Unit rationale, description and aim

The practice of Developmental child psychology requires an in-depth and critical understanding and application of the principles and methods of diagnosis, assessment, formulation and the implementation of interventions of psychological disorders. This unit covers the critical examination of assessment tools, including major diagnostic systems, and evidence-based interventions, to 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 formulation and intervention for psychological disorders in childhood and adolescence. The aim is to provide students with essential knowledge and practical skills to work with children and young people in a culturally safe manner.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

PSYC621 Professional Practice in Psychology AND PSYC630 Psychological Assessment

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, assessment metho...

Learning Outcome 01

Describe the diagnostic criteria, 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 how evidence-based interventions can be ap...

Learning Outcome 02

Explain how evidence-based interventions can be applied to treat psychological disorders in children and adolescence.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC11

Apply clinical skills to assess, identify, select ...

Learning Outcome 03

Apply clinical skills to assess, identify, select and implement 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 an understanding of Aboriginal and Tor...

Learning Outcome 04

Demonstrate an understanding of Aboriginal and Torres Strait islander peoples when providing culturally safe assessment and intervention for Aboriginal and Torres Strait Islander young people and their families.
Relevant Graduate Capabilities: GC1, GC2, GC5, GC6, GC8

Content

Topics will include:

  • Diagnostic systems for classification of psychological disorders typically seen in childhood and adolescence
  • Psychological theories of the aetiology, progression, precursors and sequelae of psychological disorders typically seen in childhood and adolescence, including incidence, prevalence and predisposing, risk, protective and maintenance factors,
  • Identification and implementation of evidence-based treatments for psychological 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 including a focus on culturally safe practices for Aboriginal and Torres Strait Islander communities

Assessment strategy and rationale

The assessment strategy for this unit allows students to demonstrate their acquisition and critical application of evidence-based assessment and intervention skills. All assessments in this unit are graded hurdle tasks because students are completing an APAC accredited postgraduate psychology program with a requirement that all competencies related to the level of study are assessed and confirmed to be met and because 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 and in future psychology practice.The written assignment is designed to assess students’ ability to critically analyse and synthesize information relevant to diagnosis, assessment and formulation of a psychological disorder in childhood and adolescence and how to ensure psychological work with clients is culturally safe. 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 demonstrate achievement of every unit learning outcome and 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%.

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 with a focus on culturally safe practice.

Weighting

Graded Hurdle (50%)

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

Assessment Task 2 - Skills Demonstration Require...

Assessment Task 2 - Skills Demonstration

Requires students to demonstrate their competencies in specific intervention strategies.

Weighting

Graded Hurdle (20%)

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

Assessment Task 3 - Examination Requires student...

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, LO4
Graduate Capabilities GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC11

Learning and teaching strategy and rationale

Postgraduate students in psychology are expected to be independent learners; this is reflected in an approach which puts students at the centre of their learning through participation in discussions. This unit therefore uses an active learning approach presented through a combination of lectures, workshop, and web-based learning delivered in face- to-face mode with 3 contact hours per week. Students will be expected to take responsibility for their learning and to participate actively within 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 child and adolescent psychology.

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

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.

Hobday, A., Ollier, K., & Australian Council for Educational Research. (1998). Creative therapy : Activities with children and adolescents. Australian Council for Educational Research.

Wilmshurst, L. (2015). Essentials of child and adolescent psychopathology (2nd ed). 

World Health Organisation (2022). International statistical classification of diseases and related health problems (11th rev). Resources: Journal Series: Clinical Case Studies. Sage Publications. http://ccs.sagepub.com/

Zandt, F., Barrett, S., & Bretherton, L. (2017). Creative ways to help children manage BIG feelings : A therapist’s guide to working with preschool and primary children. Jessica Kingsley. https://doi.org/10.5040/9781805014393

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

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