General Information
This subject provides an introduction to clinical and applied psychological practice across health, community, and forensic settings. Students develop skills in assessment, formulation, diagnosis, communication, ethical decision-making, and culturally responsive practice. Using an evidence-based practice framework, students examine psychological presentations across the lifespan and explore intervention approaches relevant to clinical, health, and community contexts. The subject also addresses interprofessional collaboration, psychosocial risk management, digital technologies, and professional self-care. Through case-based learning and applied activities, students develop the knowledge and skills required for safe, ethical, and sustainable psychological practice.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC71-418 Subject title: Clinical and Applied Psychology Subject level: Honours Semester/Year: January 2027 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 12) - Weekly tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended study hours
Attendance and learning activities: N/A -
Resources
Prescribed resources: Books
- Trull, T. & Prinstein, M. (2013). Clinical Psychology. 8th Edition, CA, USA Wadsworth
iLearn@Bond & Email: Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC71-418 |
| Subject title: | Clinical and Applied Psychology |
| Subject level: | Honours |
| Semester/Year: | January 2027 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | N/A |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| 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 basic psychological assessment, formulation and diagnostic strategies to clinical and applied case material.
- Apply ethical principles, the Psychology Board of Australia Code of Conduct and culturally safe approaches to clinical and applied practice.
- Explain how basic psychological intervention strategies can be applied across the lifespan and across clinical and health contexts.
- Examine how personal values, assumptions and biases shape practice, and apply self-care strategies to manage the psychosocial demands of clinical and applied work.
- Communicate applied psychological knowledge and practical resources orally to a professional audience.
- Contribute productively to a team responding to a workplace psychosocial-hazard scenario, applying principles of interprofessional collaborative practice.
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 AI category Essay Case Study (Assessment, Formulation, Ethical Dilemma) 40.00% Week 6 1, 2, 3 Activity Authentic participation will be assessed via weekly reflection tasks and audience participation in tutorial presentations. 20.00% Weekly 3, 5 Presentation§ Group Presentation: Self-care. Tutorial presentation and written summary, commencing after week 9, depending on class size. 40.00% To Be Negotiated 2, 4, 5, 6 - § Indicates group/teamwork-based assessment
- * 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.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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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 | AI category |
|---|---|---|---|---|---|
| Essay | Case Study (Assessment, Formulation, Ethical Dilemma) | 40.00% | Week 6 | 1, 2, 3 | |
| Activity | Authentic participation will be assessed via weekly reflection tasks and audience participation in tutorial presentations. | 20.00% | Weekly | 3, 5 | |
| Presentation§ | Group Presentation: Self-care. Tutorial presentation and written summary, commencing after week 9, depending on class size. | 40.00% | To Be Negotiated | 2, 4, 5, 6 |
- § Indicates group/teamwork-based assessment
- * 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.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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
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.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. 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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Overview of Clinical and Applied Evidence-Based Practice
This week introduces the diverse roles psychologists perform across health, community, and forensic settings. Students will examine evidence-based practice, common therapeutic factors, cultural frameworks, and the challenges of delivering psychological services.
SLOs included
- Apply basic psychological assessment, formulation and diagnostic strategies to clinical and applied case material.
- Apply ethical principles, the Psychology Board of Australia Code of Conduct and culturally safe approaches to clinical and applied practice.
- Explain how basic psychological intervention strategies can be applied across the lifespan and across clinical and health contexts.
- Examine how personal values, assumptions and biases shape practice, and apply self-care strategies to manage the psychosocial demands of clinical and applied work.
- Communicate applied psychological knowledge and practical resources orally to a professional audience.
- Contribute productively to a team responding to a workplace psychosocial-hazard scenario, applying principles of interprofessional collaborative practice.
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Ethics and Cultural Safety
Students will explore ethical decision-making in complex professional environments, including situations involving competing responsibilities and organisational constraints. The week also focuses on cultural safety and responsive practice across health, forensic, and community settings.
SLOs included
- Apply ethical principles, the Psychology Board of Australia Code of Conduct and culturally safe approaches to clinical and applied practice.
- Examine how personal values, assumptions and biases shape practice, and apply self-care strategies to manage the psychosocial demands of clinical and applied work.
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Communication, Interviewing, and Microskills
Students will learn advanced communication skills that are known to establish and enhance therapeutic alliance. Students will learn to adapt their interviewing and interpersonal approaches across different professional contexts and make sound judgments under uncertainty.
SLOs included
- Apply ethical principles, the Psychology Board of Australia Code of Conduct and culturally safe approaches to clinical and applied practice.
- Communicate applied psychological knowledge and practical resources orally to a professional audience.
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Assessment, formulation and diagnosis
Students will learn to integrate assessment data from multiple sources, including interviews, behavioural observations, and psychometric testing. Emphasis is placed on culturally responsive formulation and communicating findings clearly to clients and multidisciplinary teams.
SLOs included
- Apply basic psychological assessment, formulation and diagnostic strategies to clinical and applied case material.
- Apply ethical principles, the Psychology Board of Australia Code of Conduct and culturally safe approaches to clinical and applied practice.
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Safe and sustainable practice
This week examines the skills required for safe, ethical, and sustainable professional practice. Students will consider practitioner wellbeing, boundaries, reflective practice, risk management, and strategies for maintaining effectiveness across a professional career.
SLOs included
- Examine how personal values, assumptions and biases shape practice, and apply self-care strategies to manage the psychosocial demands of clinical and applied work.
- Contribute productively to a team responding to a workplace psychosocial-hazard scenario, applying principles of interprofessional collaborative practice.
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Infants and children
Students will explore developmental trajectories in early childhood, including common behavioural, emotional, and family presentations. The week emphasises early intervention, the influence of family and school systems, and developmental pathways associated with later mental health and behavioural outcomes.
SLOs included
- Apply basic psychological assessment, formulation and diagnostic strategies to clinical and applied case material.
- Explain how basic psychological intervention strategies can be applied across the lifespan and across clinical and health contexts.
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Adolescents.
This week examines psychological development during adolescence, focusing on common presentations such as anxiety and depression. Students will consider the influence of family, school, and broader systems on mental health, behaviour, and intervention outcomes during this developmental period.
SLOs included
- Apply basic psychological assessment, formulation and diagnostic strategies to clinical and applied case material.
- Explain how basic psychological intervention strategies can be applied across the lifespan and across clinical and health contexts.
- Contribute productively to a team responding to a workplace psychosocial-hazard scenario, applying principles of interprofessional collaborative practice.
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Adults
Students will examine common adult mental health presentations, including trauma-related difficulties. The week explores how life transitions and developmental experiences influence mental health, engagement, and treatment responsiveness.
SLOs included
- Apply basic psychological assessment, formulation and diagnostic strategies to clinical and applied case material.
- Apply ethical principles, the Psychology Board of Australia Code of Conduct and culturally safe approaches to clinical and applied practice.
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Older adults
This week focuses on psychological practice with older adults, including age-related transitions, adaptation, and evidence-based interventions. Students will critically examine the relationship between culture and evidence-based practice and consider how diversity influences assessment, engagement, and care.
SLOs included
- Apply ethical principles, the Psychology Board of Australia Code of Conduct and culturally safe approaches to clinical and applied practice.
- Explain how basic psychological intervention strategies can be applied across the lifespan and across clinical and health contexts.
- Examine how personal values, assumptions and biases shape practice, and apply self-care strategies to manage the psychosocial demands of clinical and applied work.
- Communicate applied psychological knowledge and practical resources orally to a professional audience.
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Psychosocial risk assessment and management
Students will develop skills in psychosocial risk assessment and management across a range of applied settings, including child protection and youth justice. The week highlights multidisciplinary decision-making and the use of formulation to guide intervention planning and prioritisation.
SLOs included
- Apply ethical principles, the Psychology Board of Australia Code of Conduct and culturally safe approaches to clinical and applied practice.
- Explain how basic psychological intervention strategies can be applied across the lifespan and across clinical and health contexts.
- Communicate applied psychological knowledge and practical resources orally to a professional audience.
- Contribute productively to a team responding to a workplace psychosocial-hazard scenario, applying principles of interprofessional collaborative practice.
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Psychology’s role in chronic health
This week examines the contribution of psychology to chronic disease prevention, management, and adjustment. Students will explore behavioural health approaches, multidisciplinary teamwork, and the delivery of psychological services within health care systems.
SLOs included
- Apply basic psychological assessment, formulation and diagnostic strategies to clinical and applied case material.
- Apply ethical principles, the Psychology Board of Australia Code of Conduct and culturally safe approaches to clinical and applied practice.
- Explain how basic psychological intervention strategies can be applied across the lifespan and across clinical and health contexts.
- Communicate applied psychological knowledge and practical resources orally to a professional audience.
- Contribute productively to a team responding to a workplace psychosocial-hazard scenario, applying principles of interprofessional collaborative practice.
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Complex clinical cases
Students will apply psychological principles to complex clinical presentations such as chronic pain, fatigue, insomnia, and end-of-life care. The week introduces public health approaches to psychology, with a focus on prevention, health disparities, and community-level intervention design.
SLOs included
- Apply basic psychological assessment, formulation and diagnostic strategies to clinical and applied case material.
- Apply ethical principles, the Psychology Board of Australia Code of Conduct and culturally safe approaches to clinical and applied practice.
- Explain how basic psychological intervention strategies can be applied across the lifespan and across clinical and health contexts.
- Examine how personal values, assumptions and biases shape practice, and apply self-care strategies to manage the psychosocial demands of clinical and applied work.
- Communicate applied psychological knowledge and practical resources orally to a professional audience.
- Contribute productively to a team responding to a workplace psychosocial-hazard scenario, applying principles of interprofessional collaborative practice.