Unit rationale, description and aim
The ability to integrate theoretical knowledge into clinical practice is integral to the practice of psychology. This is the second of the series of units in which students as provisional psychologists gain experience in the delivery of psychological services in a real-world setting to complement the theoretical and simulated learning that takes place in the coursework units. The placement allows students to apply theoretical knowledge to develop and acquire the necessary skills to be a competent practitioner including demonstration of appropriate professional attitudes and values. The emphasis is on skill development in a supervised, structured environment where reflective practice comprises an important component of supervisory relationships. Students will be encouraged to approach applied problems and skill based learning from a hypothesis based assessment perspective consistent with a scientist-practitioner model. Students will further develop their clinical assessment, intervention, and case formulation skills. Students also take part in a weekly group case conference. Professional ethics and behaviours are an integral part of learning in this unit. The aim of this unit is to facilitate the development of confidence in the application of psychological practice skills that are required to work effectively and safely with clients.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Acquire a greater understanding of the process of ...
Learning Outcome 01
Explain the link (both verbally and in written for...
Learning Outcome 02
Apply clinical skills (and appropriately document ...
Learning Outcome 03
Implement effective person centred interprofession...
Learning Outcome 04
Content
The second practicum is usually carried out in the field in an agency external to the University under the supervision of a registered psychologist approved as a Supervisor (BAS) by the Psychology Board of Australia and holding the relevant area of practice endorsement. While on placement, students will develop the ability to integrate skills and intervention models with specific clinical material. Attendance at weekly case conferences involves small and large group discussion of issues relevant to professional practice such as diagnosis, formulation, choosing appropriate interventions, ethical dilemmas, record keeping and report writing. Students will complete a supervision contract and goals for their placement in collaboration with their supervisor to guide their development of specific psychological practice skills.
Assessment strategy and rationale
The assessment strategy of graded hurdles ensures students meet psychological practice standards set by the Psychology Board of Australia and the Australian Psychological Accreditation Council. Supervisors assess trainee competence at mid- and end-placement using structured tools like the Clinical Psychology Practicum Competencies Rating Scale.
The Practicum Log Book assesses record-keeping skills, with submissions due within two weeks of practicum completion.
The Case Conference Presentation develops clinical communication skills, while the Case Conference Report evaluates case formulation and treatment planning. One resubmission is allowed.
The Mid-Practicum Review evaluates students’ real-world performance, identifying strengths and areas for growth. If concerns arise, a remediation plan is developed, including additional reviews. This review may be waived in extenuating circumstances.
At the End-of-Practicum Competency Review, students must demonstrate increased competence. Failure results in failing the unit, with no opportunity to retake it. Unless otherwise agreed in the Placement Contract, this review must be completed within six months, with extensions requiring approval.
The End-Practicum Final Competency Evaluation extends the End-of-Practicum Review, allowing students to provide evidence of readiness for independent practice.
Students must pass all assessments, as failure indicates an unacceptable risk to future clients. Learning outcomes are assessed to ensure competence, confidence, and readiness for independent practice.
Overview of assessments
Assessment Task 1 - Practicum Logbook Enabl...
Assessment Task 1 - Practicum Logbook
Enables students to demonstrate competence in psychological practice
Hurdle (Pass/Fail)
Assessment Task 2 - Case Conference Presentation ...
Assessment Task 2 - Case Conference Presentation
Enables students to verbally communicate a concise case formulation in a small group case conference setting.
Hurdle (Pass/Fail)
Assessment Task 3 - Case conference Report ...
Assessment Task 3 - Case conference Report
Enables students to construct and communicate a concise case formulation in a written format.
Hurdle (Pass/Fail)
Assessment Task 4 - Mid-Practicum Review Enables...
Assessment Task 4 - Mid-Practicum Review
Enables students to demonstrate competence in psychological practice relevant to their stage of development.
Hurdle (Pass/Fail)
Assessment Task 5 - End-Practicum Competency Revi...
Assessment Task 5 - End-Practicum Competency Review
Enables students to demonstrate competence in psychological practice relevant to their stage of development.
Hurdle (Pass/Fail)
Learning and teaching strategy and rationale
This unit is offered in attendance mode because face-to-face attendance at the university clinic or field placement is required for this placement-based unit. Teaching and learning strategies include supervised fieldwork, workshops, web-based learning, and reflective/critical thinking activities. Teaching and learning strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively within class activities. This unit uses an active learning approach to support students to develop psychological practice skills through client based work. Students are required to attend and participate in facilitated case conferences in order to develop and refine their case formulation skills.
Representative texts and references
American Psychiatric Association, issuing body. (2022). Diagnostic and statistical manual of mental disorders : DSM-5-TR (5th edition, text revision.). American Psychiatric Association Publishing. Australian Health Practitioner Regulation Agency. (2023). Code of conduct. Australian Health Practitioner Regulation Agency. https://www.ahpra.gov.au/Resources/Code-of-conduct.aspx
Australian Health Practitioner Regulation Agency. (2024, March 13). Interprofessional collaborative practice statement of intent. https://www.ahpra.gov.au/News/2024-03-13-Interprofessional-Collaborative-Practice-Statement-of-Intent.aspx
Australian Health Practitioner Regulation Agency. (2023). National Scheme Engagement Strategy 2023–2025. Australian Health Practitioner Regulation Agency. https://www.ahpra.gov.au/About-Ahpra/Our-engagement-activities/Engagement-strategy.aspx
Australian Health Practitioner Regulation Agency. (2021, June). Supervision guidelines. https://www.ahpra.gov.au/Resources/Supervised-practice/Supervision-guidelines.aspx
American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.).
Australian Psychological Society. (2007). Code of ethics. Melbourne: Author.
Australian Psychological Society. (n.d.). APS ethical guidelines. https://psychology.org.au/about-us/what-we-do/ethics-and-practice-standards/aps-ethical-guidelines
Berchlibny-Butter, K. Z., & Jefferies, J. J. (2006). Clinical handbook of psychotropic drugs (16th ed.). Toronto: Hogrefe & Huber.
Carr, A. (2016). The handbook of child and adolescent clinical psychology: A contextual approach (3rd Edition). New York: Routledge Carr, A., & McNulty, M. (2016). The handbook of adult clinical psychology: An evidence based practice approach (2nd Ed.). New York: Taylor & Francis Group
Carroll, M., & Gilbert, M. (2006). On being a supervisee: Creating learning partnerships. Kew, VIC: Psychoz Publications’
Psychology Board of Australia. (n.d.). Codes, guidelines, and policies. Australian Health Practitioner Regulation Agency.
https://www.psychologyboard.gov.au/Standards-and-Guidelines/Codes-Guidelines-Policies.aspx
Psychology Board of Australia. (2025). Code of conduct for psychologists. Australian Health Practitioner Regulation Agency. https://www.psychologyboard.gov.au/Standards-and-Guidelines/Professional-practice-standards/Code-of-conduct.aspx
Zuckerman, E. L. (2019). Clinician's Thesaurus: The guide to conducting interviews and writing psychological reports (8th ed.). The Guilford Press.