General Information
This subject provides formal academic training in basic counselling skills and selected evidence based psychotherapies and interventions. The psychotherapies covered include Cognitive Behaviour Therapy, Acceptance and Commitment Therapy, and Group Therapy Processes. Students undertake skills training in interviewing and counselling, developing the therapeutic alliance and therapeutic techniques across the lifespan. Non-specific factors and their influence on psychological interventions are covered. A critical thinking approach to the research underpinning and evaluation of empirically validated treatments is emphasised.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC71-503 Subject title: Counselling Psychotherapies and Clinical Skills Subject level: Postgraduate Semester/Year: May 2018 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Lecture: x12 (Total hours: 24) - Weekly Lecture
Attendance and learning activities: Attendance at lectures and learning activities is compulsory. -
Resources
Prescribed resources: Books
- Rimondni, M (Ed). (2011). Communication in CBT - Chapter 2 ONLY. n/a, NY Springer
- Kennerley, H., & Kirk, J. (2017). An introduction to cognitive behavior therapy: Skills and applications. 3rd, NY Sage
- Luoma, J.B., Hayes, S.C., & Walser, R.D (2007). Learning ACT: An Acceptance & Commitment Therapy skills-training manual for therapists. n/a, Oakland CA New Harbinger
Journals
- Engagement of indigenous clients in mental health services: What role do cultural differences play?. Advancement of Mental Health Available at: http://www/gtp.com.au/ips
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 |
|---|---|
| Subject code: | PSYC71-503 |
| Subject title: | Counselling Psychotherapies and Clinical Skills |
| Subject level: | Postgraduate |
| Semester/Year: | May 2018 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at lectures and learning activities is compulsory. |
| Prescribed resources: | Books
Journals
|
|---|---|
| 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 |
|---|---|
| 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.
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| 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 knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate understanding and compliance with ethical requirements such as confidentiality, privacy, and consent issues, and self-evaluation skills.
- Demonstrate skills and knowledge in conducting systematic psychological assessment using a wide range of assessment techniques.
- Demonstrate skills and knowledge regarding intervention strategies.
- Demonstrate the ability to find, understand, collate and critique published empirical research relevant to psychotherapies and clinical practice.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.
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) End of Semester Examination 30% Final Examination Period 1,2,4 Skills Assignment Students are required to complete a competency role play with a female actor posing as a pseudo client . The assessment requires students to demonstrate clinical and interviewing skills and knowledge to develop a therapeutic relationship with the client; and knowledge and skills in Cognitive-Behavioural Therapy. 35% Week 6 2,4,6 Written Report CBT Case Study 35% Week 9 1,3,4,5,6 - * 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 |
|---|---|---|---|---|
| Paper-based Examination (Closed) | End of Semester Examination | 30% | Final Examination Period | 1,2,4 |
| Skills Assignment | Students are required to complete a competency role play with a female actor posing as a pseudo client . The assessment requires students to demonstrate clinical and interviewing skills and knowledge to develop a therapeutic relationship with the client; and knowledge and skills in Cognitive-Behavioural Therapy. | 35% | Week 6 | 2,4,6 |
| Written Report | CBT Case Study | 35% | Week 9 | 1,3,4,5,6 |
- * 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. |
|---|---|---|
| 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 - Counselling and Interviewing Skills; Ethics of Therapy
Overview of course; knowledge and skill competencies in cultural competence, ethics of therapy; process of data gathering and counselling skills to build therapeutic alliance – Stages of Therapy Readings on ilearn.
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate understanding and compliance with ethical requirements such as confidentiality, privacy, and consent issues, and self-evaluation skills.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.
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Week 2 - Skills in building therapeutic alliance
Knowledge and skill competencies in building therapeutic alliance with client–Skills for managing difficult situations in therapy. Stage 1 Therapy; Readings on ilearn.
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate understanding and compliance with ethical requirements such as confidentiality, privacy, and consent issues, and self-evaluation skills.
- Demonstrate the ability to find, understand, collate and critique published empirical research relevant to psychotherapies and clinical practice.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.
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Week 3 - Assessment; Stage 2 Therapy
Process and Content of Therapy; Measuring and evaluating Therapeutic Alliance; Writing up a Diagnosis; Assessment; Feedback assessment findings. – Stage 2 Therapy; Readings on ilearn.
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate understanding and compliance with ethical requirements such as confidentiality, privacy, and consent issues, and self-evaluation skills.
- Demonstrate skills and knowledge in conducting systematic psychological assessment using a wide range of assessment techniques.
- Demonstrate the ability to find, understand, collate and critique published empirical research relevant to psychotherapies and clinical practice.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.
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Week 4 - Goal Setting, Measuring Outcomes, Termination Stages 3 and 4 Therapy
Knowledge and skill competencies - Goal Setting, Measuring Outcomes, Termination Stages 3 and 4 Therapy; Readings on ilearn.
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate understanding and compliance with ethical requirements such as confidentiality, privacy, and consent issues, and self-evaluation skills.
- Demonstrate skills and knowledge in conducting systematic psychological assessment using a wide range of assessment techniques.
- Demonstrate skills and knowledge regarding intervention strategies.
- Demonstrate the ability to find, understand, collate and critique published empirical research relevant to psychotherapies and clinical practice.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.
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Week 5 - CBT
Cognitive Behaviour Therapy (CBT)–Basic theory & characteristics of cognitive behaviour therapy (CBT), CBT formulation and assessment - Chpts 1-4 Kennerley & Kirk (2017)
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate understanding and compliance with ethical requirements such as confidentiality, privacy, and consent issues, and self-evaluation skills.
- Demonstrate skills and knowledge in conducting systematic psychological assessment using a wide range of assessment techniques.
- Demonstrate the ability to find, understand, collate and critique published empirical research relevant to psychotherapies and clinical practice.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.
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Week 6 - CBT
Measurement, Cognitive Techniques and Socratic Method; Chapters 5,6,7,8 Kennerley, H., & Kirk, J. (2017).
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate skills and knowledge in conducting systematic psychological assessment using a wide range of assessment techniques.
- Demonstrate skills and knowledge regarding intervention strategies.
- Demonstrate the ability to find, understand, collate and critique published empirical research relevant to psychotherapies and clinical practice.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.
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Week 7 - CBT
Cognitive Restructuring – Core Beliefs, Agenda setting and homework, formulation - Chapters 4, 8 & 11 Kennerley, H., & Kirk, J. (2017).
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate skills and knowledge in conducting systematic psychological assessment using a wide range of assessment techniques.
- Demonstrate skills and knowledge regarding intervention strategies.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.
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Week 8 - CBT
Behavioural Experiments and Behavioural Techniques - Chapter 9 Kennerley, H., & Kirk, J. (2017).
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate understanding and compliance with ethical requirements such as confidentiality, privacy, and consent issues, and self-evaluation skills.
- Demonstrate skills and knowledge in conducting systematic psychological assessment using a wide range of assessment techniques.
- Demonstrate skills and knowledge regarding intervention strategies.
- Demonstrate the ability to find, understand, collate and critique published empirical research relevant to psychotherapies and clinical practice.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.
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Week 9 - CBT
CBT for Anxiety and Depression - Chpt 12, 13 Kennerley, H., & Kirk, J. (2017).
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Week 10 - ACT
Acceptance and Commitment Therapy (ACT) Introduction to ACT; Core Processes of ACT; ACT model of psychopathology; Chapters 1 Luma et al.
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate skills and knowledge in conducting systematic psychological assessment using a wide range of assessment techniques.
- Demonstrate skills and knowledge regarding intervention strategies.
- Demonstrate the ability to find, understand, collate and critique published empirical research relevant to psychotherapies and clinical practice.
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Week 11 - ACT
ACT – Experiential Avoidance, Cognitive Fusion, Present Moment - Chapters 2-4 Luma et al.
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate skills and knowledge in conducting systematic psychological assessment using a wide range of assessment techniques.
- Demonstrate skills and knowledge regarding intervention strategies.
- Demonstrate the ability to find, understand, collate and critique published empirical research relevant to psychotherapies and clinical practice.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.
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Week 12 - ACT
ACT –Self as Context, Valued Directions, Patterns of Committed Actions Conceptualisation, Interventions and treatment planning - Chapters 5-8 & 10 Luma et al.
SLOs included
- Demonstrate knowledge of psychological theories and models, the empirical findings supporting these theories and the methods employed to establish them, the major methods of psychological investigation and techniques of measurement and their application and interpretation, and design and implement a psychological intervention.
- Demonstrate understanding and compliance with ethical requirements such as confidentiality, privacy, and consent issues, and self-evaluation skills.
- Demonstrate skills and knowledge in conducting systematic psychological assessment using a wide range of assessment techniques.
- Demonstrate skills and knowledge regarding intervention strategies.
- Demonstrate the ability to find, understand, collate and critique published empirical research relevant to psychotherapies and clinical practice.
- Demonstrate the capacity to convey, appraise and interpret information in both oral and written formats.