Unit rationale, description and aim
Psychological disorders are prevalent in Australia and knowledge of the diagnostic criteria and evidence--based intervention for common psychological disorders ensures that psychologists are skilled at identifying and treating these. Psychologists require in-depth, critical understanding and application of the principles and methods of psychological diagnosis, assessment, formulation and intervention of psychological disorders in order to provide empirically supported and evidence-based services that understand the value of interdisciplinary collaboration. This unit covers the critical examination of major diagnostic systems and diagnostic criteria, and competencies to reliably diagnose common psychological disorders including adjustment, anxiety, mood, eating, and substance use disorders across the lifespan. It also covers the psychological assessment and treatment of common psychological disorders across the lifespan such as anxiety disorders, mood disorders, internalizing and externalizing problems, and autistic spectrum disorders. Risk assessment and screening for psychosis will also be reviewed. The aim of this unit is to facilitate the development of knowledge of clinical assessment and intervention skills with a particular focus on evidence--based assessment, formulation, and intervention for psychological disorders across the lifespan and in a culturally responsive manner.
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
Explain the link between diagnosis, formulation an...
Learning Outcome 02
Apply culturally responsive clinical skills to con...
Learning Outcome 03
Integrate knowledge of interprofessional team role...
Learning Outcome 04
Analyse the contemporary role of Aboriginal and To...
Learning Outcome 05
Content
Topics will include:
- Diagnostic criteria, aetiological factors, assessment methods, and psychological models for psychological disorders across the lifespan
- Conducting clinical assessment and diagnosis of psychological disorders across the lifespan
- Empirically validated treatment for psychological disorders
- Identifying, selecting and implementing a range of empirically validated treatments for psychological disorders and disorders across the lifespan
- Justifying the link between diagnosis, formulation and intervention plans, goals and strategies
- Consideration of culturally responsive assessment and intervention approaches to psychological disorders
- Consideration of interprofessional collaboration and collaborative decision-making
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. Students will learn how to deliver evidence-based interventions for clinical problems presenting across the lifespan and in a culturally sensitive manner. All tasks in this unit are graded hurdle tasks because it is critical that students demonstrate an appropriate level of knowledge and skill in diagnostic assessment and evidence based interventions, and 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 a provisional psychologist on practicums. The written assignment is designed to assess students’ ability to critically analyse and synthesise information relevant to diagnosis, assessment and formulation of psychological disorders, including the role of other professionals and interdisciplinary teams. 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 and consideration of cultural issues pertaining to assessment, diagnosis and treatment with a particular focus on Aboriginal and Torres Strait Islander peoples. To pass this unit, students must demonstrate achievement of all learning outcomes and pass all assessment tasks. The passing mark for all assessments is 50%. If students fail their original submission (i.e., first attempt) they are provided with one further 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 Req...
Assessment Task 1 - Written Assignment
Requires students to critically evaluate and integrate the literature on evidence-based assessment and diagnosis, including the role of other professionals and interprofessional collaboration.
Graded Hurdle (40%)
Assessment Task 2 - Skills Demonstration Require...
Assessment Task 2 - Skills Demonstration
Requires students to demonstrate their knowledge of specific intervention strategies. Students will learn to apply appropriate interventions to clinical problems.
Graded Hurdle (20%)
Assessment Task 3 - Exam Requires students to de...
Assessment Task 3 - Exam
Requires students to demonstrate their knowledge and receive feedback on understanding of the principles of assessment and diagnosis of psychological disorders. The exam will also assess students’ capacity to consider and identify cultural relevant issues in the assessment, diagnosis and treatment of mental health issues in Aboriginal and Torres Strait Islander clients.
Graded Hurdle (40%)
Learning and teaching strategy and rationale
This unit uses an active learning approach that puts students at the centre of their learning through discussion. As such, the unit is delivered in face-to-face mode with 3 contact hours per week or equivalent in intensive mode, and utilises lectures, seminars and workshops. Teaching and learning strategies for this unit provides the students with evidence- based knowledge through lectures, opportunities to develop practical assessment and intervention skills through the use of demonstrations and role plays, and to consolidate their knowledge through reflective/critical thinking activities. These strategies reflect respect for the individual as an independent learner while also ensuring consistency of knowledge development. 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.