpkins, BSc, PGDip Hobart Peter Tranent, BPsych(Hons) JamesCook Launceston Amy Washington, BA(Hons) PhD Tas Hobart MANAGER, UNIVERSITY PSYCHOLOGY CLINIC Annette Allman, BA, MPsych UWA Hobart HONORARY SENIOR LECTURER Iain Montgomery, BPsych WAust MA PhD Tas

HONORARY ASSOCIATES Andrea Adam, BA(Hons) PhD Qld James Alexander, BSc(Hons) Tas Peter Ball, BSc(Hons) Hull MA Tas Rosanne Burton Smith, BA(Hons) Tas MEd(Psych) Exe PhD Tas Bruno Cayoun, BA(Hons) DPsych Tas Tess Crawley, BA(Hons) PhD Tas John Davidson, BSc(Hons) BA(Hons) Q’ld PhD N’cle(NSW) Elaine Hart, BSc(Hons) PhD Tas Jurgen Keil, BSc(Hons) PhD Tas Ali Maginness, Grad Dip App Psych(Clin), PhD Walter Slaghuis, BA(Hons) MPsych(Clinical) PhD Tas

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George Wilson, BCom(Hons) PhD Q'ld Ann Stark, BA(Hons) Q’ld POST DOCTORAL RESEARCH FELLOWS Hakeui Fujiyama, BA MA PhD Tas Mark Hinder, MSci Bham MSc Canada PhD UQ Matthew Schmidt ADMINISTRATION Administrative Officer - Lydia Parish Hobart Administrative Officer - Anthea Rooney Launceston Administrative Assistant, University Psychology Clinic - Helen Poprawski Hobart Executive Officer - Heather Williams, BA DipEd Tas Hobart Student Services Officer - Sue Jopling, BA(Hons) MSocSc Birmingham Hobart ICT & TECHNICAL ICT Manager - Vlasti Broucek, MSc Prague, GradDipSci Tas, PhD Tas Hobart Technical Officer – Rodney Evans Hobart

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APPENDIX 2: Conversion from MPsych(Clin) to DPsych(Clin) or PhD(Clin)

The following are the procedures for transfer to PhD(Clin) or DPsych(Clin), from MPsych(Clin) degrees. 1. Prior to applying to transfer the student should:

a. normally be achieving at least Distinction (70%) level in coursework and supervised placements b. be in the fourth semester of full-time (or part-time equivalent) enrolment in the MPsych(Clin) degree c. have demonstrated sufficient progress in the research component of the MPsych(Clin) degree (e.g.,

completed and written up one experiment and submitted this for publication, completed a literature review)

2. A student seeking to transfer to a DPsych(Clin) or PhD(Clin) must apply in writing directly to the Progress Sub-Committee of the Research and Higher Degrees Committee of the School of Psychology.

3. The application should include a. A request for transfer to the proposed degree b. A written proposal for the degree being applied for (see section on proposals for details of how this

should be set out for the various degrees) c. A copy of the written up experiment and literature review d. A report on research progress to date

4. The Progress Sub-committee will then request a written (confidential) recommendation from: a. the student's research supervisor/(s), who will provide either support for or evidence against the

application. b. The Postgraduate coursework programs coordinator, who will provide a moderated assessment of

the student's successful completion of coursework and placement components, or evidence against the application for conversion.

5. The Progress Sub-committee will consider the request for transfer and inform the Research and Higher Degrees Committee for ratification of their decision.

6. The Progress Sub-committee will recommend one of the following: a. On the basis of evidence provided to the committee, the transfer is approved without a requirement

for presentation of the proposal at a seminar. Note that if your application is for the PhD(Clin), then this requirement will not be waived.

b. The transfer is conditionally approved, and will be unconditionally approved following the candidate successfully presenting the proposal for the proposed degree at a seminar.

c. The transfer is not approved. 7. Applicants may appeal against the decision, on the basis of procedural issues, by writing to the Head of

School. 8. The appeals process will follow the same process as the appeals process for transfer to PhD from MA or

MSc. The academic prerequisite for a PhD(Clin) or DPsych(Clin) enrolment is a bachelor’s degree or equivalent with first or second class upper division honours. In all cases, applications will only be considered from potential candidates who have also completed the MPsych(Clin) coursework and placement requirements. Given the current placement availabilities, applications for transfer will also be considered from MPsych(Clin) students who will have met the other requirements and have completed two thirds of their MPsych(Clin) placement requirements by the time they enrol in the graduate research degree. Please note that all applications for transfer to the DPsych(Clin) or PhD(Clin) programs from students who have completed their second full time year in the MPsych(Clin) program are due by November 2011. The exact date will be confirmed by the Graduate Research Coordinator.

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APPENDIX 3: APS COLLEGE OF CLINICAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES

APS COLLEGE OF CLINICAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES Updated, November 2006

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1. General Introduction and Principles The College of Clinical Psychologists of the Australian Psychological Society is committed to the development of a culture of excellence in the education, training and practice of clinical psychologists. This document sets out guidelines and standards for the evaluation of University post-graduate education and training courses in clinical psychology. It has been prepared to assist in the development and continued appraisal of high quality courses, and to guide the process of APS College of Clinical Psychologists approval of courses for the purposes of determining College membership eligibility. The course approval process assures the Society, through the College, that those successfully completing an approved course will be able to function at a level of professional competence and responsibility that meets the needs of clients, and enhances the standing of psychologists and psychology. The College considers the guidelines and standards to be both feasible and desirable at the present stage of development of psychology in general, and clinical psychology in particular. Where guidelines are inappropriate or unfeasible because clinical training and practice occurs in a rural or remote setting, AOUs are encouraged to gain approval for alternative but effective arrangements prior to rather than after the accreditation process. What is required for the approval process to proceed is evidence that the course meets the required standards, or it is practicable for the course to reach the standards within a reasonable period of time, and there is the necessary commitment and determination to attain the standards. As part of the accreditation process, site visitors will obtain feedback about the course from key persons involved including teaching staff, clinic staff, field supervisors and students. This feedback may be obtained by email and/or in face to face meetings. It is recognised, however, that differences of opinion may arise in the application of the present guidelines and standards. If such differences do arise, the APS Clinical College Course Approval Committee will make every effort to bring about a resolution by negotiation. The APS College of Clinical Psychologists endorses the long-standing policy of the Australian Psychological Society that the preparation of clinical psychologists should be based on the “scientist-practitioner” model. The basic assumptions of this model are as follows: Psychological research, teaching of the basic discipline of psychology, professional training of psychologists, and the professional practice of psychology are inter-related parts of a single system, with responsibility for the total system devolving upon all who work within its various components. The education and training of professional psychologists according to the scientist-practitioner model proceeds at several levels: 1.1 Mastery of the knowledge, principles and methods of the basic discipline of psychology. 1.2 Training in the conceptual skills required to apply the basic knowledge principles and methods to

problems of professional practice. 1.3 Acquisition of specific skills in the use of relevant procedures, technologies and techniques. 1.4 Development of an orientation or mind-set which includes:

(a) a respect for evidence; (b) a constant endeavour to achieve rigorous appraisal of and improvement in one‟s own practice; (c) a constant effort to increase the component of psychological practice that is based firmly on

scientific principles and evidence, and to decrease the component that is based on

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unsubstantiated speculation, unanalysed experience, intuition or art. It is recognised however that science progresses by a fusion of these types of cognitive processes, i.e., hypothesis generation often involves intuition and creative speculation followed by experimental justification of these hypotheses.

Thus within a scientist-practitioner model clinical psychologists maintain a scholarly and critical approach to the scientific foundations of their profession, and to the evaluation of their own practice. They also retain a desire to contribute to the further development of scientific clinical psychology, and to keep abreast of, and critically appraise, developments by others. 2. General Program Requirements It is not the intention to specify detailed course content, but rather to suggest principles and ground rules that should be followed in constructing curricula. 2.1 Students, staff and supervisors should be provided with a Clinical Course Handbook which contains:

(a) the Guidelines of the APS College of Clinical Psychologists Course Approval Committee; (b) the reciprocal responsibilities and obligations of academic staff, supervisors and students; (c) the compulsory and optional components of the course; (d) the particular requirements of each section of the course; (e) the methods of assessment to be used; (f) the standards required; (g) the practical requirements of the course.

2.2 The program must be general in character, i.e., it must cover those aspects of clinical psychology that are common to all areas of clinical practice, thereby providing a basis for possible later specialisation (after completing the requirements of the APS College of Clinical Psychologists for membership).

2.3 The program must be of relevance to a wide range of presenting problems across age ranges from

birth to death and across a variety of clinical settings. 2.4 The program must maintain a reasonable balance between the transfer of knowledge, skills

acquisition and professional socialisation. 2.5 Procedures and techniques taught must be derived from scientifically sound theory and must be

evidence-based. The College will be guided by current, peer-reviewed scientific literature (e.g., Cochrane database reviews) and APS, BPS, and APA publications on evidence based practice and evidence based treatments.

2.6 The presentation and discussion of evaluation research data relevant to each of the areas of assessment and intervention covered are essential. Where possible, emphasis should also be given to primary prevention approaches to psychological and physical problems.

2.7 Students must be encouraged to think critically about the scientific basis of their work, and to question theories and procedures that, although widely accepted, have no scientific basis.

2.8 Questions of ethics must be raised as and where appropriate, and linked with the development of formal codes of ethics. Time should be set aside for the examination and discussion of particular ethical issues and dilemmas in clinical practice and of their resolution; it is also desirable that students‟ understanding of ethical issues be assessed.

2.9 The course must ensure that all students become sensitive to the needs of people from a range of cultural backgrounds, especially Aboriginal and Torres Strait Islander Australians.

2.10 The course must demonstrate a commitment to systematic and ongoing evaluation of coursework, research and practicum components to ensure standards are maintained. Evaluation processes must include regular clinical supervisor assessments of student performance and student evaluations of teaching (e.g., teaching quality surveys, exit surveys) and, preferably, of clinical supervision. Results of these evaluations must be made available to site visitors. Course reviews by independent experts (e.g., course advisory committees) and by staff (e.g., annual planning days) are encouraged.

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3. Resourcing the Program 3.1 It is not required that all staff contributing to the course be eligible for

membership of the APS College of Clinical Psychologists, but it is obligatory that all University staff undertaking direct clinical supervision be so qualified.

3.2 Evidence should be provided that: (a) the staffing of the course is adequate to offer effective education and training (APAC

Standards 2.4.9 to 2.4.11); (b) staff-student ratios are adequate (APAC Standards 4.1.6 and 4.2.5); (c) the course has adequate administrative and clerical support, i.e., it must be demonstrated

that there are sufficient staff members to carry out the required tasks including teaching, providing clinical supervision, organising, co-ordinating and monitoring clinical placements, providing support for field supervisors, offering liaison with external organisations (e.g., hospitals, community health centres and Departments of Health) and offering research supervision, assessment and monitoring of students.

3.3 Staff involved in clinical teaching should be involved in regular clinical work which has

relevance to the course, and there should be evidence that this work is recognised and supported by the University.

3.4 It is also desirable that all staff members, especially those who teach clinical research skills, continue to participate in research projects of a clinical nature.

3.5 The bulk of the coursework should be taught by academics with clinical qualifications. When other staff are used, they should possess suitable qualifactions or expertise. When student presentations occur, they should constitute no more than 15% of the overall teaching program.

4. Content of Coursework Knowledge, and where appropriate, associated skills must be gained with individuals at all stages of the lifespan and across diverse clinical settings in the following core areas through formal academic teaching: Note: The numbers in the brackets represent the required minimum number of teaching hours. 4.1 The systematic study of the mechanisms and aetiology of psychological disorders. (Students must

gain a critical awareness of major psychiatric systems and diagnostic criteria.) (50) 4.2 The principles and methods of behavioural, psychometric and clinical assessment of significant

psychological problems. (50) 4.3 The principles, procedures and techniques of psychological intervention and rehabilitation and

primary prevention of psychological disturbance. (75) 4.4 Psychopharmacology. (10) 4.5 Research methods and evaluation. (25) 4.6 Health psychology, behavioural medicine and rehabilitation. (35) 4.7 Ethics and professional standards, including coverage of appropriate legislation and the National

Practice Standards for the Mental Health Workforce (24) 4.8 The additional, advanced coursework prescribed by the APAC for professional doctoral degrees

must comprise a minimum of 48 teaching hours over the entire program (48). 5. Research See APAC Standards 4.1.20 to 4.1.25 for details concerning the research component for the Clinical Masters and 4.2.19 to 4.2.24 for the research concerning the Clinical Doctoral degree. It is expected that the research will have direct relevance to the field of clinical psychology. Site visitors must be provided with titles of research dissertations and theses completed since the last site visit.

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6. Practical Placements Practical experience is an important component of the preparation of students for independent professional roles in the clinical/health field. Its essential purpose is to ensure that students have appropriate opportunities to apply, under supervision, the knowledge and skills they have acquired in the education and training program. Models of Clinical Training The preferred model for clinical training is the problem formulation and hypothesis testing approach. Following this model, individualised treatment programs are constructed on the basis of detailed psychological assessments and history taking, and a preliminary formulation of the problem, with hypotheses to be tested. Following monitoring of the client‟s response to the initial intervention, the process is revised appropriately. On completion of the postgraduate program in clinical psychology, the student should be capable of: 6.1 Reaching a detailed problem formulation on the basis of both standardised and unstandardised

assessments, and 6.2 Designing and conducting appropriate individual, group, and family treatment intervention

programs, with ongoing monitoring, and revision of problem formulation and interventions where necessary.

Two approaches to the teaching of clinical expertise should be avoided. Unstructured training, in which the psychologist‟s role is presented as essentially the practice of an art which must be acquired on the basis of long experience, has no place in courses of training for scientist-professionals. The “cookbook” approach, in which a package program (or set of assessment instruments) is selected on the basis of pre-determined criteria, is also insufficient in the teaching of clinical interventions. Standardised treatment programs provide a useful starting point and are appropriate for group interventions, but the teaching of such programs alone encourages an over-simplistic view of client problems. 6.3 General Requirements for Practical Training

The Clinical Course Handbook should include a section on professional practice that sets out: (a) (if applicable) details of the initial supervision of professional practice in the departmental

clinic, including aims, purposes, requirements, responsibilities, methods, log keeping and assessment procedures;

(b) guidelines for field placement training including: course requirements; organisation and administration of placements; the nature and requirements of the supervisory contract; the supervisory process; the responsibilities of the field supervisor, the University clinical supervisor, and the student under training; methods of evaluation; details of the basic field placement contract, assessment procedures; and student log books requirements.

6.4 Formal practical training should not begin until the students have demonstrated adequate

knowledge of clinical theory and practice, usually by the second half of the first year of the course.

6.5 In order to ensure the closest possible links between the knowledge base of the course and

clinical practice, it is desirable that the initial placement occurs in the AOU‟s own clinic under a systematic program of observation and supervision. When the initial placement occurs in the field, the AOU assumes responsibility to demonstrate that all appropriate learning outcomes are met. These outcomes include: (i) that clients are selected to match the developmental level of students (ii) that students receive high levels of supervision by qualified clinical psychologists committed to the scientist-professional model, and (iii) that student performance is observed regularly (e.g., by videotapes) to ensure shaping of clinical and professional skills.

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6.6 In planning courses of pacticum training, the requirements of State and Territory Psychologists Registration Boards should be kept in mind. Practicum within the master‟s course must meet requirements specified in the APAC standards. In addition, at least 400 of the total 1000 practicum hours shall be in face-to-face client contact in individual or group contexts. In rural settings, 100 of these contact hours may be via tele/videolink. Practicum within the professional doctoral course must meet requirements specified in the APAC standards. In addition, at least 600 of the 1500 practicum hours shall be in face-to-face client contact in individual or group contexts.

6.7 The program of clinical supervision must be designed to fulfill the student‟s changing

developmental needs and meet standards for good client care. A minimum of 1 hour of supervision per placement day should occur in each placement, and total supervision time with the clinical supervisor(s) shall be at least 180 supervision hours. Doctoral students must meet supervision requirements specified for the Masters course AND obtain 50 additional hours of supervision during the 500 hours of advanced practicum.

6.8 When students are on clinical placements they should, at a minimum, have access to a shared

office, with own desk and arrangements for secretarial support. They should also have access to telephone facilities and a clinical consultation room for appointments.

6.9 After the initial clinical skills training under the close supervision of course staff, students should

receive further supervised experience in at least 3 field placements. 6.10 It is essential that the placements provide students with the experience of dealing with a wide

range of client problems (e.g. acute as well as chronic disorders), across varying age ranges (child, adolescent, adult, older adult), settings (e.g. inpatient/outpatient, community), and use of a variety of clinical skills (assessment, treatment, and professional). Each placement should be different in focus so that each of the above dimensions is covered adequately.

6.11 It is highly desirable that placements be of sufficient duration (e.g., 2-3 days per week for 2-3

months) to enable students to take responsibility for a number of cases. 6.12 In accordance with the APAC Standards 4.1.34 - 4.1.37 and 4.2.34 – 4.2.37 for practicum

placements, the reciprocal responsibilities of the field supervisor, the student, and the University supervisor should be agreed formally in writing. All parties should agree on the type of student experience to be provided, the methods of monitoring student progress, and reporting and final assessment procedures.

6.13 In consultation with supervisors, strategies should be developed to ensure the maintenance of

standards in field placements. 6.14 Mechanisms should be provided for ongoing assessments of the contribution particular

placements are able to make to the professional development of the student. 6.15 A log of casework and supervision, duly signed by supervisors, must be maintained for each

placement to demonstrate that College requirements governing nature and hours of casework and supervision are satisfied.

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6.16 All placements should be visited by a member of the course team at least once during each

placement. Ideally there should be a visit at the mid-point of placement. 6.17 Both the supervisor and the student should submit a report on the student‟s experience and

performance at the end of each placement, with provision for the student to respond to comments by the supervisor.

6.18 The clinical program should provide workshops in collaboration with field supervisors relating

to supervision skills to encourage high standards of supervision. 6.19 The clinical program should provide continuing education programs which supervisors and

graduates can attend. 6.20 Distance supervision may apply only where the actual travelling distance between the approved

supervisor and the placement setting is in excess of one (1) hour or 100 kilometres and in a placement setting where there is no other qualified and experienced supervisor available.

6.21 Distance supervision may be appropriate whether the student is enrolled on a full or part-time

basis. 6.22 Nor more than 300 hours of practicum time may be supervised by the distance supervision

method. 6.23 Distance supervision may not apply to the student‟s first placement, unless the student has had

at least two (2) years of employed experience as a psychologist in a clinical setting. 6.24 Face to face contact between the student and intending distance supervisor must occur prior to

the start of a distance placement, for the purpose of ensuring placement readiness. Adequate competency with test administration, interviewing and therapy procedures should be determined at this time.

6.25 A regular distance supervision contact time must be specified. A one (1) hour telephone contact

each week is the minimum acceptable contact time. 6.26 The student must provide the distance supervisor written reports of the previous session and

plans for the next session, for each client, at least 24 hours before the distance supervision weekly contact. This may be an email, fax or posted written report.

6.27 The student must submit to the distance supervisor a minimum of one (1) audio-taped session

for each client seen. Client consent forms must be obtained, indicating an understanding that taped sessions may be sent be secure post to the distance supervisor, and subsequently erased.

6.28 Course criteria for an appropriate distance supervision setting must be specified in writing, in

advance of the placement, and maintained on file. The following should be specified:

• A written description of the placement setting, including treatment orientation; • An indication of the type of clients attending the setting; • Basic materials available to the student (tests, treatment handbooks); • Agency guidelines for client emergencies; • Senior personnel available to the distance student (whether or not such persons have psychological training).

6.29 The post-graduate clinical course must provide a basic set of handbooks for loan to the distance student, in the event there are insufficient assessment/therapy resources in the distance placement setting.

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6.30 Course staff undertaking distance supervision of a student must have had previous supervisory

experience in a regular (non-distance) placement situations and preferably this should have occurred at the same academic institution where distance supervision is to be undertaken.

6.31 In the event of a distance supervision placement failure, the student‟s “make-up” placement may

not occur in a distance supervision situation. 6.32 Students in the distance supervised placement must satisfy all other requirements for placements

specified in the Course Approval Guidelines. In the case of the requirement to maintain a log of client contact hours and supervisory time: it is recommended that supervisory method be specified (phone, video, audio-tape, teleconference, etc.).

7. Assessment Assessment components in coursework and assessment methods in clinical practica must be carefully designed to capture application and skill competencies in both clinical assessment and intervention domains. An excessive reliance on essays, seminar presentations, and self report of one‟s case management is inadequate. 7.1 Assessment of student competence should include performance in academic, clinical (professional) and research domains. 7.2 Programs have a responsibility to develop assessment processes that are appropriately objective,

and will ensure that students whose behaviour is professionally incompetent or unethical do not obtain a formal qualification in clinical psychology.

7.3 Programs must specify the general criteria for satisfactory performance in clinical placements,

and in order to facilitate evaluation of student skill development, criteria for competent clinical performance, should be specified in writing.

7.4 The assessment of clinical competence should include evaluation of a minimum of four written

case reports (of at least 2000 words) at some point in the program. The reports should provide details of the presenting case, describe the trainee‟s work, and justify the methods used.

7.5 Assessment of case material should be carried out by qualified clinical psychologists. 7.6 Programs should ensure there is a procedure to deal with placement failure, such as extension of

the training period if continuation of training is judged to be appropriate.

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APPENDIX 4: MPsych(Clin) PROGRAM SCHEDULE 2011

Thurs 17th February Orientation Day at Hobart Campus

Wed 23rd February – 2pm Supervisor Choice Forms submitted to Sue Jopling

Mon 21st February First Semester commences

Thu 21st April to Wed 27th April Easter Break

Fri 27th May Submission of research proposal (First year students)

Fri 3rd June Research proposal presentations (First year students)

Mon 30th May to Tue 21st June Examinations (including study break)

Wed 22nd June to Fri 8th July Intra-semester Break

Mon 11th July Second Semester commences

Mon 29th August to Fri 2nd September Mid Semester Break

Mon 5th September Second Semester classes resume

Mon 31st October Deadline for thesis extension requests (2nd Year students)

TBC - November Applications for transfer to DPsych(Clin) or PhD(Clin) (2nd Year students)

Wed 30th November Submission of two unbound copies of thesis (2nd Year students)