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HANDBOOK FOR
POSTGRADUATE PROGRAMS
IN
CLINICAL PSYCHOLOGY
2010
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 [email protected]
The Handbook is for guidance. Definitive information will be provided by Unit Coordinators and
lecturers.
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Table of Contents
OVERVIEW OF THE POSTGRADUATE PROGRAMS IN CLINICAL PSYCHOLOGY......................................................... 6
PROGRAMS .................................................................................................................................................................. 6 REQUIREMENTS ............................................................................................................................................................ 6 CLINICAL PLACEMENT PROGRAM ...................................................................................................................................... 6 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 ....................................................................................................................................................................... 12 TUTORING ................................................................................................................................................................. 13 STUDENT REPRESENTATIVES .......................................................................................................................................... 13 CONSULTATION TIMES WITH CLINICAL PROGRAM STAFF ..................................................................................................... 13 UNIT OUTLINES AND SEMINAR NOTES ............................................................................................................................. 13 TIMETABLES ............................................................................................................................................................... 13 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 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
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YEAR ONE OR TWO CORE UNITS OFFERED IN EVEN YEARS (2010) ....................................................................................... 38 KHA725 Clinical Neuropsychology .................................................................................................................... 38 KHA749 Health Psychology ............................................................................................................................... 39
YEAR 1 OR 2 CORE UNITS OFFERED IN ODD YEARS ............................................................................................................ 40 KHA700 Forensic Psychology ............................................................................................................................ 40 KHA712 Psychopharmacology and Substance Use ........................................................................................... 40
YEAR 3 OR 4 UNITS (DOCTORAL LEVEL ONLY) ................................................................................................................... 42 KHA952 Clinical Placement 4
1 ........................................................................................................................... 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 .......................................................................................................................... 59 PLAGIARISM ............................................................................................................................................................... 60 PUBLICATION .............................................................................................................................................................. 60
FACILITIES IN THE SCHOOL OF PSYCHOLOGY ........................................................................................................61
CONTACT DETAILS ....................................................................................................................................................... 61 POSTGRAD STUDIO ...................................................................................................................................................... 61 ACCESS TO BUILDINGS/ROOMS ...................................................................................................................................... 61 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) FACILITIES ................................................................................... 62 TECHNICAL SUPPORT.................................................................................................................................................... 62 AUDIO-VISUAL EQUIPMENT .......................................................................................................................................... 62 LIBRARY RESOURCES .................................................................................................................................................... 62 MAIL ........................................................................................................................................................................ 63 RESEARCH RESOURCES ................................................................................................................................................. 63 PRINTING AND PHOTOCOPYING ...................................................................................................................................... 63 RESEARCH FACILITIES ................................................................................................................................................... 64 LABORATORIES AND RESEARCH GROUPS .......................................................................................................................... 64
APPENDIX 1: STAFF OF THE SCHOOL OF PSYCHOLOGY .........................................................................................67
APPENDIX 2: CONVERSION FROM MPSYCH(CLIN) TO DPSYCH(CLIN) OR PHD(CLIN) .............................................69
APPENDIX 3: DPSYCH(CLIN) AND PHD(CLIN) STUDENTS SEEKING SUPPORT FOR REGISTRATION ..........................70
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APPENDIX 4: APS COLLEGE OF CLINICAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES .................................71
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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 44 and the Graduate Research Handbook). In the fourth placement unit 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.
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 at the start of Semester 2. 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.
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A number of policy guidelines have been developed for supervised practice: 1. Usually, year 1 students will not undertake their first placement until Semester 2 of the Program,
allowing time to develop a working research proposal prior to the start of supervised 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 2 0% KHA707 Rehabilitation of Cognitive Deficits 2 0% KHA783 Exceptionality & Special Children 2 0% Offered even years KHA708 Professional Practice Roles (not available in 2010) 2 0% KHA709 Neuropsychological Assessment 2 0% KHA723 Community Psychology 2 0% KHA726 Neuroanatomy for Psychologists 2 0% KHA738 Rural Clinical Psychology 2 0% KHA785 Applied Developmental Psychology: Childhood (not available in 2010) 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 Clinical Placement 4
1 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% (Offered in even years only) 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/
1 Previously called Advanced Ethics and Professional Practice
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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, 2010. 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 their schedule. 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 via the eApplications. 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 email.
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 On most Friday afternoons during term time the School schedules research seminars or colloquia. 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 Professor Jeff Summers for further information.
Clinical Forums From Semester One 2010 a schedule of monthly Clinical Forums will commence. There will be eight 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 50% (4) forums per annum as part of their placement requirements. This requirement is applicable for those students enrolled after 2009. 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.
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.
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.
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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.
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.
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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.
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
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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: [email protected] 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. If you submit an assignment that has been formatted in a style other than APA, marks will be deducted from your assignment mark for incorrect formatting. 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 obtained from outside the Psychology Student Services Office or downloaded from the School of Psychology website (in the Student Resources section).
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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. 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). Assignments in are collected from Sue Jopling, Student Services Officer, School of Psychology, Room SocSci110a, Tel 03 6226 2250. Assignments can be collected at the following times (unless advised otherwise): 9.30am to 10.30am 12pm to 12.45pm 4pm to 5pm 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.
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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
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/universitycouncil/legislation/rule111.pdf
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, International Student Services and Learning Development. Please refer to the Current Students homepage at : 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
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 quality of life. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 1 x 2-hr seminar (13 weeks) Recommended Text 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. 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 applies 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 Required Text American Psychiatric Association (2000). Diagnostic and statistical manual of mental
disorders (4th ed., text revision). Washington, DC; Author. Recommended Text Sadock, B. J. & Sadock, V. A. (2007). Synopsis of psychiatry: behavioural sciences/clinical psychiatry. Philadelphia: Lippincott Williams & Wilkins 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 None 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 Caroline Schwerkolt 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: Author. Baird, B.N. (2005). The studentship, practicum, and field placement handbook. A guide for the helping professions. 4th Ed. New Jersey: Prentice Hall. 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. 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 Students 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. Reference should also be made to the material available on the Psychologists Registration Board website: www.regboardstas.com/psychologists
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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. Due Date: End of Semester 1. 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 section 4.3). 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 Caroline Schwerkolt 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 (2002). Code of ethics.Melbourne: Author. Baird, B.N. (1999). The studentship, 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. Students 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. 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.
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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. Due end of Semester 2. 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 Helen Pryer 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 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.
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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 J 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) Required Texts To be advised. Learning Outcomes of the Unit On completion of this unit, students should have an advanced knowledge of, and skills in, a range of assessment methodologies 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 None 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 Helen Pryer 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. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (12 weeks) 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 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 Caroline Schwerkolt 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) Learning Outcomes of the Unit On completion of this unit, students should have developed clinical practice skills and knowledge sufficient for professional practice
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 1a 25% Briefly present (15 min) in class an overview of a couples or family based assessment tool/instrument, or therapy technique. Assessment Task 1b 25% Provide a brief written summary (I x A4 page) of the Assessment Task from 1a (max 1000 words) Assessment Task 2 50% Submit a 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 Helen Pryer 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 Even Years (2010)
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 1 Unit Weight 6.25% Teaching Pattern 2-hour lecture + case discussion (13 weeks) Recommended Texts Lezak MD, Howieson, DB, Loring, DW, et al .2004 Neuropsychological assessment, Oxford:OUP. Spreen O and Strauss EA, 2006. Compendium of neuropsychological tests: administration, norms and commentary. Oxford:OUP. Banich MT, 1997. Neuropsychology: The neural basis of mental function.
Boston:Houghton Mifflin Naugle R, Munro Cullum C and Bigler ED, 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 2 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 1 or 2 Core Units Offered In Odd Years
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 Not offered in 2010 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks) Recommended Texts None Learning Outcomes of the Unit On completion of this unit, students should have:
1. an insight into criminal justice system issues, the concept of the expert witness and pleas.
2. knowledge of pre-sentence reports and compensation issues 3. gained orientation to appropriate case report discussion and the presentation of evidence.
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. 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
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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 Not offered in 2010 Unit Weight 6.25% Teaching Pattern Seminar, including student presentations
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. (2005). 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 20% Seminar & Clinical Role-Play participation Assessment Task 2 60% Client or clinician information guides Assessment Task 3 20% Internal assessments
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Year 3 or 4 Units (Doctoral Level Only)
KHA952 Clinical Placement 41
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. 1 Previously named Advanced Ethics and Professional Practice
KHA729 Research Design 2 (N.B. Offered in even years only eg. 2010)
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 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 Assoc Professor Frances Martin Unit Description For DPsych(Clin) students, this unit involves 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 2010 (even years): KHA709 Neuropsychological Assessment KHA723 Community Psychology KHA726 Neuroanatomy for Psychologists KHA738 Rural Clinical Psychology Provisional Topics available in 2011 (odd years): KHA704 Older Adults KHA706 Cognitive Models & Deficits KHA707 Rehabilitation of Cognitive deficits KHA783 Exceptionality & Special Children
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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 Not available in 2010 Unit Weight 0% Teaching Pattern 6 x 2-hour seminars Recommended Text 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 the psychological issues relevant to ageing people. 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 2010 Unit Weight 0% Teaching Pattern 6 x 2hr seminars Recommended Texts Ellis, AW & Young, AW (1996). Human cognitive neuropsychology: a textbook with readings.
Hove, UK :Psychology Press (LEA) Halligan, PW & Wade, DT (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 2010 Unit Weight 0% Teaching Pattern 6 x 2hr seminars Required Texts Halligan, PW & Wade, DT (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, assessment and the rehabilitation of cognitive deficits 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 2 Unit Weight 0% Teaching Pattern 6 x 2 hour seminars Recommended Texts Halligan, PW, Kischka, U. & Marshall, JC (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 2 Unit Weight 0% Teaching Pattern 2-hour lecture Recommended Texts To be advised. 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 2 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. Learning Outcomes of the Unit On completion of this unit, students should have an insight into psychological issues and practice relevant for community and minority culture settings 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 for 6 weeks and 2 day workshop on Cradle Coast Campus Recommended Texts To be advised. Learning Outcomes of the Unit
1. To develop understanding of the mental health needs in rural / remote communities.
2. To increase knowledge of mental health service delivery and potential treatment approaches
available when working in (and with) rural / remote communities.
3. To expand awareness of safety and ethical issues that arise when working in rural / remote
areas.
Assessment Seminar Presentation 60% Written Assignment 40%
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KHA783 Exceptionality & Special Children
Unit Coordinator Dr Rosanne Burton-Smith Unit Description
Examines exceptional developmental patterns with regards to educational and other therapeutic interventions. Topics include: issues of definition and classification; domains of exceptionality and developmental approaches; early intervention and education; families and disability and specific topics in disability. Campus Hobart Semester Not available in 2010 Unit Weight 0% Teaching Pattern 6 x 2hr seminars Recommended Text Ashman, A & Elkins, J 1993. Educating children with special needs, 2nd Ed. Sydney:
Prentice Hall Learning Outcomes of the Unit On completion of this unit, students should have a good knowledge of a range of issues, from definition through educational, family, community and vocational factors, to the ethical and legal aspects of the role of the psychologist Assessment Seminar presentation and support materials 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. 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 there may be in obtaining suitable or sufficient research participants in the time available. Topics must
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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 May presentation By late May 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 May 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 Sue Jopling ([email protected]) 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 seminar in May 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 an extended journal article. 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 30th
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 (Sue Jopling) 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 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 Sue Jopling. 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 Sue Jopling. 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).
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 Ms Sue Jopling 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.
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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.
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. 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 in 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: [email protected] ). For general support and enquiries e.g. Enrolment issues, access to the Test Library resources, please see Sue Jopling in Hobart (Room SB.SocSci110a, Tel. 03 6226 2250, Email: [email protected] ) or Anthea Rooney in Launceston (Room O-006, Tel.03 6324 3191, Email: [email protected]). 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 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.
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Information and Communication Technology (ICT) Facilities The School of Psychology ICT facilities are managed by Dr Vlasti Broucek ([email protected]). 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 a technical officer from the Central Science Laboratory. 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.
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
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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 by Semester 2.
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.
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 and
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Anthea Rooney). 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.
Laboratories and Research Groups The School has a strong and active research program organised around a number of well-equipped laboratories in three broad areas: Human Neuroscience, Clinical and Health Psychology, and Applied Psychology. 1. Applied Psychology
The Language and Literacy Laboratory 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. 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
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instructions on children’s early learning, and the helpfulness of pictures and words for young children answering questions about facts and emotions. Lab Coordinator: Dr Nenagh Kemp
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. Group Coordinator: Dr Greg Hannan
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. Work is currently being conducted in Tasmania, mainland Australia, New Zealand, England, Hawaii and the US mainland. Group Coordinator: Professor Douglas Paton
2. Clinical and Health Psychology
The HealthCOPE Interventions Laboratory 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. Lab coordinator: Dr Jenn Scott
Clinical Psychometric Lab
The Clinical Psychometric Lab 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. Lab Coordinator: Professor Rapson Gomez
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 Lab coordinator: Dr Janet Haines
The Social Development Laboratory 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. Lab coordinator: Dr Mandy Matthewson
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3. Human Neuroscience
The Clinical Neuropsychology group is continuing studies, both cognitive and psychosocial, involving head-injured people. The group researches working memory (verbal, visual and spatial) and the interrelationships of executive functions. The group also researches cognitive and psychosocial variables in Parkinson’s Disease. Group Coordinator: Assoc Prof Clive Skilbeck
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 attentional processes in mild cognitive impairment, Alzheimer's dementia, epilepsy, and in relation to chemical exposure, exercise and normal ageing, renal disease, and cholesterol levels. Lab Coordinator: Dr Mathew Summers
The Cognitive Neuroscience Laboratory is located in the Psychology Research Centre. The 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. Lab coordinator: Dr Frances Martin
Human Movement and Behavioural Neuroscience (HuMAN) Laboratory Research in the HuMAN lab is aimed at understanding 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. Lab coordinators: Professor Jeff Summers and Dr Mike Garry
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 the pharmacological and psychological treatment of severe persistent mental illnesses. Group Coordinator: Dr Raimondo Bruno
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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 Clive Skilbeck, BSc(Hons) BPhil MPhil Liv PhD Plymouth Hobart Frances Martin, BA(Hons) PhD Tas Hobart SENIOR LECTURERS Greg Hannan, BA NE, DipEd MPsych(Clin)(Ed) PhD N’cle(NSW) Launceston Jenn Scott, BA UQ Grad.Dip.Psych Tas MCP UQ PhD Griffith Hobart LECTURERS Raimondo Bruno, BA(Hons), PhD Tas Hobart Michael Garry, BHK PhD BC Hobart Janet Haines, BA(Hons) PhD Tas Hobart Nenagh Kemp BA (Hons) Tas, DPhil Oxon Hobart Caroline Schwerkolt, BA(Hons) DPsych(Health) Deakin Hobart Mathew Summers, BBSc(Hons) MPsych(Clin)(Clin.Neuropsych) LaT PhD Monash Launceston Krissy Wilson, BA(Hons) MSc(ResMeth) Reading PhD London Launceston ASSOCIATE LECTURERS Liane Anderson, BA(Hons), MA (Org Psych) UQ Hobart Lyndy Burt, BA, MEd(Counselling) Tas Hobart Andrea Carr, BA(Hons) Tas Hobart Paul Ferguson, BA, MSc, MBA, MCrim Hobart David McIvor, BA(Hons) Launceston Mandy Mathewson, BA(Hons) PhDTas Hobart Kim Norris, BA (Hons) Tas Hobart Christine Pritchett, BPsych(Hons) Launceston Donna Simpkins, BSc, PGDip Hobart Peter Tranent, BPsych(Hons) JamesCook Launceston Amy Washington, BA(Hons) PhD Tas Hobart MANAGER, UNIVERSITY PSYCHOLOGY CLINIC Helen Pryer, BA(Hons), MPsych(Clin) Tas 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 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 Walter Slaghuis, BA(Hons) MPsych(Clin)(Clin) PhD Tas George Wilson, BCom(Hons) PhD Q'ld Ann Stark, BA(Hons) Q’ld
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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 - David Chadderton 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 12th November 2010.
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APPENDIX 3: DPsych(Clin) and PhD(Clin) Students Seeking Support for Registration
Under existing rules, DPsych(Clin) and PhD(Clin) students can apply for registration as a psychologist if they have completed ALL coursework and placement unit requirements. In addition, they also need to make progress in their theses that is deemed as “comparable” to the MPsych(Clin) thesis. “Comparable” here means that there are drafts of your introductory and method chapters that are considered by your supervisor as being at acceptable levels. These must be submitted. Also, if your thesis involves multiple independent studies, at least one study has been completed and the data analysed. If there is only one study or if there are multiple dependent studies, close to half the data has been collected. Finally, a presentation has to be made of your results (for those able to do this), or of the current status and direction of your project. If you wish to apply for registration as a psychologist under the option mentioned above, then please write to Professor Gomez. In your correspondence, you need to submit your current introductory and method chapters, and indicate if your project involves multiple independent studies, or multiple dependent studies, or one study, and if your presentation will be results or/and a description of the current status and direction of your project. Also, indicate whether your supervisor is satisfied with your current introductory and method chapters. MPsych(Clin) students who are planning to transfer to DPsych(Clin) or PhD(Clin) must obtain the transfer first, before seeking support for registration. They also must satisfy all requirements mentioned above. Presentations will be held regularly as requested.
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APPENDIX 4: APS COLLEGE OF CLINICAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES