General Information
This subject provides 48 hours of advanced training in the assessment, diagnosis, classification and treatment of common and severe mental disorders and psychopathology in children and adolescents. The disorders covered include anxiety and depressive disorders, externalising problems, adjustment disorders, developmental disorders (including autism spectrum disorders), and suicide and self-harm. In this subject, students receive 10 hours of formal academic training in the mechanisms and aetiology of these disorders, including a critical examination of significant diagnostic systems and diagnostic criteria, 10 hours of formal academic training in the clinical, behavioural, and psychometric assessment of these problems, 24 hours of formal academic training in empirically validated psychological interventions, and 4 hours formal academic training in psychopharmacology as it applies to these disorders. Students will learn to reliably diagnose the disorders covered, and to plan and evaluate appropriate treatments.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC71-608 Subject title: Psychopathology and Therapy: Families, Children and Adolescents Subject level: Postgraduate Semester/Year: September 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 48) - Weekly Lecture
- Personal Study Hours: x12 (Total hours: 72) - Recommended Study Hours
Attendance and learning activities: Students enrolled in the Masters of Psychology Programs must meet the Professional Communication standards expected of the Psychology profession. For all subjects there is a minimum 80% attendance, engagement and participation component. Students who fail to meet the expected competencies, across attendance and/or assessments, will be offered a remedial task in order to pass the subject. -
Resources
Prescribed resources: Books
- Thomas W. Phelan Parenting Toddlers to Teens Complete Book & DVD Library. n/a, https://www.123magic.com/value-packages/parenting-toddlers-to-teens-complete-book-dvd-library.html
- APA (2013). Diagnostic and statistical manual of mental disorders.. 5th, Washington DC American Psychiatric Press
- Creed, T., Reisweber , J., & Beck, A.T. (2011). Cognitive Therapy for adolescents in school settings. n/a, New York Guildford Press
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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: | PSYC71-608 |
| Subject title: | Psychopathology and Therapy: Families, Children and Adolescents |
| Subject level: | Postgraduate |
| Semester/Year: | September 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Students enrolled in the Masters of Psychology Programs must meet the Professional Communication standards expected of the Psychology profession. For all subjects there is a minimum 80% attendance, engagement and participation component. Students who fail to meet the expected competencies, across attendance and/or assessments, will be offered a remedial task in order to pass the subject. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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.
|
| 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:
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Employ professional communication skills, in a culturally responsive manner.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Interpret and communicate findings in oral and written formats, including formal psychological reports, using culturally appropriate language.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
- Critically evaluate contemporary scientific literature to inform practice.
- Demonstrate advanced psychological knowledge for clinical psychology formulation, diagnosis, and psychopharmacology.
- Apply advanced psychological knowledge in formulation, and culturally responsive assessment in the area of clinical psychology.
- Apply advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology.
- Implement appropriate, empirically supported interventions, and monitor clients’ progress and intervention outcomes.
- Conduct professional interviews and assessments and synthesise information from multiple sources, including assessment of risk, to formulate a conceptualisation of the presenting issues to determine the most appropriate interventions, including management of risk.
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 Presentation^ Students are required to complete a competencies role play C Week 7 1,2,7,9,12,13 Case Study^ Case report including process to gaining informed consent, assessment and conceptualisation, Diagnosis DSM-5, goals for therapy, recommended treatment plan and empirical evidence to support treatment approach. C Week 10 1,2,3,4,5,6,7,8,9,10,11,12 - ^ Students must pass this assessment to pass the subject
- * 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.
Pass requirement
Students enrolled in the Masters of Psychology Programs must meet the Professional Communication standards expected of the Psychology profession. For all subjects there is a minimum 80% attendance, engagement and participation component. Students who fail to meet the expected competencies, across attendance and/or assessments, will be offered a remedial task in order to pass the subject.
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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 |
|---|---|---|---|---|
| Presentation^ | Students are required to complete a competencies role play | C | Week 7 | 1,2,7,9,12,13 |
| Case Study^ | Case report including process to gaining informed consent, assessment and conceptualisation, Diagnosis DSM-5, goals for therapy, recommended treatment plan and empirical evidence to support treatment approach. | C | Week 10 | 1,2,3,4,5,6,7,8,9,10,11,12 |
- ^ Students must pass this assessment to pass the subject
- * 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.
Pass requirement
Students enrolled in the Masters of Psychology Programs must meet the Professional Communication standards expected of the Psychology profession. For all subjects there is a minimum 80% attendance, engagement and participation component. Students who fail to meet the expected competencies, across attendance and/or assessments, will be offered a remedial task in order to pass the subject.
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 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.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Sensitive topics may include topics common in the practice of psychology such as trauma and sexual abuse, family violence, suicidality, and homicidal ideation, among others. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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CBT child and adolescents introduction
Cognitive Behavioural Therapy with children and adolescents, focusing on knowledge and skill competencies in empirical evidence, assessment, formulation. Readings - Chapters 1-4 Creed, Reisweber, & Beck.
SLOs included
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
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CBT formulation
Cognitive Behaviour Therapy with children and adolescents focusing on knowledge and skill competencies in assessment, formulation & treatment. Readings Chapters 1-4 Creed, Reisweber, & Beck.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
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CBT depression
CBT for Depressive and Bipolar Disorders: Assessment, diagnosis and treatment DSM-5 – Section II pgs 123-188.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
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CBT anxiety disorders
CBT for Anxiety Disorders: Assessment, diagnosis and treatment DSM-5 – Section II pgs 189-290.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
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CBT Practices
Principles and Practices of Therapy working with children and adolescents - Reading DSM-5 – Section 1.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
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CBT ASD
Assessment, diagnosis and treatment of Disorders of Early Development and Autism Spectrum Disorder DSM-5 – Section II pgs 50-59; 265-268; Section III pgs 801-806.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
- Critically evaluate contemporary scientific literature to inform practice.
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CBT disruptive disorders
Overview of Disruptive, Impulse-Control, and Conduct Disorders and ADHD: Assessment, diagnosis and treatment DSM-5 – Section II pgs 59-66 & 461-481.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
- Critically evaluate contemporary scientific literature to inform practice.
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CBT Practice Disruptive disorders
Evidence-Based Psychosocial Treatment of Disruptive Behaviour Disorders – Practice Elements.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Employ professional communication skills, in a culturally responsive manner.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
- Critically evaluate contemporary scientific literature to inform practice.
- Demonstrate advanced psychological knowledge for clinical psychology formulation, diagnosis, and psychopharmacology.
- Apply advanced psychological knowledge in formulation, and culturally responsive assessment in the area of clinical psychology.
- Apply advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology.
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CBT Rehearsal
Role Play Assessment.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Employ professional communication skills, in a culturally responsive manner.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Interpret and communicate findings in oral and written formats, including formal psychological reports, using culturally appropriate language.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
- Demonstrate advanced psychological knowledge for clinical psychology formulation, diagnosis, and psychopharmacology.
- Apply advanced psychological knowledge in formulation, and culturally responsive assessment in the area of clinical psychology.
- Apply advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology.
- Implement appropriate, empirically supported interventions, and monitor clients’ progress and intervention outcomes.
- Conduct professional interviews and assessments and synthesise information from multiple sources, including assessment of risk, to formulate a conceptualisation of the presenting issues to determine the most appropriate interventions, including management of risk.
-
CBT practice elements
Evidence-Based Psychosocial Treatment of Disruptive Behaviour Disorders – Practice Elements.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Employ professional communication skills, in a culturally responsive manner.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Interpret and communicate findings in oral and written formats, including formal psychological reports, using culturally appropriate language.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
- Critically evaluate contemporary scientific literature to inform practice.
- Demonstrate advanced psychological knowledge for clinical psychology formulation, diagnosis, and psychopharmacology.
- Apply advanced psychological knowledge in formulation, and culturally responsive assessment in the area of clinical psychology.
- Apply advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology.
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CBT suicide ideation and trauma
Suicidal ideation and trauma-informed practice for child/adolescent. DSM-5 – Section II 329-338 Section III pgs 801-806.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Employ professional communication skills, in a culturally responsive manner.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Interpret and communicate findings in oral and written formats, including formal psychological reports, using culturally appropriate language.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
- Critically evaluate contemporary scientific literature to inform practice.
- Demonstrate advanced psychological knowledge for clinical psychology formulation, diagnosis, and psychopharmacology.
- Apply advanced psychological knowledge in formulation, and culturally responsive assessment in the area of clinical psychology.
- Apply advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology.
- Implement appropriate, empirically supported interventions, and monitor clients’ progress and intervention outcomes.
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Mindfulness
Mindfulness Based Therapies with Children and Adolescents - Reading TBA.
SLOs included
- Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
- Employ professional communication skills, in a culturally responsive manner.
- Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning.
- Identify psychological disorders using a recognised taxonomy.
- Utilise assessments and synthesise information from multiple sources, including assessment and management of risk.
- Interpret and communicate findings in oral and written formats, including formal psychological reports, using culturally appropriate language.
- Knowledge of supported interventions, and monitor clients’ progress and intervention outcomes.
- Critically evaluate contemporary scientific literature to inform practice.
- Demonstrate advanced psychological knowledge for clinical psychology formulation, diagnosis, and psychopharmacology.
- Implement appropriate, empirically supported interventions, and monitor clients’ progress and intervention outcomes.