Unit rationale, description and aim

To address the increasing prevalence of complex psychological disorders in Australia and around the world, clinical psychologists need to be knowledgeable of, and competent in, a wide range of innovative and evidence-based interventions. Although cognitive-behaviour therapy is the treatment of choice for many disorders, a lack of treatment response is not uncommon for complex psychological disorders. Therefore, more advanced knowledge and application of other psychotherapeutic approaches are essential. This unit is designed to provide more detailed study of advanced psychotherapeutic interventions. Students will gain an understanding of principles and techniques associated with a range of interventions, including transdiagnostic and eHealth approaches, as well as ways of tailoring interventions (e.g., adapting a treatment that is sensitive to Indigenous issues). In learning to develop, monitor, and modify case formulations and treatment plans consistent with these principles and based on an understanding of intra- and interpersonal processes, students will attain competencies in selecting, designing, and implementing individually tailored and culturally responsive interventions. The aim of this unit is to provide students with in-depth knowledge and opportunities to practice evidence-based therapeutic modalities that go beyond standard cognitive-behavioural interventions.

2026 10

Campus offering

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  • Term Mode
  • Semester 1Campus Attendance
  • Term Mode
  • ACU Term 4Online Unscheduled
  • Term Mode
  • Semester 1Campus Attendance

Prerequisites

 PSYC638 Therapeutic Skills

Incompatible

PSYC673 Advanced Clinical Interventions

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 relevant principles in assessment, fo...

Learning Outcome 01

Describe the relevant principles in assessment, formulation, treatment planning and intervention consistent with advanced therapeutic interventions for the treatment of complex psychological disorders.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11

Synthesise and critically evaluate the empirical r...

Learning Outcome 02

Synthesise and critically evaluate the empirical research literature pertaining to these advanced therapeutic modalities.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11

Apply skills in assessment, formulation, treatment...

Learning Outcome 03

Apply skills in assessment, formulation, treatment planning and intervention consistent with advanced therapeutic interventions and empirical knowledge to their own clinical practice.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11, GC12

Demonstrate cultural safety and cultural responsiv...

Learning Outcome 04

Demonstrate cultural safety and cultural responsiveness in the assessment, formulation and treatment of complex disorders.
Relevant Graduate Capabilities: GC2, GC3, GC4, GC5, GC6, GC7

Design strategies to incorporate knowledge of Abor...

Learning Outcome 05

Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety.
Relevant Graduate Capabilities: GC1, GC2, GC4, GC5, GC6, GC7, GC11

Content

Topics will include:  

With a focus on specific core concepts and theoretical principles of the advanced psychotherapeutic modalities: 

  • Assessment and case formulation  
  • Treatment strategies 
  • Evaluating treatment outcomes 
  • Evaluating the empirical evidence 
  • Addressing treatment non-response 
  • Transdiagnostic approaches 
  • Personality and trauma-informed approaches 

Assessment strategy and rationale

The assessment strategy for this unit allows students to collaborate and demonstrate their acquisition and critical application of evidence-based assessment and intervention skills. 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 in this unit are graded hurdle tasks (assessment 1 and 2) or hurdle tasks (assessment 3) because students must meet psychological practice standards set by the Psychology Board of Australia and the Australian Psychological Accreditation Council and failure may lead to an unacceptable level of risk to clients the student will come into contact with on subsequent practicumsThe written assignment is designed to assess students’ ability to critically evaluate and integrate information provided in a case study and to develop a case formulation and treatment plan consistent with the empirical research literature and theoretical principles underlying an advanced psychotherapeutic modality. The skills demonstration is designed to assess students’ ability to demonstrate their skills in advanced psychotherapeutic techniques. The exam and quizzes are designed to assess students’ knowledge in the relevant principles in assessment, formulation, treatment planning and intervention consistent with advanced therapeutic interventions for the treatment of complex psychological disorders.

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 hurdle assessment tasks is 50%. If students fail their original submission on the graded hurdle or hurdle task(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 To assess...

Assessment Task 1 - Written Assignment

To assess the ability to critically evaluate and integrate information provided in a case study and to develop a case formulation and treatment plan consistent with the empirical research literature and theoretical principles underlying an advanced psychotherapeutic modality.

Weighting

Graded Hurdle (50%)

Learning Outcomes LO1, LO2, LO4, LO5
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11

Assessment Task 2 - Skills Demonstration To asse...

Assessment Task 2 - Skills Demonstration

To assess students’ competencies in demonstrating specific advanced intervention skills as applied to a specific case.

Weighting

Graded Hurdle (50%)

Learning Outcomes LO3
Graduate Capabilities GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11, GC12

Assessment Task 3 - Examination (OSCE) Demonstra...

Assessment Task 3 - Examination (OSCE)

Demonstrate applied knowledge and understanding of therapeutic interventions in the treatment of psychological disorders.

Weighting

Hurdle (Pass/Fail)

Learning Outcomes LO1, LO2, LO4
Graduate Capabilities GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11, 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. This unit therefore uses an active learning approach presented in face-to face mode with three contact hours per week or equivalent in intensive 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. Lectures and demonstrations are structured to deliver essential content, while workshops and role plays provide students with opportunities to practice and discuss assessment and intervention strategies. 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 clinical adult psychology.

Representative texts and references

Representative texts and references

Arntz, A., & Jacob, G. (2013). Schema therapy in practice: An introductory guide to the schema mode approach. Chichester, UK: Wiley-Blackwell

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and commitment therapy: The process and practice of mindful change . (2nd ed.). New York: Guilford Press.

Pederson, L. D. (2015). Dialectical behavior therapy: A contemporary guide for practitioners .  Chichester, UK: Wiley-Blackwell

Richards, D., & Richardson, T. (2012). Computer-based psychological treatments for depression: A systematic review and meta-analysis . Clinical Psychology Review, 32, 329-342.

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