Unit rationale, description and aim

The practice of clinical psychology requires an in-depth and critical understanding and application of the principles and methods of psychological diagnosis, assessment, formulation and intervention of psychological disorders. This unit covers the critical examination of assessment tools, major diagnostic systems, and evidence-based clinical interventions, to reliably assess, diagnose and treat common psychological disorders of childhood and adolescence. Students will acquire knowledge of assessment and intervention skills with a particular focus on evidence-based assessment, formulation and intervention for psychological disorders in childhood and adolescence. The aim is to provide students with essential knowledge and practical skills to support their clinical work with children and adolescents with psychological disorders in a culturally responsive manner.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Incompatible

PSYC661 Child Clinical Psychology

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 diagnostic criteria, aetiological fac...

Learning Outcome 01

Describe the diagnostic criteria, aetiological factors, assessment methods, and empirically validated treatments for psychological disorders typically seen in children and adolescents
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11, GC12

Explain the link between diagnosis, formulation an...

Learning Outcome 02

Explain the link between diagnosis, formulation and intervention plans, goals and strategies for psychological disorders typically seen in children and adolescents
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC11

Apply clinical skills to conduct assessments and i...

Learning Outcome 03

Apply clinical skills to conduct assessments and identify, select, implement and evaluate a range of empirically validated treatments for psychological disorders typically seen in children and adolescents
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11, GC12

Demonstrate understanding of Aboriginal and Torres...

Learning Outcome 04

Demonstrate understanding of Aboriginal and Torres Strait Islander culture and concepts of health and well-being to enhance trust and cultural safety in the process of assessment and diagnosis of Aboriginal and Torres Strait Islander children and families
Relevant Graduate Capabilities: GC4, GC5, GC6

Content

Topics will include: 

  • Relevant international taxonomies of classification of psychological disorders typically seen in childhood and adolescence including severe, complex and chronic mental illness  
  • Psychological theories of the aetiology, progression and/or recovery, precursors and sequelae of psychological disorders typically seen in childhood and adolescence, including incidence, prevalence and predisposing, risk, protective and maintenance factors,  
  • Clinical assessments and diagnosis of severe psychological disorders and disorders typically seen in childhood and adolescence 
  • Identifying, selecting and implementing a range of evidence-based treatments for severe psychological disorders and disorders typically seen in childhood and adolescence 
  • Demonstrating the relationship between assessment, diagnosis, formulation and intervention plans, goals and strategies 
  • Cultural influences on diagnosis, assessment and intervention with children and adolescents and their families, with a particular focus on Aboriginal and Torres Strait Islander peoples, including: 
  • selection, tailoring and implementation of appropriate evidence-based interventions on the basis of an initial case formulation, whether individuals, dyads or carers/dependents 
  • monitoring of outcomes and modifications based on evolving case formulation and intra- and interpersonal processes, with care given to the appropriateness of interventions for the client or clients within their wider context  
  • consultation and collaboration with other professionals regarding clinical planning and referrals, particularly in the context of complex case presentations  
  • evidence-based practice in the understanding and management of psychological disorders, including across the age ranges

Assessment strategy and rationale

The assessment strategy for this unit allows students to collaborate with each other and demonstrate their acquisition and critical application of evidence-based assessment and intervention skills. All assessment tasks in this unit are graded hurdles to ensure that students are demonstrating achievement of all unit learning outcomes and demonstrating an appropriate level of knowledge and skills related to diagnosis, assessment, formulation and intervention in children which is essential to the practice of clinical psychology. The written assignment is designed to assess students’ ability to critically analyze and synthesize information relevant to diagnosis, assessment and formulation of a psychological disorder in childhood and adolescence, including culturally responsive practice particularly in relation to Aboriginal and Torres Strait Islander peoples. The skills demonstration is designed to assess students’ ability to develop a treatment plan and demonstrate their therapeutic skills. The exam is designed to assess students’ knowledge in assessment and diagnosis of psychological disorders in children and adolescents.  To pass this unit, students must pass all assessment tasks. The passing mark for each of the assessment tasks is 50%. If students fail their original submission (i.e., first attempt) they are provided with another 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%. A failure in any of these tasks is likely to translate to an unacceptable level of risk to clients the student will come into contact with on subsequent practicums.

Overview of assessments

Assessment Task 1 - Written Assignment To assess...

Assessment Task 1 - Written Assignment

To assess students’ ability to critically evaluate and integrate the literature on evidence-based assessment and diagnoses

Weighting

Graded Hurdle (50%)

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

Assessment Task 2 - Skills Demonstration Require...

Assessment Task 2 - Skills Demonstration

Requires students to demonstrate their competencies in specific intervention strategies by submitting an unedited, single take recording

Weighting

Graded Hurdle (20%)

Learning Outcomes LO1, LO3
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11, GC12

Assessment Task 3 - Examination Requires st...

Assessment Task 3 - Examination

Requires students to demonstrate their knowledge in assessment and diagnosis of psychological disorders in children and adolescents.

Weighting

Graded Hurdle (30%)

Learning Outcomes LO1
Graduate Capabilities GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11, GC12

Learning and teaching strategy and rationale

This unit uses an active learning approach presented through asynchronous activities such as discussion forums where students interact with peers and engage with online modules and readings via the online learning platform. This unit involves a minimum of 150 hours of self-study, learning activities and assessments. Active learning opportunities provide students with opportunities to practice and apply the skills taught in this unit. Collaboration with peers in the online environment will support students in considering, discussing and debating the content of the unit. Students will be expected to take responsibility for their learning and to participate actively within online activities. The learning and teaching strategy used include case-based learning, demonstrations, web-based learning, and reflective/critical thinking activities. 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 strategy will provide students with appropriate access to required knowledge and understanding of unit content, and opportunities for development of competency in clinical child and adolescent psychology. Students receive regular and timely feedback on their learning, which includes information on their progress.

Representative texts and references

Representative texts and references

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders  (5th ed.). Arlington, VA: American Psychiatric Publishing. 

Blaustein, M. E., and Kinniburgh, K. M. (2019). Treating Traumatic Stress in Children and Adolescents: How to Foster Resilience through Attachment, Self-Regulation, and Competency, (2nd ed.). The Guilford Press. 

Carr, A. (2016). The handbook of child and adolescent clinical psychology: A contextual approach . (3rd ed.). Routledge.

Cooper, J. O., Herron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.

Dudgeon, P. (2000). Working with Indigenous Australians: A handbook for psychologists.  Gunada Press, Curtin Indigenous Research Centre, Curtin University of Technology.

Dudgeon, P., Milroy, H., & Walker R. (Eds.). (2014). Working Together: Aboriginal and Torres Straight Islander mental health and wellbeing principles and practice . Commonwealth of Australia.

Hoffman, K., Powell, B., & Cooper, G. (2017). Raising a Secure Child: How Circle of Security Parenting Can Help You Nurture Your Child's Attachment, Emotional Resilience, and Freedom to Explore. The Guilford Press.

Monteiro, M. (2022). Individualizing the Autism Assessment Process: A Framework for School Psychologists. Psychology in the Schools, 59(7), 1377-1389.

World Health Organisation (2022). International statistical classification of diseases and related health problems 11th revision. Resources:

Journal Series: Clinical Case Studies. Sage Publications. http://ccs.sagepub.com/

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