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PSYC71-503: Counselling Psychotherapies and Clinical Skills May 2020 [Standard]

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.


Academic unit:Faculty of Society & Design
Subject code:PSYC71-503
Subject title:Counselling Psychotherapies and Clinical Skills
Subject level:Postgraduate
Semester/Year:May 2020
Credit points:10

Delivery & attendance

Delivery mode:


Workload items:
  • Seminar: x12 (Total hours: 48) - Weekly Seminar
  • Personal Study Hours: x12 (Total hours: 72) - Recommended Study Hours
Attendance and learning activities: Attendance at lectures and learning activities is expected and important.


Prescribed resources:
  • Rimondni, M (Ed). (2011). Communication in CBT - Chapter 2 ONLY. NY: Springer 2
  • 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. Oakland CA: New Harbinger
  • Engagement of indigenous clients in mental health services: What role do cultural differences play?.
[email protected] & Email:[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.

To access these services, log on to the Student Portal from the Bond University website as

Enrolment requirements

Requisites: ?


Restrictions: ? This subject is not available to
  • Study Abroad Students

The Master of Psychology (Clinical) and Master of Professional Psychology programs are accredited pathways towards registration as a Psychologist. Entry into these programs is based on a calculated GPA derived from a completed four year sequence of study in Psychology as accredited by APAC as well as invitation into the degree. As such, this subject can only be taken by those students successfully admitted to the degree.

This subject is not available as a general elective. To be eligible for enrolment, the subject must be specified in the students’ program structure.

Assurance of learning

Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.

At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.

Program Learning Outcomes (PLOs)

Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:
  1. Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways.
  2. Employ professional communication skills, in a culturally responsive manner.
  3. Identify psychological disorders using a recognised taxonomy.
  4. 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.
  5. Interpret and communicate findings in written formats, including formal psychological reports, using culturally appropriate language.
  6. Demonstrate knowledge of empirically supported interventions, and monitoring clients’ progress and intervention outcomes.
  7. Rigorously apply professional practice policies and procedures.
  8. Critically evaluate contemporary scientific literature to inform practice.
  9. Apply advanced psychological knowledge of clinical psychology formulation and taxonomy.
  10. Apply advanced psychological knowledge to culturally responsive assessment in the area of clinical psychology.
  11. Apply advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology.


Assessment details

TypeTask%Timing*Outcomes assessed
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. 50% Progressive 1, 2, 3, 4, 5, 6, 8, 9, 10, 11.
Written Report CBT Case Study 50% Week 10 1, 2, 4, 5, 7, 10.
  • * 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 [email protected] 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.

Policy on plagiarism

University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.

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.

Disability 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.

Subject curriculum

Overview of course, knowledge and skill competencies in initial interview, informed consent and cultural responsiveness. Reading on ilearn.

Knowledge and skill competencies in building therapeutic alliance, establishing presenting problem/s, conducting initial assessment of risk and functional analysis assessment. Readings on ilearn

Empathetic Skilfulness and Therapeutic Alliance. Readings on ilearn

Skills development in CBT model; cognitive techniques and 7P’s . Reading - Text Book Chpts 1-4 Kennerley & Kirk.

CBT formulation and Goal Setting - Reading Chpts 4,5,11 Kennerley & Kirk (2017)

Cognitive Restructuring; Session Structure Chapters 5,6,7,8 Kennerley, H., & Kirk, J. (2017).

CBT for Anxiety in CBT - Chpt 12, 13 Kennerley, H., & Kirk, J. (2017).

CBT for Depression and Suicide Risk Assessment - Chpt 12 Kennerley, & Kirk

Group Therapy and Processes

Core Processes of ACT; ACT model of psychopathology; Chapts 1-4 Luma et al

ACT Case Formulation and ACT Interventions - Chapts 5-8 & 10 Luma et al

Understanding Trauma - Consequences, Impact - Trauma-Informed Care Approach to Therapy

Approved on: Apr 28, 2020. Edition: 6.2