This subject recognises that the effectiveness of therapy interventions is indicated by the number and quality of studies that have been conducted into each intervention. Evidence-based research is expected to continue to inform therapeutic interventions over time. With the future of evidence based practice so assured, this subject prepares students into the theory and practice of evidence-based counselling and therapy across the lifespan and uses specific examples from autism research and therapy to demonstrate the application of the theory to practice.
|Academic unit:||Faculty of Society & Design|
|Subject title:||Evidence Based Counselling and Therapy Practices Across the Lifespan|
Delivery & attendance
|Prescribed resources:|| |
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
|Restrictions: ?|| This subject is not available to|
This subject is not available as a general elective. To be eligible for enrolment, the subject must be specified in the students’ program structure.
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Demonstrate professional communication skills, in a culturally responsive manner, with a range of socially and culturally diverse clients.
- Accurately interpret psychological assessment results as a broader part of assessment.
- Identify psychological disorders using a recognised taxonomy.
- Conduct professional assessments and synthesise information from multiple sources, including assessment and management of risk.
- Skills to monitor outcomes and modifications based on evolving case formulation.
- Interpret and communicate findings in oral and written formats, including formal psychological reports, using culturally appropriate language.
- Knowledge of empirically supported interventions, and monitor clients’ progress and intervention outcomes.
- Understand boundaries of professional competence.
- Engage in self-reflective professional practice, taking account of the impact of their own values and beliefs, and taking appropriate actions as a result.
- Critically evaluate contemporary scientific literature to inform practice.
|Oral Presentation||An oral presentation to the class focusing on an evidence based therapy, and how it would be applied to diverse populations in an appropriate and culturally sensitive fashion.||30%||Week 3||1, 2, 8, 10, 11.|
|Written Report||A 2,000 Word Assignment applying an evidence based therapy to a case study, demonstrating breadth of research, cultural sensitivity and reflexive practice.||30%||Week 9||1, 3, 4, 5, 7, 8, 10, 11.|
|Essay||Take home research essay assessment||40%||Week 12||1, 4, 5, 6, 7, 8, 9, 10, 11.|
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Principles of Evidenced-Based Practice with emphasis on the cycle of research informed Intervention Design and Research Confirmation of Intervention Effectiveness.
A Comparison of key Evidence-Based Therapeutic Interventions, including discussion of the Intervention Protocols
Evidence-Based Counselling and Therapy in Early Childhood
Evidence-Based Counselling and Therapy in Middle Childhood, Family Therapy
Evidence-Based Counselling and Therapy for Adolescents
Evidence-Based Counselling and Young Adulthood
Evidence-Based Counselling and Therapy for and Adulthood, Couples Therapy
Evidence-Based Counselling and Therapy and Ageing populations. End of Life Therapies
Evidence-Based Approachs to Psychodynamic Counselling and Therapy
Culturally appropriate Evidence-Based Counselling and Therapies and Indigenous Australian Populations
Evidence-Based Counselling and Therapy and special populations.
Evidence Based Counselling and Therapy: Selecting and applying appropriate interventions.