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

No unit offerings are currently available for this unit.

Prerequisites

PSYC670 Clinical Assessment and Intervention: Adult Disorders AND PSYC671 Clinical Assessment and Intervention: Childhood Disorders

Incompatible

PSYC663 Advanced Psychotherapeutic 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

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 hurdles to ensure that students are demonstrating achievement of all unit learning outcomes. The 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 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 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%. Students must also attend a compulsory residential school. Attendance of this compulsory residential school is an "Ungraded Hurdle" (Pass/FAIL) with only one attempt. The rationale for only one attempt is that the in-person residential school activities require interaction and collaboration with peers. 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 as practicing psychologists.

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 (40%)

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

Assessment Task 2 - Recorded Skills Demonstration...

Assessment Task 2 - Recorded Skills Demonstration

To assess students’ competencies in demonstrating specific advanced intervention skills. Students are required to submit an unedited, single take recording of their demonstration.

Weighting

Graded Hurdle (30%)

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

Assessment Task 3 - On-Campus Residential School ...

Assessment Task 3 - On-Campus Residential School

To engage in hands-on activities and develop intervention and therapeutic skills.

Weighting

Ungraded Hurdle

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

Assessment Task 4 - End of Day Quizzes 3 quizzes...

Assessment Task 4 - End of Day Quizzes

3 quizzes (10% each) delivered during the residential school.

To assess knowledge and understanding of residential school content on assessment, diagnosis, intervention and treatment of psychological disorders.

Weighting

Graded Hurdle (30%)

Learning Outcomes LO1, LO3
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. Students will be expected to take responsibility for their learning and to participate actively in online and residential school activities. The learning and teaching strategy used include case-based learning, demonstrations, web-based learning, and reflective/critical thinking activities. Online activities are structured to deliver essential content, while residential school activities provide students with opportunities to practice, discuss and demonstrate their abilities in 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 learning and teaching strategy provides students with appropriate access to required knowledge and understanding of unit content, and opportunities for development of competency in advanced psychotherapeutic approaches. Students receive regular and timely feedback on their learning, which includes information on their progress.

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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