Unit rationale, description and aim

The ability to conduct effective, evidence-based therapeutic intervention is a core competency required of psychologists in order to provide optimal benefit to their clients and the community. In order to achieve this competence it is necessary to have strong client engagement skills, well-honed clinical observation skills, good communication and interpersonal skills, sound psychological theoretical knowledge (of both empirically based treatment approaches and the crucial elements of effective therapeutic relationships), and the ability to apply effectively the techniques of at least one evidence-based therapeutic approach. This unit provides theoretical and practical training in non-specific therapeutic factors, basic counselling skills across the lifespan, behaviour therapy, cognitive behaviour therapy and cultural influences on therapeutic intervention. The aim of the unit is to develop and enhance interpersonal and communication skills, understanding of evidence-based therapeutic approaches and the ability to apply therapeutic techniques effectively.

2026 10

Campus offering

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  • Term Mode
  • Semester 1Campus Attendance
  • Term Mode
  • Semester 1Campus Attendance

Prerequisites

Nil

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.

Describe the theoretical principles of empirically...

Learning Outcome 01

Describe the theoretical principles of empirically based treatment approaches and the important elements of effective therapeutic relationships to engage clients in psychological work, including the capacity for empathy and communication of empathic understanding to clients in culturally responsive ways. 
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC12

Apply an understanding of cultural safety and skil...

Learning Outcome 02

Apply an understanding of cultural safety and skills in self-reflection to describe how therapeutic interventions can be delivered, and therapeutic relationships can be developed, in effective and safe ways for diverse communities, including diversity of culture, gender, sexuality, neurodiversity and disability.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11, GC12

Apply a knowledge of Aboriginal and Torres Strait ...

Learning Outcome 03

Apply a knowledge of Aboriginal and Torres Strait Islander understandings of health and wellbeing and skills in self-reflection to describe how mental health care can be delivered in ways that are culturally responsive and build trust with Aboriginal and Torres Strait Islander communities.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11, GC12

Demonstrate knowledge and competence in specific e...

Learning Outcome 04

Demonstrate knowledge and competence in specific evidence-based psychological intervention and counselling skills, including self-reflection and culturally responsive practice skills.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC11, GC12

Content

Topics will include: 

  • Knowledge and skills in evidenced-based psychological intervention, including cognitive-behavioural approaches
  • Counselling skills with a focus on empathy, self-reflection and awareness of therapist's impact on the therapeutic relationship
  • Applying an understanding of personal bias and cultural factors in psychological interventions
  • Developing case conceptualisation skills  

Assessment strategy and rationale

The assessment strategy for this unit allows students to demonstrate their acquisition and critical application of the essential foundational skills required for counselling and psychotherapy. In order to best enable students to demonstrate unit learning outcomes and develop graduate capabilities, standards-based assessment, consistent with university assessment requirements, is used. All assessment tasks are graded hurdles (Tasks 1 and 2) or hurdle (Task 3) because in order to conduct effective, evidence-based therapeutic interventions, students must demonstrate an appropriate level of competence across all learning outcomes. The video recorded interview and report allows students to demonstrate their understanding of basic counselling skills, to consider and reflect on non-specific factors including cultural influences on their practice, and to evaluate their knowledge and application of counselling skills. The written assignment allows students to further demonstrate their understanding of cognitive-behavioural principles, to consider and reflect on personal factors and cultural influences, to consider and evaluate the range of evidence-based strategies relevant to the case, and to reflect on their readiness to proceed to the practicum component of the course. The practical exam in an Objective Structured Clinical Examination (OSCE) format allows students the opportunity to demonstrate the application of counselling and therapy skills in the context of a simulated therapist-client relationship.

To pass this unit, students must demonstrate achievement of every unit learning outcome and pass all assessment tasks. The passing mark for each of the graded assessment tasks is 50%. If students fail their original submission (i.e., first attempt) they are provided with one additional opportunity to pass the assessment task (i.e., second attempt). If the student passes the second attempt, the highest mark that they can achieve on that assessment task is 50%.

Overview of assessments

Assessment Task 1 - Written Assignment  &nbs...

Assessment Task 1 - Written Assignment  

This written assignment allows students to demonstrate their understanding of basic cognitive-behavioural principles, knowledge of Aboriginal and Torres Strait Islander concepts health wellbeing, and critical reflection skills.

Weighting

Graded Hurdle (50%)

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC11

Assessment Task 2 - Video Recorded Interview and ...

Assessment Task 2 - Video Recorded Interview and Report  

This assignment allows students to demonstrate component counselling skills and self-reflection.

Weighting

Graded Hurdle (50%)

Learning Outcomes LO1, LO2, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11, GC12

Assessment Task 3 - Practical Examination in OSCE...

Assessment Task 3 - Practical Examination in OSCE format 

This practical examination allows students to demonstrate the application of theoretical knowledge and competent therapeutic skills in the context of a therapist-client relationship.

Weighting

Hurdle (Pass/Fail)

Learning Outcomes LO1, LO2, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC7, GC8, GC9, GC12

Learning and teaching strategy and rationale

Postgraduate students in psychology are expected to be independent learners. This is reflected in an approach that puts students at the centre of their learning through participation in discussions and role plays. This unit therefore uses an active learning approach presented in face-to face mode and utilises a combination of lectures, workshops and web-based learning. Students will be expected to take responsibility for their learning and to participate actively in class activities. Learning and teaching strategies used in lectures and workshops include case-based learning, demonstrations, role plays, web-based learning, and reflective/critical thinking activities. Workshops provide students with opportunities for reflective/critical thinking, role play and group discussions, which will enhance both practice and critical analysis of the unit content. Web-based learning and reflective/critical thinking activities will enhance learning and provide opportunities for students to take responsibility for their learning and to participate actively. This range of strategies will provide students with appropriate access to required knowledge and understanding of unit content, and opportunities for development of competency in psychological practice.

Representative texts and references

Representative texts and references

Kazantzis, N., Dattilio, F. M., Dobson, K. S. (2017). The Therapeutic Relationship in Cognitive-Behavioral Therapy: A Clinician's Guide. United States: Guilford Publications.

Mullins, C., & Khawaja, N. G. (2018). Non‐Indigenous psychologists working with Aboriginal and Torres Strait Islander people: Towards clinical and cultural competence. Australian Psychologist, 53(5), 394-404.

Smith, P., Rice, K., Usher, K., & Schutte, N. (2021). Cultural responsiveness for mental health professionals working with Aboriginal and Torres Strait Islander clients: a concept analysis. Australian psychologist, 56(6), 446-457.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2024). Clinical Interviewing. Wiley..

Teyber, E. & Teyber, F.H., (2016). Interpersonal Process in Therapy: An Integrative Model (7th ed.). Brooks/Cole.

Yalom, I. D. (2011). The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients. United Kingdom: Little, Brown Book Group.

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