General Information
This subject introduces students to the theoretical frameworks used to develop evidence-based treatments in psychology. The focus of the subject is on exploring the behavioural procedures used to create positive change in client functioning. Students learn about the major theoretical frameworks and empirical findings used to conceptualise and understand client difficulties and treatments. Students are taught a number of techniques used to clarify the effects of difficult behaviours on client well being. This subject provides students with a basis for developing the theory-driven practical skills needed for effective psychological practice.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC71-413 Subject title: The Scientist Practitioner Model Subject level: Postgraduate Semester/Year: May 2017 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
Attendance and learning activities: -
Resources
Prescribed resources: Books
- Sturmey, P. (Ed.) (2007). Functional Analysis in Clinical Treatment. n/a, Burlington MA Academic Press.
iLearn@Bond & Email: iLearn@Bond 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
Academic unit: | Faculty of Society & Design |
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Subject code: | PSYC71-413 |
Subject title: | The Scientist Practitioner Model |
Subject level: | Postgraduate |
Semester/Year: | May 2017 |
Credit points: | 10.000 |
Timetable: | https://bond.edu.au/timetable |
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Delivery mode: | Standard |
Workload items: |
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Attendance and learning activities: |
Prescribed resources: | Books
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iLearn@Bond & Email: | iLearn@Bond 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 |
Enrolment requirements
Requisites: |
Nil |
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Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. Only available if admitted into a Postgraduate Psychology accredited program |
Restrictions: |
Nil |
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:
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Demonstrate practical skills in applied and other psychological research.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Write a standard research report using APA structure and formatting conventions
- Understand and apply psychological principles to social and personal issues.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Paper-based Examination (Closed) Final Examination 40.00% Final Examination Period 1,3,4,6 Written Report Behavioural Observation Task 1 10.00% Week 3 2,3,6 Written Report Behavioural Observation Task 2 10.00% Week 5 2,3,6 Written Report Behaviour Change Project 40.00% Week 11 1,2,3,5,6 - * 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.
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Assessment criteria
Assessment criteria
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. Quality assurance
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.
Type | Task | % | Timing* | Outcomes assessed |
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Paper-based Examination (Closed) | Final Examination | 40.00% | Final Examination Period | 1,3,4,6 |
Written Report | Behavioural Observation Task 1 | 10.00% | Week 3 | 2,3,6 |
Written Report | Behavioural Observation Task 2 | 10.00% | Week 5 | 2,3,6 |
Written Report | Behaviour Change Project | 40.00% | Week 11 | 1,2,3,5,6 |
- * 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.
Assessment criteria
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. |
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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. |
Quality assurance
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.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
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.
Bond University utilises Originality Reporting software to inform academic integrity.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.
Accessibility and Inclusion Support
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.
Additional subject information
Subject curriculum
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Week 1 - Functional Analysis Frameworks, Concepts, and Procedures I
Investigation of frameworks for targeting and measuring problem behaviour -- form assessment.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 2 - Functional Analysis Frameworks, Concepts and Procedures II
Investigations of the maintaining variables for problem behaviour -- function assessment.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 3 - Concepts and Methods of Intervention in Psychopathology
Methods for understanding and analysing behaviours arising from psychopathology.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 4 - Functional Analysis Methods Developmental Disabilities
Conducting functional assessments of children with an Autism Spectrum Disorder.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 5 - Attention Deficit Hyperactivity Disorder
Implementing universal and child-specific interventions to assist children with ADHD in the classroom.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 6 - Tic Disorders and Trichotillomania
Identifying the antecedents and functions of repetitive habit-based behaviours.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 7 - Restraint-Free Support for Clients with Dementia
Developing support structures for the elderly with behavioural difficulties.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 8 - Behavioural Treatment Schizophrenia
Analysing the functions of delusional behaviour and behavioural techniques for building social skills.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 9 - Functional Analysis of Depression
Using a reinforcer-loss model for understanding the onset of depressive disorders.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 10 - Behavioural Perspectives on Anxiety
Charting the short- and long-term effects of fear-based responses on client functioning.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 11 - Behavioural Approaches to Eating Disorder
Using antecedent and consequent techniques to encourage healthy eating.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.
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Week 12 - Treatment of Personality Disorders
Initial evidence-based framework for analysing the behavioural difficulties associated with disorders of personality.
SLOs included
- Demonstrate and understanding of major concepts and historical trends in behavioural psychology, and knowledge of the theoretical and empirical based underpinning evidence based approaches to psychological intervention.
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes,
- Explain how the science and practice of behavioural psychology is influenced by social, historical, professional contexts, and act ethically
- Understand and apply psychological principles to social and personal issues.