Clinical Coursework III comprises a number of modules covering more advanced and specialised topics in clinical theory and practice such as:

• Psychopathology and Intervention II (Eating Disorders; Psychotic Disorders; Bipolar Disorder)
• Specialised Interventions

For further information on the course details please see the Clinical Psychology Program Handbook.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Understand the psychological theories of the aetiology, progression, and/or recovery, precursors, and sequelae and the psychopathological characteristics and diagnostic taxonomies of the classification of eating, psychotic and bipolar disorders.
2. Use evidence-based assessments to evaluate eating, psychotic and bipolar disorders, formulate treatment plans based on the principles of Cognitive Behavioural Therapy (CBT) and employ CBT techniques and strategies to treat eating, psychotic and bipolar disorders.
3. Demonstrate superior interpersonal skills, including the ability to form positive working alliances with unmotivated clients and with peers.
4. Understand and use theoretical systems that explain the aetiology and remediation of psychological problems based on the principles of Motivational Interviewing (MI) and Interpersonal Psychotherapy (IPT), formulate treatment plans based on the principles of MI and IPT and employ MI and IPT techniques and strategies to treat psychological disorders. 
5. Apply advanced psychological knowledge to culturally responsive interventions in the area of clinical psychology.

Research-Led Teaching

All lecturers will make use of evidence drawn from relevant disciplinary research to benefit student learning and outcomes. Some may share their own research findings with

students. This will provide students with special insights into the specific topics discussed. Having access to lecturers who are also key leaders in the field may mean that the

listed lecture sequence, that is, the lecture topics may change to another week in order to accommodate access to these experts.

Required Resources

Required readings and other resources will be listed or uploaded on Wattle throughout the course.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Students must be eligible for registration as a psychologist in the ACT. This course is assessed on a Course Requirement Satisfied (CRS) or Fail basis. Students must satisfactorily complete all assessment tasks in order to pass the course.

Referencing Requirements

Psychology uses the referencing style endorsed by the American Psychological Association: American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.

Student feedback to staff

In addition to student feedback provided through ANU Student Experience of Learning and Teaching (SELTS) surveys, students may also be invited to provide course-specific feedback through a feedback survey developed by the lecturers within the Master of Clinical Psychology program.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Psychopathology and Intervention II: Eating disorders
2	Psychopathology and Intervention II: Psychosis/bipolar disorders
3	Specialised Interventions: Motivational interviewing and Interpersonal Psychotherapy

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Learning Outcomes
1.Psychopathology and Intervention II: In-class demonstrations	10 %	2, 3
2.Psychopathology and Intervention II: Eating disorder resources	13 %	1, 2, 5
3.Psychopathology and Intervention II: Psychosis & bipolar resources	13 %	1, 2, 5
4.Psychopathology and Intervention II: Exam	15 %	1, 2, 5
5.Specialised Interventions: In class demonstrations	10 %	3, 4, 5
6.Specialised Interventions: MI role play	20 %	3, 5
7.Specialised Interventions: IPT reflective writing piece	20 %	3, 4, 5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Students will be participating in discussions and other activities during class time. You will also be undertaking readings prior to lectures which provide vital foundations for lecture content and activities. Students are not formally assessed on these tasks, but they provide the foundation for understanding key concepts and skills related to the course, and assessable components of the course, and therefore important to enrich your engagement with content and learning as a result. As such, students are expected to attend and participate in all aspects of the course to support their learning, including readings before each class. A register of attendance will be kept, ensuring registration can be obtained at the completion of the program.

Examination(s)

The course includes one 2-hour exam at the end of the semester.

Assessment Task 1

1.Psychopathology and Intervention II: In-class demonstrations

This assessment is designed to provide students with the opportunity to immediately implement demonstrated therapeutic strategies while receiving immediate feedback from their instructors and peers. The skills practice classes will take the form of (1) the presenter reiterating the rationale for using a specific assessment/therapeutic technique; (2) the presenter demonstrating the use of the assessment/therapeutic technique; and (3) students being evaluated for their use of the assessment/therapeutic technique and receiving feedback. While the emphasis will be on CBT skills, other approaches (e.g., motivational interviewing) will be utilised where appropriate.

Due date: 4/03/25 & 18/03/25

Assessment Task 2

2.Psychopathology and Intervention II: Eating disorder resources

Students will be asked to provide (1) a collection of the resources they would use when assessing and treating clients with an eating disorder using CBT (including those from diverse cultural backgrounds) and (2) for each resource (or category of resources), a brief (approximately 200-word) rationale of why they have chosen this particular tool (including references).

Due date: 14/04/25

Assessment Task 3

3.Psychopathology and Intervention II: Psychosis & bipolar resources

Students will be asked to provide (1) a collection of the resources they would use when assessing and treating clients with either psychosis (schizophrenia) or bipolar affective disorder (including those from diverse cultural backgrounds) and (2) for each resource (or category of resources), a brief (approximately 200-word) rationale of why they have chosen this particular tool (including references).

Due date: 16/05/25

Assessment Task 4

4.Psychopathology and Intervention II: Exam

This 2 hour exam is designed to determine the student’s:

1) Knowledge and understanding of the epidemiology, aetiology, psychological assessment, and main interventions for eating disorders, psychotic disorders,

and bipolar disorder; and

2) Ability to describe the key components of the diagnosis, assessment and intervention for eating disorders, psychotic disorders, and bipolar disorder using a CBT approach.

Exam questions will cover aspects of the epidemiology, aetiology, psychological assessment, and treatment of eating disorders, psychotic disorders, and bipolar disorder.

Due date: 3/06/25

Assessment Task 5

5.Specialised Interventions: In class demonstrations

This assessment is designed to provide students with the opportunity to immediately implement demonstrated MI and IPT strategies while receiving immediate feedback from their instructor and peers. The skills practice classes will take the form of (1) the presenter providing the rationale for using a specific assessment/therapeutic technique; (2) the presenter demonstrating the use of the assessment/therapeutic technique; and (3) students being evaluated for their use of the assessment/therapeutic technique.

Due date: 15/04/25; 22/04/25; 29/04/25; 6/05/25; 13/05/25

Assessment Task 6

6.Specialised Interventions: MI role play

The assessment is designed to determine the student’s competence in utilising motivational interviewing strategies for eliciting change talk, managing resistance, and enhancing confidence. Each student is required to demonstrate his/her motivational interviewing skills in a 15-minute, recorded role-play. The specific skills to be utilised include strategies for eliciting change talk, managing resistance, and enhancing confidence.

Due date: 17/04/25

Assessment Task 7

7.Specialised Interventions: IPT reflective writing piece

The assessment is designed to determine the student’s 1) ability to understand and implement IPT strategies; and 2) ability to engage in reflective practice. In this assessment piece you are asked to select at least one IPT strategy and complete a reflective writing piece based on your implementation of this strategy/strategies in your own life. Example strategies you could implement will be provided in class.

Due date: 21/04/25

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part

thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Grading in the Master of Clinical Psychology Program reflects achievement of competencies as appropriate to developmental level. As such, students will be provided with grades indicating that competency has been met (Course Requirement Satisfied: CRS) or not met (Fail). Failure to submit an assignment of a high standard which meets requirements for a passing grade (CRS) will result in a student receiving feedback on the area/s requiring remediation and one opportunity for resubmission of the assignment to address these issues. This opportunity is provided only in circumstances where a genuine attempt to address the assignment requirements was determined to be made in the first submission. If the resubmission satisfactorily addresses the issues identified, a grade of CRS will be awarded for the task. Should a student fail the re-submission, this will result in overall failure of the assessment piece, and thus the course, which will need to be repeated in a future offering.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students