Doctor of Psychology (Clinical Psychology)
School of Psychology and Psychiatry
Course Guide
2011
Produced and Published by:
Faculty of Medicine, Nursing & Health Sciences
School of Psychology and Psychiatry
Monash University
Clayton, Victoria, Australia, 3800
Revised & Printed Jan 2011
© Copyright 2011
NOT FOR RESALE. All materials produced for this course of study are protected by
copyright. Monash students are permitted to use these materials for personal study and
research only, as permitted under the Copyright Act. Use of these materials for any other
purposes, including copying or resale may infringe copyright unless written permission has
been obtained from the copyright owners. Enquiries should be made to the publisher
2
Welcome
Congratulations on being accepted into this course. We receive many applications for this
degree and select the most suitable candidates. A special welcome should be expressed
to those students who have not previously studied at Monash University. We hope your
studies at this university will be fulfilling and enjoyable.
This degree offers many unique benefits and opportunities for professional psychologists.
For instance, in contrast to many postgraduate courses, students receive extensive
training in one of three areas of specialisation. In addition, relative to many other degrees,
this course provides a more comprehensive repertoire of skills and experience in research
design and analysis. Furthermore, Monash University provides an abundance of services
and facilities to fulfil your needs and interests outside the course.
The course provides students with a diverse array of critical skills and knowledge in clinical
psychology and related fields. The scientist-practitioner model provides the foundation for
this course. As a consequence, the empirical basis of many techniques and practices will
be explored in depth. In addition, this course will emphasise those techniques that have
received the most empirical support.
Upon completing this course, students will have acquired the ability to:
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Understand, assess, and treat emotional and behavioural disorders
Select, administer, and interpret a broad range of psychometric tests
Plan, implement and evaluate the efficacy of a variety of treatments
Appreciate and comply with the Psychologists Code of Ethics
Conduct, appraise, and report scientific research, and apply these principles to
professional practice.
Completion of the Doctor of Psychology degree will qualify graduates for registration as a
psychologist with the Psychology Board of Australia (PBA), as well as endorsement as a
Clinical Psychologist with the PBA after completion of the registrar program. Graduates
will also be eligible for membership of the Australian Psychological Society (APS) and the
APS College of Clinical Psychologists. Candidates who have completed the Forensic
specialisation are also eligible for membership of the APS College of Forensic
Psychologists, if they have completed a doctoral research project in the area of forensic
psychology.
This course guide delineates the coursework, research and placement requirements of the
DPsych (Clinical) degree, the resources and facilities that are available to DPsych
students, and other administrative matters. University regulations are provided in the
Handbook for Doctoral and MPhil degrees, which can be found at
http://www.mrgs.monash.edu.au/research/doctoral/index.html.
Professor James Ogloff
Course Coordinator
3
4
Table of Contents
Welcome ............................................................................................................................ 3
Table of Contents ............................................................................................................... 5
1
Monash University ....................................................................................................... 7
2
The School of Psychology & Psychiatry ....................................................................... 8
3
2.1
Getting Assistance ............................................................................................... 8
2.2
Semester and Principal Dates ............................................................................ 10
2.3
Course Contacts ................................................................................................ 11
2.4
School Contacts ................................................................................................. 13
2.5
Committees ........................................................................................................ 14
Important information ................................................................................................. 16
3.1
School Resources .............................................................................................. 16
3.2
General Office, Pigeon Holes, Lockers ............................................................... 16
3.3
Support Services & Facilities .............................................................................. 17
3.4
Occupational Health and Safety ......................................................................... 18
3.5
Paid Work .......................................................................................................... 20
3.6
Policies .............................................................................................................. 21
3.7
Registration & Membership ................................................................................ 21
3.8
Professional behaviour ....................................................................................... 22
4
Monash Research Graduate School (MRGS) ............................................................ 23
5
About the course........................................................................................................ 24
6
5.1
Course Structure ................................................................................................ 24
5.2
Course Requirements ........................................................................................ 25
5.3
Course objectives............................................................................................... 25
5.4
Attendance requirements ................................................................................... 26
5.5
Assessments...................................................................................................... 26
5.6
Specialisations ................................................................................................... 27
5.7
Textbooks .......................................................................................................... 28
5.8
Overview of Coursework Units ........................................................................... 29
First & Second Year Coursework Units ...................................................................... 32
Advanced Clinical Practice DPSY6106 ......................................................................... 33
Clinical Developmental Psychology DPSY5105 ............................................................ 36
Clinical Neuropsychology DPSY6204............................................................................ 42
Fundamentals of Professional Practice DPSY5104 ....................................................... 44
Health Psychology and Behavioural Medicine DPSY6107 ............................................ 47
Psychological Assessment Part 1 DPSY5102 ............................................................... 54
Psychological Assessment Part 2 DPSY5202 ............................................................... 57
Psychopathology Part 1 DPSY5101 & Part 2 DPSY5201 .............................................. 60
Psychopharmacology DPSY6105 ................................................................................. 65
5
Research Methods in Professional Psychology DPSY5103 .......................................... 68
Theories and Techniques of Intervention Part 1 DPSY5203 .......................................... 73
Theories and techniques of intervention Part 2 DPSY6103 ........................................... 76
7
Third Year & Specialisations ...................................................................................... 78
Clinical Child, Adolescent, and Family Psychology Specialisation Part 1 DPSY7141 &
Part 2 DPSY7241 .......................................................................................................... 79
Advanced Health Psychology Specialisation DPSY7131 & DPSY7231 ......................... 86
Clinical Forensic Psychology Specialisation DPSY7111, DPSY7211, DPSY7112 &
DPSY7212 .................................................................................................................... 90
8
Fourth year ................................................................................................................ 99
9
Research ................................................................................................................. 100
9.1
Timeline & Research requirements .................................................................. 100
9.2
Scope of the research and supervisors ............................................................ 101
9.3
RDA advisors ................................................................................................... 101
9.4
Progress Reviews ............................................................................................ 102
9.5
Ethics clearance ............................................................................................... 106
9.6
Conferences and Papers.................................................................................. 106
9.7
Research Support and Travel Grants ............................................................... 107
10
Placements .......................................................................................................... 109
10.1
Background ...................................................................................................... 109
10.2
Aims ................................................................................................................. 109
10.3
Placement Contacts ......................................................................................... 109
10.4
Clinical Placement Requirements & Expectations ............................................ 110
10.5
Processes for Placement ................................................................................. 114
10.6
Policies Relevant to Placements ...................................................................... 129
11
Appendices .......................................................................................................... 132
Appendix A – APS College of Clinical Psychologists Course Approval Guidelines ...... 133
Appendix B – APS College of Clinical Psychologists Competencies ........................... 141
Appendix C – Placement Documentation .................................................................... 144
Appendix D – Thesis by Publication ............................................................................ 172
6
1 Monash University
Monash is an energetic and dynamic university committed to quality education,
outstanding research and international engagement.
Learning is an essential part of human existence. At Monash University, education is about
how ideas change people and how people change the world.
We offer our students access to a rich and international learning experience. With a
presence in Australia, Asia, South Africa and Europe, Monash fosters a truly global
perspective.
Excellence
Monash is a member of the prestigious Group of Eight (Go8) universities, recognised for
excellence in teaching, learning, research and graduate outcomes. The Go8 undertakes
70 per cent of all research conducted in Australian universities and more than half of all
basic research conducted throughout Australia.
Established in 1958, the University was named after prominent Australian Sir John
Monash. Over the years, Monash has grown into a community of more than 59,000
students, 15,000 staff and 250,000 alumni.
Research
Our researchers are committed to finding solutions for 21st Century challenges such as
climate change, water shortage, cancer, diabetes, obesity and those posed by terrorism.
As set out in the long term vision of Monash 2025, the strategic directions of the University
encourages and supports innovative multi-disciplinary research which addresses national
and international priorities. The development and maintenance of an excellent research
infrastructure capability that meets the needs of researchers and research students will
continue to be a priority for Monash. Monash has 95 research centres and institutes and
is involved with 17 cooperative Research Centres. More than 2400 academic staff publish
some 5000 research works annually.
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2 The School of Psychology &
Psychiatry
The School of Psychology and Psychiatry is unique in Australia in bringing together the
disciplines of psychology and psychiatry into a successful academic partnership. The
school spans research from the basic behavioural through to applied health services
research. We combine teaching, research and clinical training in the professions of
psychology and psychiatry and serve by far the largest number of clinical populations
across a diverse range of treatment settings in Melbourne and rural regions.
The DPsych course is offered by the School of Psychology and Psychiatry (Faculty of
Medicine, Nursing and Health Sciences) and administered by the Monash Research
Graduate School (MRGS). While the School spans sites across Victoria, the DPsych
course teaching and administration almost exclusively takes place at the Clayton campus.
In particular, the staff and facilities are generally located in Biology Building 17. The
general office is located on the fourth floor, immediately outside the lifts. The Research
Degrees Administrators Office is located on the 5th Floor of Building 17. Most of the
DPsych teaching staff, the DPsych Academic Registrar and the DPsych Placement
Coordinators are located on the 5th or 6th Floor.
2.1 Getting Assistance
If you have a question relating to the DPsych program, please check this course guide and
the MRGS Handbook for Doctoral and MPhil Degrees
(http://www.mrgs.monash.edu.au/research/doctoral/index.html) for information before
asking. Many answers are found in these documents.
Course Administration
For assistance with

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Enrolment/re-enrolment
Transcripts
Intermission/Study away
Confirmation of Candidature
Change of supervisor
contact the school’s HDR Office via hdr.psych@monash.edu or 9905 4359.
Coursework
If you have a problem with a coursework unit (including requests for extensions) including
content, contact the unit coordinator. If your issue is not resolved at this level you can then
contact the Year Level Coordinator or the Academic Registrar.
Research
If you have a problem with your research/thesis, contact your research supervisor(s) first,
and then the Academic Registrar or the DPsych (Clinical) Course Coordinator.
8
Placement
For enquiries relating to placements, contact the DPsych (Clinical) Placement Coordinator
(email clinpsychplacements.psych@monash.edu).
General issues and support
The Academic Registrar assists with the administration and organisation of the DPsych
programs and can answer queries regarding the content and structure of the course.
For general, professional or personal issues you can speak to the Academic Registrar,
your Year level coordinator, or the University Counselling Service (ph: 9905-3156; Monday
to Friday, 9.00 a.m. to 5.00 p.m.; after hours ph: 9905-3156). If personal issues are
impacting on your research progress, alert your research supervisor so options can be
discussed early on.
After following these processes, if you need to speak with someone further, you can
contact the DPsych (Clinical) Course Coordinator, or you can ask the Academic Registrar
to assist you in determining the best person to speak to.
Refer to flow chart below.
Unit Coordinator, Placement Coordinator, or
Research Supervisor
Year Level Coordinator
Academic Registrar
DPsych (Clinical) Course Coordinator
9
2.2 Semester and Principal Dates
Principle dates
http://www.monash.edu.au/students/key-dates/principal-dates-2011.html
Semester One 2011
Week
1
2
3
4
5
6
7
8
Easter/Mid Semester break
9
10
11
12
Swot Vac
Exams
Week commencing
28th Feb
7th Mar
14th Mar
21st Mar
28th Mar
4th Apr
11th Apr
18th Apr
22nd Apr (til 29th Apr)
2nd May
9th May
16th May
23rd May
30th May
th
6 – 24th Jun
Semester Two 2011
Week
1
2
3
4
5
6
7
8
9
Mid Semester break
10
11
12
Swot Vac
Exams
Week commencing
25th Jul
1st Aug
8th Aug
15th Aug
22nd Aug
29th Aug
5th Sep
12th Sep
19th Sep
26th Sep
3rd Oct
10th Oct
17th Oct
24th Oct
31st Oct – 18th Nov
Please note that starting in 2011, all semesters will be 12 weeks instead of 13 weeks. All
coursework unit schedules have been amended accordingly.
Semester and Vacation Dates 2009 - 2015
http://www.adm.monash.edu.au/execserv/about/principal-dates/prdsemda.html
10
2.3 Course Contacts
Staff
Role
Prof James Ogloff
Course Coordinator/
Year 3 Coordinator/
Co-coordinator of the
Clinical Forensic
Psychology specialisation
Dr Nicole Rinehart
Year 1 Coordinator/
Lecturer/
Coordinator of the Clinical
Child, Adolescent &
Family Psychology
specialisation
Contact
James.Ogloff@monash.edu
9495 9160
Thomas Embling Hospital: 99472600
PA (Maree): 9947 2600 (messages &
appointments);
M: 0419 878 277 (business hours
only)
Nicole.Rinehart@monash.edu
9501 2432 or 9902 4561
Dr Sabura Allen
Year 2 Coordinator/
Lecturer/
Coordinator of the
Advanced Health
Psychology specialisation
Sabura.Allen@monash.edu
9905 4725
Dr Michael Daffern
Lecturer/Co-coordinator
of the Clinical Forensic
Psychology specialisation
Michael.Daffern@monash.edu
Tuesday and Friday
Monash University
9905 1196
Monday, Wednesday and Thursday
Centre for Forensic Behavioural
Science
99472600
Dr Lillian Nejad
Placement Coordinator/
Lecturer
clinpsychplacements.psych@monash.
edu
9905 1194
Dr Dana Wong
Academic Registrar/
Lecturer
Dana.Wong@monash.edu
9905 3933
Dr Audrey McKinlay
Lecturer
Audrey.McKinlay@monash.edu
9905 3945
11
Staff
Role
Dr Rene Stolwyk
Lecturer
Dr Jillian Broadbear
Lecturer
Prof Grahame Coleman
Lecturer
Ms Heather Alco
Senior Administrator
(Mon – Wed)
Ms Anastasia Georgiou
Senior Administrator
(Wed & Fri)
Lisa Blair
Placement Administrator
(Tue – Wed)
12
Contact
Rene.Stolwyk@monash.edu
9902 0099
Jillian.Broadbear@monash.edu
9905 3903
Grahame.Coleman@monash.edu
9905 3956
hdr.psych@monash.edu
9902 4200
hdr.psych@monash.edu
9905 1232
Lisa.Blair@monash.edu
9902 0873
Ms Susan Knight
Administrative Officer
hdr.psych@monash.edu
9905 4359
Ms Maria Lawlor
Assistant to Director of
Research Degrees
Maria.Lawlor@monash.edu
9905 3058
2.4 School Contacts
Many staff members are available to assist you on various matters. To email these
individuals, simply use the following format:
firstname.surname@monash.edu
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2.5 Committees
Board of Studies (BoS)
The DPsych (Clinical) Course Co-ordinator is responsible for the oversight of the program
and its day-to-day administration.
The roles of the DPsych (Clinical) Board of Studies include:
(i)
Evaluating applications for admission (including assessment of academic
preparation and, via interview panels, personal suitability) and considering
supervisory arrangements.
(ii)
Monitoring students’ progress in all aspects of the course.
(iii)
Scrutinising the quality of coursework offerings.
(iv)
Ensuring that the course meets the accreditation guidelines of the Australian
Psychology Accreditation Council and the relevant College accreditation
guidelines of the Australian Psychological Society.
(v)
Policy formulation.
Membership:
(i)
DPsych (Clinical) Course Co-ordinator (Chair).
(ii)
Co-ordinator of Advanced Health Psychology specialisation.
(iii)
Co-ordinator of Clinical Forensic Psychology specialisation.
(iv)
Co-ordinator of Clinical Child, Adolescent, and Family Psychology
specialisation.
(v)
Co-ordinators of units in DPsych (Clinical) Program.
(vi)
Director of Research Degrees or nominee.
(vii)
DPsych (Clinical) Placement Co-ordinator.
(viii) Clinical Psychology Centre Co-ordinator.
(ix)
Academic Registrar.
In attendance:
(i)
Senior Research Degrees Administrator (Executive Secretary).
(ii)
Administrator, Postgraduate Research (Minute Secretary)
Please note that any proposed changes to the sequence of your coursework or practical
training, or to your research (e.g., change of supervisors or of topic), need to be
considered by the Board of Studies. This also includes changes to enrolment status (e.g.,
changing from full time to part time or vice versa, or intermission). You therefore need to
put this in writing and submit this to the Senior Research Degrees Administrator for
consideration by the BOS.
The BOS meets once a month, and applications / requests cannot be approved until the
next meeting has occurred. Hence, you should submit applications for extensions or
changes of candidature well in advance of the date they are due in the School or at the
Faculty. It can take up to a month for requests to be considered and forms to be signed
and then processed.
14
Course Advisory Committee
The roles of the Advisory Committee include:
(i)
Advise the DPsych (Clinical) Board of Studies on such matters as course
philosophy, policy, structure, content and administration.
(ii)
Review the curriculum from time to time and monitor the effectiveness of the
course.
Membership:
(i)
DPsych (Clinical) Course Co-ordinator (Chair).
(ii)
Co-ordinator of Advanced Health Psychology specialisation.
(iii)
Co-ordinator of Clinical Forensic Psychology specialisation.
(iv)
Co-ordinator of Clinical Child, Adolescent and Family Psychology
specialisation.
(v)
DPsych (Clinical) Placement Co-ordinator.
(vi)
Clinical Psychology Centre Co-ordinator.
(vii)
Academic Registrar.
(viii) Director of Research Degrees or nominee.
(ix)
Field supervisors from employment agencies that cover the three specialisation
streams plus Adult Psychiatry.
(x)
Three elected student representatives (one for each year).
In attendance:
(i)
Senior Research Degrees Administrator (Executive Secretary).
(ii)
Administrator, Postgraduate Research (Minute Secretary).
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3 Important information
3.1 School Resources
Facilities available for students within the School:
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Students are allowed to borrow a broad range of equipment. This equipment
includes video cameras and recorders, tape recorders, and slide projectors. To
borrow any of these items, email or ring Nichola Thompson.
Students will be able to access the school photocopiers. Photocopying material
that directly relates to the course will be free of charge. The copiers to be used by
DPsych students are located at the southern end of level 4 and level 6.
Students can obtain stationery and resources that pertain to their thesis without
charge. Students should send an email to Cheryl Roberts with their ID number,
authcate username and the course they are enrolled in. Cheryl will then assist
them to procure these resources through the Clayton store. A limit of $50 per
student per year applies.
A host of psychological tests are also available to borrow from the test library. The
file v:\Resources\Library\Psychological Test Library\Clayton Psych Test Library
Contents.xls lists the tests and lending policy. For test library enquiries, contact
Nichola Thompson.
Computer accounts will be assigned to each student at the beginning of the course.
Computers are available at several sites. The computers on the 6th floor of Biology
Building 17 are specifically allotted to postgraduate students within the School.
There is also an HDR student room with computers available for DPsych students
to use on the 5th floor (room 535).
Students are welcome to use the Clayton staff room located on the 6th floor, but
must supply their own tea, coffee, and milk.
3.2 General Office, Pigeon Holes, Lockers
The General Office of the Psychology Division is located on the 4th Floor of Biology
Building 17. In this office you will find pigeon holes of all the staff members where you can
leave mail or memos for them. Internal and external mail boxes are located here.
In the general office you will have a “drop file” allocated to you. These are in the filing
cabinets in the office and are organised alphabetically. Staff will leave messages, forms or
work for you here in these drop files.
On the 6th floor there are a number of lockers that are available to DPsych students to
leave belongings. You will be given a key to a locker if you would like one and this can be
arranged through Cheryl Roberts, 9905 3930.
16
3.3 Support Services & Facilities
Monash Postgraduate Association
The Monash Postgraduate Association Inc. (MPA) is the representative body for all
research and coursework postgraduate students enrolled through Monash University's
Victorian campuses. http://mpa.monash.edu.au/
Student Services
The University provides many different kinds of support services for you. Contact your
tutor if you need advice and see the range of services available at
www.monash.edu.au/students
The Monash University Library provides a range of services and resources that enable you
to save time and be more effective in your learning and research. Go to
http://www.lib.monash.edu.au or the library tab in my.monash portal for more information.
Students who have a disability or medical condition are welcome to contact the Disability
Liaison Unit to discuss academic support services. Disability Liaison Officers (DLOs) visit
all Victorian campuses on a regular basis
Website: http://adm.monash.edu/sss/equity-diversity/disability-liaison/index.html;
Telephone: 03 9905 5704 to book an appointment with a DLO;
Email: dlu@monash.edu
Drop In: Equity and Diversity Centre, Level 1 Gallery Building (Building 55),
Monash University, Clayton Campus.
Libraries
Hopefully, you will use the library facilities extensively. Several libraries are located on the
Clayton campus. The libraries that you are likely to use are the



Matheson Library (Building 4)
Hargrave-Andrew library (Building 30)
Law library (Building 12)
Students are also recommended to utilise the library located at the Monash Medical
Centre, Clayton Road. This library houses an extensive collection of clinical books and
journals. Furthermore, you can freely use the libraries at the other campuses of Monash
University. Finally, students can join the CAVAL scheme, which allows you to borrow
books in libraries that are located at other institutions. For more information about these
services, visit the enquiries desk at any one of the Monash libraries.
Postgraduate students are granted special library privileges. For instance, these students
can borrow up to 30 books or journals. Brochures that specify these rights can be found in
all of the libraries.
Public Transport
A multitude of bus lines converge at the Clayton campus. A guide to these bus lines is
available at the campus centre (building 10) or via
http://www.monash.edu.au/campuses/clayton.html
17
The Monash Medical Centre in Clayton is a short distance from Clayton Station and
numerous bus lines. Furthermore, Monash Medical Centre is only a 20 minute walk from
the university.
Clayton Campus
Students can travel to the Clayton campus by car or public transport. To ensure that you
can park within a reasonable distance of the Biology Building, students should consider
purchasing a ‘Blue’ parking permit. This permit allows students to park in the spaces that
are demarcated by blue lines. These blue car parks are located throughout the university
grounds. For more info see: http://fsd.monash.edu.au/travel-parking/parking The number
of blue permits is limited; students should therefore obtain a permit as soon as possible if
they plan to buy one.
Several options are available for students who do not obtain a blue permit. Although the
streets that surround Monash restrict parking to half an hour, all day parking can be
obtained in the side streets located north of Clayton Road. Also, special privileges are
bestowed upon individuals who choose to car-pool.
Scattered throughout the university are fee-paying parking spaces. Unfortunately, many of
the areas are limited to 2-4 hours and you need to purchase a ticket. There is cheap all
day parking available on the roof of the multi-storey car park at the north end of the strip
next to the roundabout (at the far north-west corner of the university). For more information
regarding parking zones go to the Monash Parking website cited above.
Monash Medical Centre
The Southern Clinical School has a reduced rate for student parking. Students at MMC
will pay 0.50 cents per day. All students will require a Southern Health ID card. Currently
this card costs $20.00. An application for the card can be obtained from the Southern
Clinical School office, which is located in Block E, Level 5. This application needs to be
completed and then signed by the Academic Registrar. We are currently negotiating to
have these forms sent to our office at uni. Once your form is signed you need to return it
the Southern Clinical School office. They will give you a memo that states your parking
rate of 50 cents per day. Students then take both these forms to the Southern Health
Cashier and make the required payment for the ID card. Once payment is made, a receipt
will be issued and students should take this receipt to the Security Office who will then
provide the ID card and will make sure your car parking access is on the card.
The car parking facilities for students are off site. There is no onsite parking for staff or
students. The car park is located in Browns Road South, which is a short walk from MMC.
Southern Health provides a courtesy bus that runs at regular intervals throughout the day
to and from the car park.
3.4 Occupational Health and Safety
All students are expected to familiarise themselves with the University’s OHS website
(http://www.adm.monash.edu.au/ohse/index.html) and any policies and procedures
relevant to their research project. Particular attention should be paid to the “Information for
Students” page (http://www.adm.monash.edu.au/ohse/for/students.html).
18
OHS Roles & Responsibilities
As outlined in the University document OHS Management at Monash University: Structure,
Function, Roles and responsibilities,
6.4 INDIVIDUALS (STAFF MEMBERS, STUDENTS)
6.4.1 Each staff member or student at Monash University is responsible for
ensuring that his or her own work or study environment and practices reflect high
OHS standards in order to protect their own health and safety as well as the health
and safety of others.
6.4.2 The responsibilities of staff members and students include:
• complying with OHS policy, procedures and instructions;
• being familiar with emergency and evacuation procedures and complying
with the instructions given by emergency response personnel such as
emergency wardens and first aiders;
• participating in meetings, training and other health and safety activities as
required;
• reporting hazards, near misses, injuries and incidents;
• using a documented risk management process to eliminate or minimise
OHS risks where appropriate;
• using and maintaining safety devices and personal protective equipment
correctly;
• not willfully or recklessly endangering the health and safety of any person
at the workplace.
The School Safety Officer is Cheryl Roberts (Clayton, Bldg 17). Cheryl is assisted by a
number of Site Safety Officers located at the non-campus locations of the School. Further
information will be available on the School intranet.
OHS Risk Management
Whilst developing your research project you will need to consider the specific OHS risks
that you may encounter during the course of collecting data and writing up your thesis.
These risks, along with the appropriate control measure(s) to minimise risk, will be
recorded in your risk assessment documentation. Further details on completing a risk
assessment will be covered in the COMPULSORY workshops. Students are expected to
enrol themselves using the online form available at
http://www.adm.monash.edu.au/staff-development/ws/ohs/risk-management-nsca.html
When prompted for payment the cost centre is M54001 and the fund is 3213542.
This workshop MUST be completed before commencing data collection.
19
For the majority of students the processes involved in collection of data will be considered
of low risk. However, each year a small number of students undertake research projects
which have much higher risks. Examples include working in the prison setting; collecting
human samples such as blood or sputum; working with a specific high-risk patient
population; working with laboratory animals; working in a chemical or ‘wet’ lab; collecting
data in private homes; etc. The risks need to be clearly identified and discussed with your
supervisor and recorded in your risk assessment. Your risk assessment will assist you to
identify measures which you will need to undertake in order to reduce risk exposure; for
example, if you need to be vaccinated for Hepatitis B or require further training in chemical
handling.
Ergonomics & Manual Handling
Students are strongly encouraged to enrol in the workshop Ergonomics & Manual
Handling. This workshop will assist you to set up your workstation and environment so
that you might avoid musculosketal disorders.
Details on dates and times is available through the Staff Development webpage
(http://www.adm.monash.edu.au/staff-development/ws/ohs/ergonomics.html).
When prompted for payment the cost centre is M54001 and the fund is 3213542.
Hazard & Incident Reporting
As outlined in the University’s “Procedures for hazard and incident reporting, investigation
and recording”, each student and staff member must:
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
Ensure that all hazards and incidents in which they are involved or in areas for
which they have responsibility are reported as soon as practicable and at least
within 30 days of the hazard or incident
Ensure their supervisor, safety or environmental officer, health & safety
representative or OH&SE, are made aware of the incident or hazard as appropriate
Participate in an investigation of the hazard or incident
Hazard-incident report forms can be downloaded at
http://adm.monash.edu.au/ohse/assets/forms/hazard-incident-report.pdf
Please forward the completed form to your Site Safety officer
3.5 Paid Work
The DPsych course will demand a considerable amount of time and effort. During the first
two years of this course, the amount of paid work that students can undertake is thus
restricted. Specifically, students are not permitted to work more than 15 hours per week
on average. Further restrictions may apply to scholarship holders (usually 8 hours per
week only are allowed). Up to a maximum of six hours on average of this employment
may be undertaken during normal working hours (9 am to 5 pm, Mondays to Fridays).
However, this may be extended to a maximum of eight hours if the employment is limited
to one week day. The candidate’s supervisor(s) must be satisfied that any part-time work
undertaken does not interfere with the candidate’s study program and progress.
20
After the first two years, however, students will be permitted to complete the course part
time. During this time, these students will be allowed to undertake additional paid work.
Furthermore, paid internships will also be available to some of these students.
3.6 Policies
Monash has educational policies, procedures and guidelines, which are designed to
ensure that staff and students are aware of the University’s academic standards, and to
provide advice on how they might uphold them. You can find Monash’s Education Policies
at: http://policy.monash.edu.au/policy-bank/academic/education/index.html
Key educational policies include:







Plagiarism (http://www.policy.monash.edu/policybank/academic/education/conduct/plagiarism-policy.html)
Assessment (http://www.policy.monash.edu/policybank/academic/education/assessment/assessment-in-coursework-policy.html)
Special Consideration (http://www.policy.monash.edu/policybank/academic/education/assessment/special-consideration-policy.html)
Grading Scale (http://www.policy.monash.edu/policybank/academic/education/assessment/grading-scale-policy.html)
Discipline: Student Policy (http://www.policy.monash.edu/policybank/academic/education/conduct/student-discipline-policy.html)
Academic and Administrative Complaints and Grievances Policy
(http://www.policy.monash.edu/pplicybank/academic/education/management/complaints-grievance-policy.html)
Student Grievances (http://www.adm.monash.edu.au/execserv/policies/AcademicPolicies/)
3.7 Registration & Membership
Australian Psychological Society (APS) Membership




Students who have completed their fourth year in an undergraduate psychology
stream are eligible to become an Associate Member of the APS and an affiliate of
the APS Colleges.
Upon completion of the first two years of this course, students will be eligible to
apply for full membership of the Australian Psychological Society (APS) and
Associate Membership of the College of Clinical Psychologists. Full membership
of the APS, however, expires if the student does not complete the degree.
Full membership of the APS College of Clinical Psychologists can be obtained on
completion of the entire DPsych course (Note that this may change for students
commencing from 2011, who may need to complete an additional one-year period
of supervision). Those students undertaking the Clinical Forensic Psychology
specialisation will also be eligible for membership of the APS College of Forensic
Psychologists, providing their doctoral thesis was in an area directly relevant to
forensic psychology.
For further information regarding the APS and its various Colleges please see
http://www.psychology.org.au/
21
Application for Registration as a Provisional Psychologist
You are required to be registered as provisional psychologists with the Psychology Board
of Australia from the commencement of your DPsych degree. You are required to remain
provisionally registered throughout your degree, regardless of whether or not you are on
placement. Provisional psychologist registration forms are accessible via:
http://www.psychologyboard.gov.au/Forms.aspx
3.8 Professional behaviour
It is expected that you will apply the skills and knowledge you learn during the course in a
professional and ethical manner in your work environment. As such, you should familiarise
yourself and act in accordance with the Code of Ethics published by the Australian
Psychological Society and the Health Practitioner Regulation National Law Act 2009
published by the Psychology Board of Australia.
For certain components of the course, students will need to travel beyond the boundaries
of the University. When attending venues outside Monash University, students are
requested to dress in a professional manner. Psychologists work with clients who can be
emotionally vulnerable, who may have difficulties understanding interpersonal boundaries,
who may be cognitively impaired or who may even be psychotic. You must always
consider how your attire can be interpreted by your clients. Avoid wearing revealing
clothing like low cut or see-through tops, short skirts, or overly casual attire like shorts,
jeans, and runners. Sometimes you can be dressed too formally for a particular setting
also. Many hospitals have dress policies and you need to be aware of these. The best
thing to do is ask your supervisor about the dress code at the beginning of placement, as
some venues will have a more formal dress code than others. For more information about
professional conduct while on placements, please see Section 10.5. If you have issues in
this area and need someone with whom to discuss it, please talk to the Placement
Coordinator or Academic Registrar.
22
4 Monash Research Graduate
School (MRGS)
The Monash Research Graduate School (MRGS) administers the Doctor of Psychology
and a wide range of other doctoral programs, in addition to coordinating the university's
postgraduate research training activities and research scholarships. MRGS operates the
Monash Research Graduate Centre which provides facilities and services including office
accommodation for postgraduate research students. It also coordinates the exPERT
seminar and workshop series.
The Monash Research Graduate School Committee
Many matters must be referred to the Faculty Research Degrees Committee before
transmission to the Research Steering Committee of the University. This latter committee
is the body responsible for administering the Doctorate Regulations. It has final
responsibility for approving admission to DPsych candidature and for such matters as
variations to candidature, questions of supervision, progress, submission and examination
of theses. The committee also deals with the allocation of scholarships, awards and grants
to graduate students.
Handbook for Doctoral and MPhil Degrees
The Handbook for Doctoral and MPhil Degrees is designed to assist candidates,
supervisors and administrators with the regulations, procedures and protocols of doctoral
and MPhil programs at Monash University. The handbook provides an interpretation of,
and guidelines on, the doctorate and MPhil regulations, as well as associated procedures
and policies, and, as such, complements this course guide and the Monash University
Calendar Research Graduate School Committee regulations. Candidates and their
supervisors are advised that changes to these regulations occur periodically and that both
candidates and their supervisors are responsible for reviewing these changes as listed on
the Monash Research Graduate School website. Please note that most queries relating to
the course structure or guidelines can be resolved by referring to the MRGS handbook.
Please ensure that you and your supervisor refer to this handbook at the start of each year
and use it as a source of information throughout the year if you have queries relating to
course policies and procedures. The Handbook is available on the web at
http://www.mrgs.monash.edu.au/research/doctoral/
23
5 About the course
5.1 Course Structure
The DPsych course entails three principal components, coursework, placements, and
research. The coursework involves seminars and practical demonstrations, using formal
lectures and videos as well as other methods. It covers all of the key components of
clinical psychology, including psychopathology, assessment, and intervention. The
placements entail three semesters of practical experience in professional settings in the
first two years, as well as an extended internship in the third year. Finally, the research
component will comprise one study or a series of studies on a topic of direct relevance to
clinical psychology.
3rd Year
2nd Year
1st Year
The program structure is outlined in the following table.
Semester One
Semester Two
MRU0022 Postgraduate Research
MRU0022 Postgraduate Research
Psychology
Psychology
DPSY5101 Psychopathology 1
DPSY5201 Psychopathology 2
DPSY5102 Psychological assessment 1
DPSY5202 Psychological assessment 2
DPSY5103 Research methods in professional DPSY6103 Theories and techniques of
psychology
intervention 2
DPSY5299 Introductory practicum
DPSY5104 Fundamentals of professional
practice
DPSY5105 Clinical developmental psychology
DPSY5203 Theories and techniques of
intervention 1
MRU0022 Postgraduate Research
MRU0022 Postgraduate Research
Psychology
Psychology
DPSY6106 Advanced clinical practice
DPSY6203 Psychopharmacology
DPSY6107 Health psychology and
DPSY6204 Clinical neuropsychology
DPSY6299 Advanced practicum
behavioural medicine
DPSY6199 Intermediate practicum
Clinical forensic psychology option
MRU0022 Postgraduate Research
MRU0022 Postgraduate Research
Psychology
Psychology
DPSY7111 Introduction to forensic
DPSY7112 Psychology and children's and
psychology
family law
DPSY7211 Psychology and criminal law
DPSY7212 Psychology and civil law
Advanced health psychology option
MRU0022 Postgraduate Research
Psychology
DPSY7131 Clinical health and medical
psychology 1
MRU0022 Postgraduate Research
Psychology
DPSY7231 Clinical health and medical
psychology 2
Clinical child, adolescent and family psychology option
4th Year
MRU0022 Postgraduate Research
Psychology
DPSY7141 Clinical child, adolescent and
family psychology 1
24
MRU0022 Postgraduate Research
Psychology
Supervision Training Workshop – Hurdle
Requirement
MRU0022 Postgraduate Research
Psychology
DPSY7241 Clinical child, adolescent and
family psychology 1
Key:
Research
Coursework
Placements
5.2 Course Requirements
The Doctor of Psychology course comprises:



supervised placements being the equivalent of 125 days and comprising
approximately 10% of the program;
doctoral-level psychology coursework units representing approximately 20% of the
program; and
research representing approximately 70% of the program.
The initial two years of the course must be completed on a full-time basis, after which the
candidate may be enrolled on a full-time or part-time basis. Full-time students must
complete the thesis within four years; students who complete the course on a part time
schedule must finish the thesis within six years. Extensions will be granted in extenuating
circumstances.
Enrolment is initially considered probationary. Once a student has successfully met the
necessary requirements as outlined in Section 9.4, confirmation of candidature will be
granted.
Students may be exempted from particular components of the DPsych degree, provided
they have attained the relevant knowledge or experience in previous incomplete degrees.
These students must apply for credit before the corresponding unit or placement
commences. Some conditions apply. Note that credit will not be provided for previous
research.
5.3 Course objectives
The DPsych program prepares psychology graduates, using the scientist-practitioner
model, to conduct research in applied areas of psychology and to work as clinical
psychologists in the assessment and treatment of adults and children with relatively severe
emotional and/or behavioural disorders.
Students who have completed the course will demonstrate a thorough understanding of
relevant research techniques in their field through a review of the relevant literature. They
will demonstrate their ability, under supervision, to apply relevant research techniques to
their chosen field of study. Students will be able to present high-quality written work
suitable for publication in appropriate scholarly journals, and be able to critically evaluate
both their own and others' written work in their chosen field.
Students will also be able to






identify and define research questions
identify the appropriate research methods to address the research questions
demonstrate mastery of their chosen research methodology/methodologies
demonstrate theoretical knowledge at doctoral level in their chosen field of
research
communicate their research findings in a format appropriate to their academic
discipline
write up their research into a high quality thesis
25

contribute new information or new ways of understanding information in the field of
research.
5.4 Attendance requirements
Because of the nature of training in professional psychology, regular attendance of classes
is necessary. Thus, to pass a unit, students must attend at least 80% of all classes (i.e.,
10 of 12 classes) each semester. Attendance sheets are administered at the beginning of
each class and late arrivals are noted.
Students are expected to notify the reason for any absences to their unit coordinator prior
to the class in question. Reasons may include illness or other urgent matters. Students
are expected NOT to take holidays during semester. For all unattended classes, students
must discuss with the unit coordinator how they intend to acquire the relevant knowledge
and skills.
When a student is absent from more than two classes:



Written documentation, such as medical certificates, must be supplied to the unit
coordinator.
A written request must also be made to the DPsych (Clinical) Board of Studies,
which includes evidence of the required permissions and support.
Additional assignments may be requested by unit coordinators, to ensure the
relevant knowledge has been acquired.
When the absence affects attendance at placements for two weeks or more, students
must gain permission from the placement supervisor and placement coordinator as well as
submitting a written request from the Board of Studies.
Conference attendance during semester can be problematic as it cuts across coursework
and placement commitments. Hence, students wishing to attend conferences during
semester must apply in writing to the Board of Studies for permission to do so. In
applying, they need to seek permission of the unit coordinators and placement supervisor
for absence, as well as seeking the support of their research supervisor for attending the
conference. The application to the Board of Studies should include evidence of the
required permissions and support. Permission by the Board will not normally be given for
conference attendance if it involves missing more than one class per unit. Any classes
missed are noted on attendance sheets as for other absences.
5.5 Assessments
Students will not be explicitly graded on the placements or the thesis. Instead, a pass or
fail will be assigned to each of these components and to the course as a whole. In
contrast, for the coursework, most units will be graded out of 100, and these scores will
appear on your academic record. This system is merely intended to reward outstanding
performance. For some coursework units, because of their requirements or because
collaborative work is emphasised, a pass or fail grade is awarded.
In the fourth year of the degree, students will be required to complete a Supervision
Training Workshop. Attendance at and participation in this workshop is a hurdle
requirement, and students will not be graded.
26
All assignments must be submitted with an assessment coversheet, available for
download from http://www.med.monash.edu.au/current/student-forms.html. Assignments
should conform to the conventions that are stipulated in the 5th edition of the APA manual.
Plagiarism, and submitting the same piece of work for separate units, is obviously
prohibited.
Generally, late assignments will be penalised by 10% per day, although extensions will be
granted under certain circumstances. To avoid this penalty, extensions must be approved
prior to the due date.
To complete the degree, students must pass all of the coursework units and placements.
Students who fail a particular component may be allowed to undertake supplementary
assessment. In most circumstances, supplementary assessment cannot receive more
than a pass grade (50%) only.
5.6 Specialisations
A feature of the DPsych (Clinical) program is that its training in clinical psychology is
extended through specialisation in a choice of areas. Students complete their
specialisations in their third year. Depending on student demand, options may include
areas outlined below.
Clinical child, adolescent and family psychology
This area focuses on the understanding, assessment and treatment of children,
adolescents and families in a variety of mental health, paediatric and community settings.
An understanding of presenting issues and behaviours is formulated within a
developmental theoretical framework in which the links between the child's outward
behaviour, patterns of inner experience, and the external environment (including family,
school, community, society and culture) are explored and researched. Clinicians in this
field contribute to discussions in the community on policy matters affecting children and
families, and to the development of initiatives that promote the emotional and physical
well-being of children and families.
Clinical forensic psychology
Focuses on the application of psychological knowledge to the understanding, assessment
and management of individuals in the legal system including the behaviour of offenders,
victims, witnesses, judges and juries, prisoners and prison staff. Careers in clinical forensic
psychology include assessment and/or treatment of accused persons, prisoners, civil
litigants, victims, and family members in custody disputes. Clinicians in this field can also
act as expert witnesses in consultancy to statutory bodies and the legal profession on
relevant areas of psychological knowledge.
Advanced health psychology
Focuses on the application of psychological knowledge to the promotion and maintenance
of health and the prevention and treatment of illness, the identification of aetiological and
diagnostic correlates of health, illness and related dysfunction, and to the analysis and
improvement of health care systems and health policy formation. Students completing this
specialisation will learn how to assess and change behaviour and lifestyle relating to
common disorders such as obesity and headache/migraine, and the high mortality
27
diseases such as heart disease and cancer. They will also learn about health promotion
and the prevention of disease.
5.7 Textbooks
Students are advised to purchase books prior to the commencement of coursework.
These books will be available in the Monash University bookshop, which is located in the
Campus Centre Building (Building 10). Nonetheless, students are not obliged to purchase
all of the prescribed textbooks. All prescribed texts will also be available in at least one of
the libraries at Monash.
The following list comprises textbooks that are felt to be key texts for the DPsych (Clinical
Psychology) program as well as for the practice of clinical psychology more broadly. They
are not compulsory texts but are suggested as the most important ones to consider for
possible purchase.






American Psychiatric Association. (2000). Diagnostic and Statistical Manual of
Mental Disorders – Text Revision (4th ed.-TR). Washington, DC: Author.
Australian Psychological Society (2007). Code of ethics. Aust: Author.
Australian Psychological Society (2007). Ethical guidelines. Aust: Author.
Barlow, D. H. (2008). Clinical Handbook of Psychological Disorders (4th ed.). New
York: Guilford Press.
Beck, J. (1995). Cognitive Therapy: Basics and Beyond. New York: Guilford Press
Healy, D (2005). Psychiatric Drugs Explained (4th ed.) Elsevier Limited.
Other suggested reading:


28
Meehl, P. (1996). Clinical Versus Statistical Prediction: A Theoretical Analysis and
a Review of the Evidence (New ed.) Jason Aronson.
O’Gorman, J. (2008). Psychology as a Profession in Australia. Melbourne:
Australian Academic Press.
5.8 Overview of Coursework Units
Timetable
Be aware this timetable is subject to change and should be checked annually.
Year 1 - Semester 1
Tuesday
Wednesday
Friday
Unit
DPSY5105
Clinical Developmental
Psychology
DPSY5103
Research Methods in
Professional Psychology
DPSY5203
Theories and Techniques of
Intervention I
Time
9.30am - 12.30am
9.00am – 11.30am
9.00am – 12.00pm
Venue
Meeting Room 3
CPC
Computer lab B
1st floor, MU
Seminar Room
6th floor, MU
Lecturer
Nicole Rinehart
Grahame Coleman
Sabura Allen
DPSY5104
Fundamentals of Professional
Practice
DPSY5102
Psychological Assessment
DPSY5101
Psychopathology I Seminar
Time
1.30pm - 4.30pm
1.30 pm – 4.00pm
1.00pm – 2.30pm
Venue
Colloquium Room
6th floor, MU
Colloquium Room
6th floor, MU
Seminar Room
3rd floor, Psych Med, MMC
Lecturer
Michael Daffern
Rene Stolwyk
Audrey McKinlay
Unit
Unit
DPSY5101
Psychopathology I
Interviews
Time
3.00pm – 4.30pm
Venue
Seminar Room or Tutorial
Room
Psych Med, MMC
Lecturer
Audrey McKinlay/Lillian Nejad
MU = Monash University, Clayton, MMC = Monash Medical Centre, CPC = Clinical Psychology Centre, Notting Hill Campus,
CFBS = Centre for Forensic Behavioural Science
29
Year 1 - Semester 2
Wednesday
Friday
Unit
DPSY5202
Psychological Assessment II
Time
10.00am – 1.00pm
Venue
Seminar Room
6th floor, MU
Lecturer
Sabura Allen
Unit
Yr 1 meetings (Weeks 1, 6 and 10)
DPSY5201
Psychopathology II Seminar
Time
1.00pm – 2.00pm
1.00pm – 2.30pm
Venue
Seminar Room
6th floor, MU
Seminar Room
3rd floor, Psych Med, MMC
Lecturer
Nicole Rinehart
Audrey McKinlay
DPSY6103
Theories and Techniques of
Intervention II
DPSY5201
Psychopathology II
Interviews
Time
2.00 – 5.00pm
3.00pm – 4.30pm
Venue
Seminar Room
6th floor, MU
Seminar Room or Tutorial Room
Psych Med ,MMC
Lecturer
Sabura Allen
Audrey McKinlay/Lillian Nejad
Unit
MU = Monash University, Clayton, MMC = Monash Medical Centre, CPC = Clinical Psychology Centre, Notting Hill Campus,
CFBS = Centre for Forensic Behavioural Science
Year 2 - Semester 1
Year 2 - Semester 2
Friday
Friday
Unit
DPSY6106
Advanced Clinical
Practice
DPSY6107
Health Psychology
& Behavioural
Medicine
DPSY6105
Psychopharmacology
(weeks 1-7)
DPSY6204
Clinical
Neuropsychology
Time
9.00 am – 12.00 pm
1.00 pm – 4.00 pm
9.00am-12.00pm
1.00-2.30pm
Venue
Colloquium Room,
6th floor, MU
Seminar Room
6th floor, MU
Seminar Room, 6th
floor, MU
Seminar Room, 6th
floor, MU
Lecturer
TBA
Michael Daffern
Jillian Broadbear
Rene Stolwyk
MU = Monash University, Clayton, MMC = Monash Medical Centre, CPC = Clinical Psychology Centre, Notting Hill Campus,
CFBS = Centre for Forensic Behavioural Science
30
Year 3 - Semester 1
Refer only to classes in your specialisation – Forensic (F), Health (H) or Child Adolescent
and Family (CAF)
Tuesday
Wednesday
Thursday
Unit
DPSY7131 Advanced
Health Psychology I
DPSY7111
Introduction to
Forensic Psychology
DPSY7211
Psychology and
Criminal Law
DPSY7141 Clinical
Child, Adolescent
and Family
Psychology I
Time
9.30am-12.30pm
1.00-4.30pm
1.00-4.30pm
9.30am – 12.30pm
Venue
Seminar Room
6th floor, MU
CFBS
CFBS
Meeting Room 3,
CPC
Lecturer
Sabura Allen
Jim Ogloff
Michael Daffern
Nicole Rinehart
MU = Monash University, Clayton, MMC = Monash Medical Centre, CPC = Clinical Psychology Centre, Notting Hill Campus,
CFBS = Centre for Forensic Behavioural Science
Year 3 - Semester 2
Tuesday
Wednesday
Thursday
Unit
DPSY7231 Advanced
Health Psychology II
DPSY7212
Psychology & Civil
Law
DPSY7112
Psychology and
Children’s and
Family Law
DPSY7241 Clinical
Child, Adolescent
and Family
Psychology II
Time
9.30am-12.30pm
1.00-4.30pm
1.00-4.30pm
9.30am – 12.30pm
Venue
Seminar Room
6th floor, MU
CFBS
CFBS
Meeting Room 3,
CPC
Lecturer
Sabura Allen
Jim Ogloff
Michael Daffern
Nicole Rinehart
MU = Monash University, Clayton, MMC = Monash Medical Centre, CPC = Clinical Psychology Centre, Notting Hill Campus,
CFBS = Centre for Forensic Behavioural Science
31
6 First & Second Year
Coursework Units
In each of the first two years, 24 weeks of coursework will be undertaken. A variety of
teaching formats will be employed, including lectures, guest speakers, demonstrations,
role-playing, practical sessions, and workshops.
The following section provides an outline of most of the units that students will undertake
during this DPsych course. For each unit, the objectives and assessment procedures are
stipulated, together with other vital details. These units are presented in alphabetical order.
Any necessary amendments will be distributed via e-mail.
32
Advanced Clinical Practice DPSY6106
Year 2, Semester 1
Coordinator:
Class time and venue:
TBA
Fridays, 9.00am - 12.00pm,
Colloquium Room (653), 6th Floor,
Building 17, Clayton Campus.
Synopsis
This unit in the second year of the DPsych (Clinical) course covers key issues for clinical
psychologies, such as assessment methods, intervention planning and management, and
the professional communication of clinical work. Students learn to conduct assessment
and treatment, and to present these to peers and academic clinicians in an informative and
succinct manner. Relevant professional, ethical and legal issues are explored for all
presented cases.
Objectives
Students are expected to:





Consolidate and expand on the knowledge acquired from the first year units
Fundamentals of Professional Practice and Psychopathology.
Develop an understanding of clinical assessment, management and therapies, and
their professional communication in clinical settings.
Complete comprehensive assessment that incorporates the wider contexts of
family, community, and culture
Plan, execute, and evaluate an intervention
Develop a familiarity with a range of organisational, professional, ethical, and legal
issues encountered in various clinical settings
Format of sessions
The unit will focus on engagement, questioning, and clinical exploration, which can
facilitate productive and comprehensive clinical assessment and treatment. Students will
take turns in presenting assessment and treatment cases for general discussion. All
students will be required to present a 30min presentation.
Assessment
Assessment Task 1: Seminar Attendance & Change Diary
Details of task:
Weighting:
Hurdle Requirement
Due Date:
TBA
The change diary is a personal reflection on the experience of change (social,
environmental, psychological). The perspective on change can be drawn from
personal and clinical experience. Students will also be required to be active in
case reflection.
Assessment Task 2: Oral Case Presentation
Details of task:
33
Length:
30 mins
Weighting:
80%
Due Date:
TBA
Every student will be required to deliver a presentation which provides a detailed
analysis of either a bio-psycho-social assessment/formulation or a treatment
modality which outlines the main theoretical principle and provides practice
examples (film, role play) drawn from the student’s placement case work. These
presentations must be unique to the unit and pertain to current clients.
Assessment Task 3: Written Case Report
Details of task:
Length:
4500 words
Weighting:
20%
Due Date:
TBA
A written report of the extended case must be submitted. The report must integrate
at least two high quality references with a description of their relevance. The report
must be submitted within a week of the presentation.
Unit schedule
Week Topic
1
Identifying therapeutic intentions and goals. Understanding Psychology work
contexts, and managing Psychology referrals
2
Using a bio/psycho/social model and developing case formulations
3-4
Advanced assessment.
Thinking systemically (structural, strategic and Milan style).
Skilled questioning (Interventive interviewing and genograms)
5-6
Advanced change interventions
Brief therapy & narrative therapies
Philosophers as CBT therapists and visa-versa
7-10
11
Student presentations on a theoretical models, rationales and examples of
practice with reflective practice
Working with the indigenous community
Working with trauma, sexual abuse and protective services
12
Working with psychosis and serious mental illness
Note: This timetable is subject to change.
Required reading
Ingram, B. (2006) Clinical Case Formulations Matching the Integrative Treatment Plan to
the Client. Wiley and Sons.
Other readings will be provided in class.
34
Recommended reading
Braaten, E (2007) The Child Clinician’s report-writing handbook. Guildford Press.
Baird, B., (2001) The Internship, Practicum, and Field Placement Handbook: A Guide for
the Helping Professions (3rd Edition). Prentice Hall.
De Botton, A. (2000) The consolations of philosophy. Penguin London.
Department of Human Services (2007) Cumulative Harm: a conceptual overview.
www.dhs.vic.gov.au
Department of Human Services (2007) every child every chance Child development and
Trauma guide www.dhs.vic.gov.au/everychildeverychance
Dudgeon, P (2000) Working with Indigenous Australians. Gunada Press
Gurman, A. & Kniskern, D. (Eds.), Handbook Of Family Therapy Vol 2 Brunner/Mazel
Scott D. Miller, Mark A. Hubble, & Barry L. Duncan (editors) (1996) Handbook of SolutionFocused Brief Therapy.
Scott D. Miller, Mark A. Hubble, & Barry L. Duncan (2008) Supershrinks: Learning from the
Fields Most Effective Practitioners, Psychotherapy in Australia 14 (4).
Tomm, K. Interventive interviewing: Part I. Strategizing as a fourth guideline for the
therapist. Family Process 26: 3-13,1987.
Turkington, D., Kingdon, D. & Turner, T. (2002) Effectiveness of a brief cognitivebehavioural therapy intervention in the treatment of schizophrenia. British Journal
of Psychiatry, 180, 523–527.
White, M. (1989) Literate Ends to Therapeutic Means Dulwich Centre, Adelaide
35
Clinical Developmental Psychology DPSY5105
Year 1, Semester 1
Coordinator:
Class time and venue:
Associate Professor Nicole Rinehart
Deputy Director, Centre for
Developmental Psychiatry & Psychology
School of Psychology and Psychiatry
Building 1
270 Ferntree Gully Road
Notting Hill VIC 3168
Phone: +61 3 9902 4561
Nicole.Rinehart@monash.edu
Tuesdays, 9-30am – 12-30pm,
Meeting Room 3, CPC, Building 1, 270
Ferntree Gully Road, Notting Hill
Objectives
At the end of this unit, students should be able to:






Understand the diagnosis, classification, and aetiology of the major disorders
occurring in childhood and adolescence;
Understand the principles of interviewing and assessing children and adolescents;
Be competent in the administration of the Wechsler Intelligence Scale for Children
(WISC-IV);
Be familiar with the major forms of treatment and management based;
Be competent in writing a clinical case formulation for a child presenting with a
clinical developmental disorder; and
Understand clinical developmental issues in later life using a biopsychosocial
frame-work.
The aim of this unit is to ensure that students are familiar with disorders that occur during
childhood and adolescence. Diagnosis and classification, aetiology of the major disorders
occurring in childhood and adolescence, as well as the major forms of treatment and
management based on recent research will be covered. Various disorders will be
examined including autism, attention deficit hyperactivity disorder, anxiety disorders, and
depression. Students will be expected to develop competence in the application of
diagnostic classification systems to children but also will be encouraged to critically
evaluate such systems and be aware of their limitations in paediatric populations. A
component of this subject will be devoted to formal psychological, especially cognitive,
assessment of children and adolescents. Although the major focus of this subject will be
on the identification and assessment of disorders and assessment of cognitive abilities in
children, the use of various treatment modalities with children, adolescents, and their
families will also be discussed with an emphasis on cognitive behavioural approaches.
The final session of this unit will focus on developmental issues later in life.
Teaching method
This subject will comprise didactic input, discussion of case material, and video
observations of assessments with children or adolescents.
36
Assessment
Assessment Task 1: WISC-IV assessment
Details of task:
Weighting:
20%
Due Date:
Week 8
Students will be required to administer a complete WISC-IV and submit a
completed WISC-IV record form.
Assessment Task 2: Brief Report
Details of task:
Length:
1000-1500 words
Weighting:
30%
Due Date:
Week 10
Following the observation sessions, a brief report should be submitted providing a
clinical formulation for the case that was observed.
Assessment Task 3: Examination
Details of task:
Length:
2 Hours
Weighting:
50%
Due Date:
Exam Period
Based on lectures and DSM-IV-TR.
Unit schedule
Week
Session /Assessment
Location
Staff
1
Introduction to Clinical
Developmental Psychology
Meeting Room 3,
CPC
A/Prof Rinehart
2
Pervasive Developmental
Disorders & Intellectual Disability
Meeting Room 3,
CPC
A/Prof Rinehart
3
NB: Week off as there is a double
lecture in Week 10
Week off
Week off
4
Cognitive Assessment of Children
& Learning Disability
Meeting Room 3,
CPC
Dr McKinlay
5
Substance Abuse; Psychosis
Meeting Room 3,
CPC
Professor Newman
6
Internalising Disorders
Meeting Room 3,
CPC
Dr Melvin
37
Week
Session /Assessment
Location
Staff
7
Externalising Disorders
Meeting Room 1,
CPC
A/Prof Rinehart
8
Clinical Video Observation
Meeting Room 3,
CPC
A/Prof Rinehart
9
Clinical Video Observation
& Case Formulation
Meeting Room 3,
CPC
A/Prof Rinehart
10
Psychological Interventions for
Children and Adolescents I&II
NB Monday all day seminar – 9th of
May.
Meeting Room 3,
CPC
Dr. Moseley
11
Child Physical and Sexual Abuse
Meeting Room 3,
CPC
Professor Newman
12
Developmental Issues in later life
Meeting Room 3,
CPC
A/Prof Rinehart
Required reading
The American Psychiatric Association (2000) Diagnostic and statistical manual of mental
disorders. 4thh –Edition- TR. Washington: Author.
Recommended reading
Davies, D (Ed). (2011). Child Development: A Practitioner’s Guide, 3rd Edition Guilford
Press, New York.
Marsh, E. J. & Barkley (2010). Assessment of Childhood Disorders, 4th Edition. Sattler, J.
M. Assessment of children. 4th Edition. Guilford Press, New York.
These books should be readily available in libraries but are basic references for your
clinical practice. References for further reading will be advised.
Journals
Recommended journals in which to find relevant articles on clinical child and adolescent
psychology are the following (most of these can be accessed online through the Monash
library databases) :
Child Psychiatry and Human Development
Clinical Child Psychology and Psychiatry
Journal of Consulting and Clinical Psychology
Journal of Clinical Child and Adolescent Psychology
Journal of Abnormal Child Psychology
Journal of the American Academy of Child and Adolescent Psychiatry
38
Child Psychological Assessment
As a requirement for this subject each student will be required to conduct a psychological
assessment of a child (aged 6- 12 years) using the WISC IV. It is best to obtain the
assistance of family, friends, neighbours and other students to locate a child suitable for
assessment but this exercise will be a more useful learning experience if the child is not
too well known to you. You should explain to the parents that this is a requirement of your
course and the purpose is for you to gain experience in conducting such assessments so
you will not be able to give them feedback regarding the results. You should also give
them this explanation in writing (see the following letter to parents), and written consent
(see consent form attached). You are required to submit the consent form as part to the
coordinator.
It is very important that you do not seek out a child who is experiencing difficulties. The
assessment should be conducted in a quiet place in the child’s home at a time convenient
to the family. It is critical that no identifying information about the child or family is
recorded. You are required to submit the completed WISC form as a hurdle requirement.
Note that every page of the WISC form needs to be completed (NB; further analyses on
page 2 and behavioural observations on the last page).
WISC-IV tests are available for loan from the
School of Psychology & Psychiatry’s Test Library
Nichola Thompson
Nichola.Thompson@monash.edu
Ph: +61 3 990 53487
Following the assessment, the completed de-identified WISC-IV form should be submitted
to A/Prof Nicole Rinehart by Week 8 at the Notting Hill campus reception (please place in
an envelope and deliver to reception).
39
Cognitive Assessment Information for Parents
Dear Parent,
As a requirement for the Clinical Developmental Psychology 2011 unit, Doctor of Clinical
Psychology students are required to conduct a cognitive assessment of a child using the
Wechsler Intelligence Scale for Children- IV. Students will also be required to write a
report of the results as a requirement for the subject. Please note that students are asked
to submit reports without any identifying information about the child they assessed. The
purpose is for the students to gain experience in conducting and interpreting such
assessments, especially considering that their first few cognitive assessments are not
considered to be valid, due to their level of inexperience.
The assessment involves the student administering a number of hands-on puzzles and
verbal questions to the child, assessing verbal and non-verbal problem solving. For
example, children may be asked to tell the meaning of words, and copy some patterns
from a model with blocks. Most assessments take between 1.5-2 hours, and most children
find them enjoyable.
Should you and your child decide to participate, please note that the students will not be
able to provide you and your child with feedback regarding the results. It is therefore
very important that should your child be experiencing difficulties (e.g. learning
difficulties at school), or if you are considering getting a cognitive assessment in the next
couple of years, that they do not participate in this task.
If you have any questions or concerns about any of this, please do not hesitate to contact
me further on 9902 4561 (or email: nicole.rinehart@monash.edu).
Yours Sincerely
A/Professor Nicole J. Rinehart
Deputy Director, Centre for Developmental Psychology & Psychiatry
40
Cognitive Assessment Parent Consent
I give consent for my child to take part in the cognitive assessment described in the
information sheet (which I keep for my records), that is part of Monash University’s course
requirements for doctoral level Psychology students. I understand that no feedback will be
provided about my child’s performance because the assessment is not valid due to the
level of inexperience of the student.
I understand that any information I provide is confidential, and that no information that
could lead to the identification of any individual will be disclosed in any reports on the
project, or to any other party. I also understand that my child’s participation is voluntary,
that I can choose for my child not to participate in part or all of the cognitive assessment,
and that I can withdraw my child at any stage of the assessment.
For quality assurance purposes, lecturers in the course may need to contact you. Hence,
we request your contact details below. If you have any concerns or questions about the
cognitive assessment please do not hesitate to contact me further on 9902 4561 (or email:
nicole.rinehart@monash.edu).
Name of Student conducting assessment:
Parent Name:
Parent Signature:
Date____________________________
Parent Telephone
Parent Mailing
Address:
41
Clinical Neuropsychology DPSY6204
Year 2, Semester 2
Coordinator:
Class time and venue:
Dr Rene Stolwyk
Room 543, Building 17, Clayton Campus
Phone +61 3 9902 0099
Rene.Stolwyk@monash.edu
Fridays, from 1.00pm – 2.30pm
Seminar Room (651), 6th Floor,
Building 17, Monash University, Clayton
Campus
Objectives
The aims and objectives of this unit are
1. To understand the roles played by the clinical neuropsychologist in health settings.
2. To become familiar with brain-behaviour relationships.
3. To develop skills in the understanding of several leading neuropsychological tests.
4. To become familiar with leading causes of brain injuries and illnesses and the
effects these may have on cognitive and psychological functioning.
5. To understand the rehabilitation process as it is applied to those with neurological
impairment.
Assessment:
Assessment Task 1: Participation
Details of task:
Weighting:
Hurdle requirement
Due Date:
ongoing
Satisfactory attendance and participation are required to pass the unit.
Assessment Task 2: Case Report Series (3)
Details of task:
Weighting:
100%
Due Date:
5.00pm, Monday 24th October
The cases will be provided in week 9.
Unit Schedule
Week
Topic
Presenter
1
Introduction to Neuropsychology
Jennie Ponsford
2
Structural & Functional Neuroanatomy
Rene Stolwyk
3
Neuropsychological Assessment
Rene Stolwyk
4
Interpreting a Neuropsychological Assessment
Rene Stolwyk
42
Week
Topic
Presenter
5
Report Writing, Feedback & Recommendations
Rene Stolwyk
6
Dementia
Georgia Lowndes
7
Competency Assessment
Georgia Lowndes
8
Traumatic Brain Injury
Jennie Ponsford
9
Substance Abuse
Jennie Ponsford
10
Neuropsychiatric Disorders
Dana Wong
11
Learning Disabilities
Renee Testa
12
Rehabilitation and psychological therapy with
neurologically-impaired individuals
Jennie Ponsford
Recommended Reading
Hodges, J. (2007). Cognitive Assessment for Clinicians (2nd Ed.) New York: Oxford
University Press.
Lezak, M.D., Howieson, D.B., Loring, D.W., Hannay, H.J. & Fischer, J.S. (2004).
Neuropsychological Assessment (4th Ed.). New York: Oxford University Press.
Ponsford, J.E., Sloan, P., & Snow, P. (1995). Traumatic brain injury: Rehabilitation for
everyday adaptive living. East Sussex, UK: Lawrence Erlbaum
Snyder, P.J., Nussbaum, P.D., & Robins, D. L. (2006). Clinical Neuropsychology: A pocket
handbook for assessment (2nd ed). Washington: American Psychological
Association.
Strauss, E., Sherman, E.M.S. & Spreen, O. (2006). A compendium of neuropsychological
tests (3rd edition). New York: Oxford University Press.
43
Fundamentals of Professional Practice DPSY5104
Year 1, Semester 1
Coordinator:
Class time and venue:
Dr Michael Daffern
Monash University (Clayton) - Tuesday
and Friday
Centre for Forensic Behavioural Science
- Monday, Wednesday and Thursday
Ph +61 3 9905 1196 (Clayton) / 9947
2600 (CFBS)
michael.daffern@monash.edu
Tuesdays, 1:30pm - 4:30pm,
Colloquium room (653), 6th floor,
Building 17, Clayton Campus.
Counselling videos will be conducted in
the Clinical Psychology Centre (Notting
Hill campus).
Other teaching staff
Dr Sabura Allen will facilitate the counselling skills workshop and counselling
videos.
Ph +61 3 9905 4725
sabura.allen@monash.edu
Professor Lenore Manderson will provide the Intercultural and Ethnic Issues
lectures.
lenore.manderson@monash.edu
Objectives
The course is divided into three sections:
1. Counselling: The Counselling section of the course will comprise 2 full-day
seminars held prior to the semester and 3 classes held during the semester. In this
section, students will acquire knowledge about the basic counselling skills and
structures required to conduct an initial assessment interview and therapy sessions
in general. This knowledge includes an understanding of theory-based approaches
to the interpersonal aspect of providing therapy and acquisition of skills, such as
professional behaviour, observation, non-verbal communication, attending,
listening, questioning, and challenging.
2. Ethics and Professional Standards: The Ethics and Professional Standards
section of the course will comprise 7 lectures held during the semester in which
students will be exposed to the ethical, legal and professional issues that face
psychologists across a wide range of areas of professional practice. The Australian
Psychological Society Codes of Ethics will form the basis of the investigation into
ethics in practice. In addition, students will learn about the legal and regulatory
mechanisms that regulate psychologists. By the completion of this course, students
should have gained an understanding of the complexities of applying legal, ethical
and professional standards and have developed knowledge and expertise in
reaching these decisions.
3. Intercultural and Ethnic Issues: The Intercultural and Ethnic Issues section will
comprise three lectures held during the semester. In this section, students will
develop an understanding of intercultural and ethnic issues in dealing with clients,
such as immigrant and indigenous populations. Students will become sensitive to
44
the needs of people from a range of cultural backgrounds, especially Aboriginal
and Torres Strait Islander Australians.
Teaching Method
Material will be presented in various formats including didactic teaching and experiential
components such as role-playing the application of counselling skills. The classes will
involve discussion of actual and hypothetical situations involving intercultural issues and
ethical dilemmas. Lectures will be supplemented by readings and handouts. Students
must familiarise themselves with the material prior to class to facilitate an informed class
discussion on the issues.
Assessment
Satisfactory attendance and participation are required to pass the unit. Attendance is
mandatory for each of the full-day seminars.
These assignments will be discussed in further detail before each assignment is due.
Assessment Task 1: Counselling skills videos and self-assessment
Details of task:
Weighting:
Hurdle Requirement
Due Date:
23rd March
Students are required to complete two 20-minute counselling skills videos (peer
and non-peer) during class time, and then submit a self-evaluation of the non-peer
counselling skills video. These tasks will be assessed on a pass/fail basis. A pass
mark is required for these tasks to satisfactorily complete the course.
Assessment Task 2: Examination
Details of task:
Weighting:
100%
Date:
31st May, 9am -12pm
The final examination will comprise multiple choice questions, short answer
questions, and essay questions focussing on intercultural issues and ethical, legal,
and professional issues. It will be an open book exam.
Unit Schedule
Week
Topic
9/2/11
Introduction to Clinical Practice and Basic Counselling Skills Workshop 1
16/2/11
Introduction to Clinical Practice and Basic Counselling Skills Workshop 2
1
Peer counselling videos (Clinical Psychology Centre)
2
Peer counselling video feedback (Clinical Psychology Centre)
3
Non-peer counselling videos (Clinical Psychology Centre)
4
Ethical guidelines, registration and the legal framework: Important legislation
and guides
45
Week
Topic
5
Informed consent and confidentiality, incapacity
6
Suicide and risk of harm to others
7
8
Duty to protect third parties: Reporting child abuse and neglect, and criminal
activity
Relationships with clients: Professional boundaries and multiple relationships,
sexual intimacies and physical contact
9
Ethical considerations in academia (esp. research) and private practice
10
Intercultural and ethnic issues 1
11
Intercultural and ethnic issues 2
12
Intercultural and ethnic issues 3
Final examination
Required Reading
Australian Psychological Society (2007).Code of ethics. Melbourne, Vic: Author.
Australian Psychological Society (2007).Ethical guidelines. Aust: Author.
Recommended reading
Allan, A. (2008). Law and Ethics in Psychology: An international perspective. Somerset
West, South Africa: Inter-Ed Publishers.
Additional materials:
Additional reading materials as assigned will made available to students.
46
Health Psychology and Behavioural Medicine
DPSY6107
Year 2, Semester 1
Coordinator:
Class time and venue:
Dr Michael Daffern
Monash University (Clayton) - Tuesday
and Friday
Centre for Forensic Behavioural Science
- Monday, Wednesday and Thursday
Ph +61 3 9905 1196 (Clayton) / 9947
2600 (CFBS)
michael.daffern@monash.edu
Fridays, 1:00 pm - 4:00 pm,
Seminar Room (651), 6th floor, Building
17, MU Clayton Campus
Unit summary
This unit provides an advanced level introduction to the related fields of health psychology
and behavioural medicine. It focuses on what is referred to by the APS College of Health
Psychologists as the ‘core specialist content’ of health psychology.
The term ‘health psychology’ emerged in the mid 1970s to describe the application of
psychological theory and practice to physical health problems. The most widely used
definition of health psychology states that:
“Health psychology is the aggregate of the specific educational, scientific and
professional contributions of the discipline of psychology to the promotion and
maintenance of health, the prevention and treatment of illness, and the
identification of etiologic and diagnostic correlates of health, illness, and related
dysfunction, and the analysis and improvement of the health care system and
health policy formation.” (Matarazzo, 1980, p.4).
This definition reflects the broad domain of the field, which ranges from factors that
determine a person’s health and those that promote health (health promotion) to those that
influence a person’s ability to cope with illness (clinical health psychology).
Objectives
By the completion of this unit, it is expected that students will be able to:







Understand the scope of the related fields of health psychology and behavioural
medicine, and their history.
Understand the systems of the body that underlie health and disease.
Comprehend the prevalence of different chronic diseases and factors that affect
prevalence rates.
Understand how behaviour and lifestyle relates to health.
Understand the main models of health behaviour and behaviour change.
Understand the goals and methods of health promotion and the prevention of
disease.
Understand how to develop conceptual models of patient problems, and how to
plan and implement interventions based on the model and the relevant empirical
literature.
47





Understand the major chronic diseases that affect morbidity and mortality, that is,
cancer and cardiovascular disease, from a behavioural perspective.
Understand how to assess and manage, or contribute to the management, of a
number of exemplar disorders/problems namely chronic headache, smoking
tobacco, overweight and obesity, cancer and cardiovascular disease.
Understand how to increase patient adherence with advice from health
professionals.
Understand models of stress and the stress-moderating variables of coping and
social support; how to measure these constructs; and methods of stress
management.
Understanding how patients feel when asked by psychologists to complete
‘homework assignments’ and self-monitoring.
Teaching method
Learning objectives 1 to 11 – the seminars – presentations followed by discussion
between presenter and students.
Learning objective 12 – completing ‘homework assignments’ and self-monitoring.
Assessment
The students will be expected to participate in all seminars. At least 80% seminar
attendance (i.e., 10 seminars) will be a hurdle requirement for passing the unit (unless
medical certificates or equivalent are produced).
These first two tasks relate to objective 12.
Assessment Task 1: Relaxation practice records and experience summary
Details of task:
Length:
200 words
Weighting:
Hurdle Requirement
Due Date:
15th April
Students will be provided with a relaxation CD and forms for self-monitoring
relaxation practice at the seminar on Friday 18th March. You will be required to
practise relaxation for 30 minutes once per day for two weeks. At the end of the
two-week period, you must write a summary on what the experience of the
relaxation practice and self-monitoring was like. The relaxation practice records
and experience summary must be submitted to the unit coordinator at the seminar
on Friday 15th April.
Assessment Task 2: Food diary and experience summary
Details of task:
Length:
200 words
Weighting:
Hurdle Requirement
Due Date:
6th May
Students must complete a record of all the food and drink that they consume over a
two-week period. Forms on which to keep these records will be handed out at the
seminar on Friday 8th April. At the end of the two-week period, you must write a
200-word summary on what the experience of self-monitoring food intake was like
for them. The food diaries and experience summary must be submitted to the unit
coordinator at the seminar on Friday 6th May.
48
Assessment Task 3: Take home examination
Details of task:
Weighting:
100%
Due Date:
3 June 2011
The students will be given a take home exam after completion of all the seminars.
The details of the exam will be provided at the first seminar. The exam will ask
questions related to the 12 seminars. This requirement relates to objectives 1 to
11.
Unit Schedule
Week
Topic
1
Introduction to health psychology
2
Cancer
3
Stress, coping, social support and stress management
4
An integrated approach to conceptualising disorders, assessment and
treatment: Panic Disorder
5
Peri-natal Mental Health
6
Overweight and obesity and ‘orthorexia’
7
An integrated approach to conceptualising disorders, assessment and
treatment: IBS
8
Good Friday Holiday – No Seminar
9
Diabetes
10
Cardiovascular disease
11
Substance use disorders
12
Pain management
Note: The dates for these lectures may change
Recommended Reading
Journals
The journals which are most focussed on health psychology and behavioural
medicine are the following:
Annals of Behavioral Medicine (1979-)
Applied Psychology: Health and Well-Being (2009-)
British Journal of Health Psychology (1996-)
Health Psychology (1982-)
Journal of Behavioral Medicine (1978-)
Journal of Clinical Psychology in Medical Settings (1995-)
Journal of Health Psychology (1996-)
Psychology and Health (1987-)
Psychology Health and Medicine (1996-)
49
Special issue
Journal of Consulting and Clinical Psychology, 2002, volume 70, no. 3 –
‘Behavioral medicine and clinical health psychology’.
Review articles and chapters
Adler, N., & Matthews, K.A. (1994). Health and psychology: Why do some people
get sick and some stay well? Annual Review of Psychology, 45, 229-259.
Baum, A., &Posluszny, D.M. (1999). Health psychology: Mapping biobehavioral
contributions to health and illness. Annual Review of Psychology, 50, 137163.
Cohen, S., & Herbert, T.B. (1996).Health psychology: Psychological factors and
physical disease from the perspective of human psychoneuroimmunology.
Annual Review of Psychology, 47.
Davidson, K.W. et al. (2003). Evidence-based behavioural medicine: What is it and
how do we achieve it? Annals of Behavioral Medicine, 26, 161-171.
Edelmann, R.J. (1994). An introduction to health psychology. In S.J.E. Lindsay &
G.E. Powel (Eds.), The handbook of clinical adult psychology (2nd ed.) (pp.
486-513). London: Routledge.
Leventhal, H., Weinman, J., Leventhal, E.A, & Philips, L.A. (2008). Health
psychology: The search for pathways between behavior and health. Annual
Review of Psychology, 59, 477-505.
Milgrom, J., Nathan, P.R., & Martin, P.R. (1996). Health psychology: Overview
and practice in a general hospital setting. In P.R. Martin & J.S. Birnbrauer
(Eds.), Clinical psychology: Profession and practice in Australia (pp. 191235). Melbourne: Macmillan.
Miller, G., Chen, E., & Cole, S.W. (2009). Health psychology: Developing
biologically plausible models linking the social world and physical health.
Annual Review of Psychology, 60, 501-524.
Nathan, P.R., Milgrom, J., & Martin, P.R. (1996). Health psychology: Theoretical
context and clinical applications. In P.R. Martin & J.S. Birnbrauer (Eds.),
Clinical psychology: Profession and practice in Australia (pp. 161-190).
Melbourne: Macmillan.
Ray, O. (2004). How the mind hurts and heals the body. American Psychologist,
59, 1-12.
Schneiderman, N., Antoni, M.H., Saab, P.G., &Ironson, G. (2001). Health
Psychology: Psychosocial and biobehavioural aspects of chronic disease
management. Annual Review of Psychology, 52, 535-580.
Stanton, A., Revenson, T.A., &Tennen, H. (2007). Health psychology:
Psychological adjustment to chronic disease. Annual Review of Psychology,
58, 565-592.
Taylor, S.E., &Repetti, R.L. (1997). Health psychology. What is an unhealthy
environment and how does it get under the skin? Annual Review of
Psychology, 48, 411-447.
50
Books
Abraham, C. (2008). Health Psychology. London: Hodder Education.
Allen, F.C.L. (2010). Health psychology and behaviour in Australia.North Ryde,
NSW: McGraw-Hill Australia.
Baum, A., Newman, S., Weinman, J., West, R., &McMannus, C. (Eds.). (1997).
Cambridge handbook of psychology, health and medicine. Cambridge:
Cambridge University Press.
Belar, C.D.,&Deardorff, W.W. (1995). Clinical health psychology in medical
settings: A practitioner’s guidebook. Washington DC: APA.
Brannon, L., &Feist, J. (2010). Health psychology: An introduction to behavior and
health (7th ed.). Belmont, CA: Thomson/Wadsworth.
Caltabiano, M.L., &Sarafino, E.P. (2002). Health psychology: Biopsychosocial
interactions: An Australian perspective. Milton, Qld: John Wiley & Sons
Australia.
Camic, P.M., & Knight, S.J. (Eds.). (2004).
Clinical handbook of health
psychology: A practical guide to effective interventions (2nd ed.). Seattle,
WA: Hogrefe& Huber.
Connor, M., & Norman, P. (Eds.). (1995). Predicting health behaviour.
Buckingham: Open University Press.
Crossley, M.L. (2000). Rethinking health psychology. Buckingham: Open
University Press.
Curtis, A.J. (2000). Health psychology. New York: Routledge.
Goreczny, A.J. (Ed.). (1995). Handbook of health and rehabilitation psychology.
New York: Plenum.
Gurung, R.A.R. (2010). Health psychology: A cultural approach (2nd ed.). Belmont,
CA: Thomson Wadsworth.
Jones, K., &Creedy, D. (2008). Health and human behaviour (2nd ed.). Oxford:
Oxford University Press.
Lyons, A.C. & Chamberlain, K. (2006). Health psychology: A critical introduction.
Cambridge, UK: Cambridge University Press.
Marks, D.F. (2005).Health psychology: Theory, research and practice (2nd ed.).
London: SAGE.
Michie, S., & Abraham, C. (2004).Health psychology in practice. Blackwell.
Niven, N. (2000).Health psychology for health care professionals (3rd ed.).
Edinburgh: Churchill Livingstone.
Ogden, J. (2004). Health psychology: A textbook. Berkshire: Open University
Press.
51
Resnick, R.J., &Rozensky, R.H. (Eds.). (1996). Health psychology through the life
span: Practice and research opportunities. Washington, DC: American
Psychological Association.
Suls, J., &Wallston, K.A. (2003). Social foundations of health and illness. Blackwell.
Sutton, S., Baum, A., & Johnston, M. (Eds.). (2004). The SAGE handbook of health
psychology. London: SAGE.
White, C.A. (2001). Cognitive behaviour therapy for chronic medical problems: A
guide to assessment and treatment in practice. Chichester, England: Wiley.
Health Promotion Resources
Useful websites
American Journal of Health Behavior
http://www.ajhb.org
Australian Institute of Health and Welfare
http://www.aihw.gov.au
Cancer Council of Victoria
http://www.cancervic.org.au
Australian Department of Health and Aged Care
http://www.health.gov.au
Centre for Health Program Evaluation
http://chpe.buseco.monash.edu.au/
Communicable Diseases Australia
http://www.cda.gov.au/
Health Promotion on the Internet
http://www.monash.edu.au/health/HD/general
Australian Health Promotion Association
http://www.healthpromotion.org.au
Health Psychology
http://www.apa.org/journals/hea.html
Health Promotion Forum
http://www.hpforum.org.nz
Hunter Institute for Mental Health:Mind Matters
http://online.curriculum.edu.au/mindmatters/evaluation/evaluation.htm
Institute for Health Promotion Research- University of British Columbia
http://www.ihpr.ubc.ca/
International Journal for Health Promotion and Education
http://www.ldb.org/iuhpe/index.htm
International Journal of Epidemiology
http://ije.oupjournals.org/
52
Internet Journal of Health Promotion
http://elecpress.monash.edu.au/IJHP/
Medical Journal of Australia
http://www.mja.com.au/
Transport Accident Commission (Victoria)
http://www.tac.vic.gov.au
Victorian Health Promotion Foundation (VicHealth)
http://www.vichealth.vic.gov.au
World Health Organisation
http://www.who.int
Reports
Australian Bureau of Statistics.(2003.) Australian social trends. Canberra, ACT:
Author.
Australian Institute of Health and Welfare. (2004). The burden of disease and injury
in Australia. Canberra, ACT: Author.
World Health Organisation. (1997). New players for a new era: Leading health
promotion into the 21st century, Jakarta Declaration. Geneva: Author.
53
Psychological Assessment Part 1 DPSY5102
Year 1, Semester 1
Coordinator:
Class time and venue:
Dr Rene Stolwyk
Room 543, Building 17, Clayton
Campus
Phone: +61 3 990 20099
rene.stolwyk@monash.edu
Wednesdays, 1:30 pm - 4:00 pm,
Colloquium Room (653), 6th floor,
Building 17, MU Clayton Campus.
Unit summary
This unit will address fundamental issues associated with clinical assessment. You will be
exposed to a range of the most commonly used psychological instruments and scales.
We will cover Behavioural Assessment, Wechsler Adult Intelligence Scale – IV (WAIS-IV),
and the Wechsler Memory Scale – IV (WMS-IV) in particular detail.
Objectives
On completion of this unit students should:



Understand the principles of psychological measurement and their application;
Have become proficient in the administration, scoring and interpretation of some of
the most commonly used psychological tests; and
Show competency in evaluating psychometric instruments for research purposes
and in screening referrals for psychometric assessment, selecting appropriate
tests, integrating results and providing oral and written communication of results to
interested parties.
Workshops
Prior to the first class, students will undertake the following two workshops.
WAIS-IV workshop:
Tuesday 22nd February 9.30am to 4.00pm
Lab A (Room 132), 1st Floor, Building 17, Clayton Campus
This workshop will be presented by Dr Rene Stolwyk and will provide you the
opportunity to learn general administration and scoring principles of the WAIS-IV
and an opportunity to see and use the test materials for the first time in a group
environment.
WMS-IV workshop:
Wednesday 23rd February 9.30am to 4.00pm
Lab A (Room 132), 1st Floor, Building 17, Clayton Campus
This workshop will be presented by Dr Dana Wong and Dr Adam McKay and will
provide you the opportunity to learn general administration and scoring principles of
the WMS-IV and gain familiarity with the test materials.
54
Assessment
Satisfactory attendance and participation are required to pass the unit. All other
components of assessment must attain a pass standard at least. These components are
described below.
Assessment Task 1: Take home exercise A
Details of task:
Topic:
Psychometric issues
Weighting:
5%
Due Date:
Week 2
Details will be distributed in class in Week 1.
Assessment Task 2: Take home exercise B
Details of task:
Topic:
Behavioural assessment
Weighting:
15%
Due Date:
Week 3
Details will be distributed in class in Week 2.
Assessment Task 3: Administration of WAIS-IV and WMS-IV
Details of task:
Weighting:
Hurdle Requirement
Due Date:
Week 8
All students are required to administer the WAIS-IV and the WMS-IV multiple times
prior to the practical exam. Problems encountered during these assessments can
be discussed in class. All students must submit two completed WAIS-IV record
forms and one WMS-IV record form.
Assessment Task 4: WAIS-IV practical exam
Details of task:
Weighting:
20%
Due Date:
Week 8
Students must demonstrate a basic understanding of the administration and
scoring procedures of the selected subtests. This will be held in Rooms 433 and
434, 4th Floor, Building 17, Clayton Campus.
Assessment Task 5: Oral Presentation
Details of task:
Weighting:
20%
Due Date:
Week 11/12
Each student will present a 10-minute talk and prepare a class handout on a
clinically relevant psychological test. These will be negotiated in the first class.
Tests commonly used in the psychological arena will be selected so students gain
exposure to these tools.
Assessment Task 6: Psychological report
Details of task:
Length:
800 words or less
Weighting:
40%
Due Date:
Week 12
55
Students will prepare a report outlining the results of a psychological assessment
using the WAIS-IV and WMS-IV.
Unit Schedule
Week Topic
1
2
3
4
5
6
Introduction to psychological assessment
Behavioural assessment
*Psychometric issues assignment due
Theory of intelligence testing
Scoring and interpreting the WAIS-IV Part 1
*Behavioural assessment assignment due
Scoring and interpreting the WAIS-IV Part 2
Psychometrics and theory of memory testing
Administering, scoring and interpreting the WMS–IV Parts 1
and 2
Administration, scoring & interpreting the WAIS-III and WMS-III
Reassessment issues in clinical practice
Presenter/s
Rene Stolwyk
Michael Daffern
Rene Stolwyk
Rene Stolwyk &
Dana Wong
Dana Wong
Rene Stolwyk &
Georgia Lowndes
7
Integrating assessment information to formulate cases
Georgia Lowndes
8
*WAIS-IV Administration practical exam
*WAIS-IV (x2) and WMS-IV record forms due
9
Report writing
Rene Stolwyk &
Georgia Lowndes
Georgia Lowndes
& Sabura Allen
10
Clinical issues & providing feedback
Georgia Lowndes
11
*Student test presentations
Rene Stolwyk
12
*Student test presentations
*Psychological report due
Rene Stolwyk
* Represent assessment components
Required Reading
Groth-Marnat, G (2009). Handbook of Psychological Assessment (5th Ed.). New York:
John Wiley & Sons.
Recommended Reading
Lichtenberger, EO & Kaufman, AS (2009). Essentials of WAIS-IV Assessment. New York:
John Wiley & Sons.
Drozdick, L.W., Holdnack, J.A., Hilsabeck, R.C. (2011). Essentials of WMS-IV
Assessment. New York: John Wiley & Sons. (Available February 2011)
Lezak, M. D., Howieson, D. B., Loring, D. W., Hannay, H. J., & Fischer, J.S.
(2004).Neuropsychological assessment (4th Ed.). New York: Oxford University
Press:
56
Psychological Assessment Part 2 DPSY5202
Year 1, Semester 2
Coordinator:
Class time and venue:
Dr J. Sabura Allen
Ph: +61 3 990 54725
sabura.allen@monash.edu
Wednesday, 10:00 am - 1:00 pm,
Seminar Room (651), 6th floor, Building
17, MU Clayton Campus
Objectives
By the completion of this unit, it is expected that students will be able to:
1. develop an understanding of the role of client assessment in applied psychology.
2. develop an understanding of the theoretical underpinnings of behavioural and
personality assessment.
3. develop skills in behavioural assessment including development, implementation,
and evaluation of behavioural assessments.
4. develop skills in administration, scoring, interpretation, and integration of selected
personality assessment techniques.
5. gain an understanding of issues surrounding the assessment of individuals from
various types of subcultures, including inter-cultural, ethnic, and special
populations.
6. develop skills in the written presentation of assessment findings.
Teaching method
Each session will include both lecture and experiential components. Experiential
components will include planning for assessments, administration and scoring assessment
examples, interpreting results, and report writing.
Assessment
Assessment Task 1: Exam
Details of task:
Weighting:
15%
Length:
1 Hour
Due Date:
Week 3
The exam will include both multiple choice and short answer questions on the
behavioural assessment lectures and material.
Assessment Task 2: Psychological Assessment Report 1
Details of task:
Length:
1,500 words
Weighting:
30%
Due Date:
Week 8
Students are to write selected sections of a report. Materials provided require
scoring of responses, interpretation of assessment findings, and preparation of
selected report sections.
57
Assessment Task 3: TAT Administration
Details of task:
Weighting:
7.5%
Due Date:
Week 10
Administer the TAT to a colleague or friend. Prepare a typed transcript of the
administration for submission.
Assessment Task 4: TAT Scoring
Details of task:
Weighting:
7.5%
Due Date:
Week 10
A previously administered TAT will be provided for scoring interpretation, including
preparation of an analyses sheet for each story and a theme summary.
Assessment Task 5: Psychological Assessment Report 2
Details of task:
Length:
3,000 words
Weighting:
40%
Due Date:
Examination week (week after Week 12)
Write a full report. Materials provided require scoring, interpretation and integration
of assessment findings and preparation of report sections. In JSA’s Pigeonhole by
5:00 pm
Unit Schedule
Week
Lecture Topics
Relevant Readings
Handouts
2
Review syllabus
Behavioural Assessment
Behavioural Assessment
3
MMPI-2
Graham, Ch. 1-3, 4
4
MMPI-2 … continued
Graham, Ch. 5-7
5
MMPI-2 … continued
Graham, Ch. 7-8, 11
6
Handouts
9
Rorschach Technique-Exner
Method
Rorschach Technique-Exner
Method
Rorschach Technique-Exner
Method
TAT
10
TAT … continued
11
Personality Assessment Inventory
12
PAI…continued
1
7
8
Assessments
Exam
Report 1 due
Handouts
TAT
Administration
TAT Scoring
Handouts
Report 2 due
58
Required Reading
Graham, J.R. (2005). MMPI-2: Assessing Personality and Psychopathology (4thed). New
York: Oxford University Press.
59
Psychopathology Part 1 DPSY5101 & Part 2
DPSY5201
Year 1, Semester 1 & 2
Coordinator:
Class time and venue:
Dr Audrey McKinlay
Ph: +61 3 9905 3945
audrey.mckinlay@monash.edu
Fridays, 1:00 pm - 4:30 pm,
Dr Lillian Nejad
Ph: +61 3 9905 1194
lillian.nejad@monash.edu
Available on Wednesdays and Fridays
Monash Medical Centre
Psychological Medicine Seminar Room,
3rd floor, Psychiatry Building (P Block)
246 Clayton Rd, Clayton
Other Venues:
Double lectures may be held on
campus, 6th floor, Bldg 17, MU Clayton
campus
Clinical interviews may be held at the
Thomas Embling Hospital, Yarra Bend
Road, Fairfield.
Unit summary
Psychopathology Part I and II are designed to impart students with a working knowledge of
mental disorders. The units also aim to equip students with the clinical skills required to
assess, formulate and diagnose clients presenting with a variety of clinical conditions.
DPSY5101 Objectives
By the completion of this unit, it is expected that students will be able to:
1. conduct a clinical interview with a client with another student, incorporating a
mental status examination,
2. be familiar with major classes of psychiatric illness,
3. complete a thorough and accurate written psychiatric history of a client, and
4. effectively and appropriately contribute to case analyses regarding formulation and
diagnoses and reflect upon and evaluate own and others’ assessment/clinical
interviewing skills
DPSY5201 Objectives
By the completion of this unit, it is expected that students will be able to:
1. conduct a clinical interview independently, incorporating a mental status
examination;
2. be familiar with major classes of psychiatric illness,
3. complete thorough and accurate psychological reports based on clinical
assessment and other resources,
4. be competent in the formulation and diagnosis of a wide variety of psychiatric
problems, and
5. effectively and appropriately contribute to case discussions regarding formulation
and diagnoses and reflect upon and evaluate own and others’ assessment/clinical
interviewing skills
60
Teaching method
Each class will commence with a seminar focused on forming an understanding of the
phenomenology and aetiology of major psychiatric syndromes. These seminars will be
presented by staff from Monash University and various clinical agencies. The second half
of most classes will focus on the development of skills in conducting assessments
including interviewing patients, developing formulations and writing reports. This will
involve students interviewing real patients who have volunteered to participate in practice
interviews followed by group discussions regarding the content and process of the
interviews.
Assessment
Satisfactory attendance and participation are required to pass the unit. All components of
assessments must attain at least a pass standard. If a component receives a fail mark,
then the student will have one week to resubmit their work following feedback from the
marker. Late submissions will be penalised by 10% per day.
DPSY5101
Assessment Task 1: Mental Status Examination 1: Based on a client interviewed during
class
Details of task:
Length:
1000 words
Weighting:
10%
Due Date:
Week 6
Assessment Task 2: Mental Status Examination 2: Based on a client interviewed during
class
Details of task:
Length:
1000 words
Weighting:
20%
Due Date:
Week 9
Assessment Task 3: Psychological Report 1: Based on a client interviewed during class
Details of task:
Length:
1500 words
Weighting:
30%
Due Date:
Week 11
Assessment Task 4: End of semester test
Details of task:
Length:
1 Hour
Weighting:
40%
Due Date:
Week 12
To assess knowledge of the readings and lectures and will entail multiple choice or
short answers.
DPSY5201
Assessment Task 1: Psychiatric History Report: Based on a client interviewed during
class or on placement
61
Details of task:
Length:
Weighting:
Due Date:
1500 words
20%
Week 8
Assessment Task 2: Clinical Case Report: Based on client on placement and from at least
two sources of information: client interview, family interview, file review, previous
assessments etc.
Details of task:
Length:
3000 words
Weighting:
40%
Due Date:
Week 12
Assessment Task 3: End of semester test
Details of task:
Length:
1 Hour
Weighting:
40%
Due Date:
TBA
To assess knowledge of the readings and lectures and will entail multiple choice or
short answers.
Unit Schedule DPSY5101 (Psychopathology I) - Timetable Semester 1
Week Topic
1
Lecture: Introduction to psychopathology and psychiatric classification
Lecture: Introduction to clinical interviewing
2
Lecture: The Mental State Examination. Suicide risk assessment.
Sample clinical interview
3
Double lecture: Depression
4
Double lecture: Anxiety
5
Clinical interviews
Clinical interviews
6
Lecture: Psychosis I
Clinical interviews
7
Lecture: Psychosis II
Clinical interviews
8
Lecture: Psychosis III and bipolar disorder
Clinical interviews
9
Lecture: Obsessive compulsive disorder
Clinical interviews
10
Lecture: Post-traumatic stress disorder
Clinical interviews
11
Double lecture: Personality disorders & Borderline personality disorder
EXAM DATE TO BE ANNOUNCED
Note: Dates for specific lecture topics may change depending on specialist lecturer
availability.
62
Unit Schedule DPSY5201 (Psychopathology II) - Timetable Semester 2
Week Topic
1
Double lecture: Case formulation
2
3
4
5
6
7
8
9
10
Lecture: Delirium. The Mini Mental State Examination.
Clinical interviews
Lecture: Mental health in older adults
Clinical interviews
Lecture: Substance-related disorders
Clinical interviews
Lecture: Mental health in people with intellectual disabilities
Clinical interviews
Lecture: Eating disorders
Clinical interviews
Lecture: Sleep disorders
Clinical interviews
Clinical interviews
Lecture: Bereavement
Clinical interviews– Thomas Embling Hospital (double session)
11
Lecture: Somatoform disorders
Clinical interviews
Double lecture: Psychopathy and antisocial personality disorder
12
Double lecture: Disorders of sexual functioning
EXAM DATE TO BE ANNOUNCED
Note: Dates for specific lecture topics may change depending on specialist lecturer
availability.
Required Reading
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental
disorders, fourth edition, text revision (DSM-IV-TR). Washington: APA.
Useful Resources
Barlow, D.H. (Ed.). (2007). Clinical handbook of psychological disorders, fourth edition.
NewYork: The Guilford Press.
Bloch, S. & Singh, B. S. (Eds.). (2007). Foundations of clinical psychiatry, third edition,
Melbourne: Melbourne University Press.
Gelder, M., Harrison, P., & Cowen, P. (2006). Shorter Oxford textbook of psychiatry, fifth
edition. Oxford: Oxford University Press.
Hersen, M., Turner, S. M., & Beidel, D.C. (Eds.). (2007). Adult psychopathology and
diagnosis, fifth edition. New York: Wiley.
Morrison, J. (1995). The first interview: revised for DSM-IV. New York: Guilford Press.
Oyebode, F. (2008). Sim’s symptoms in the mind: An introduction to descriptive
psychopathology, fourth edition. London: Saunders.
63
Sadock, B. J. & Sadock, V.A. (2007). Kaplan and Sadock’s synopsis of psychiatry:
behavioural sciences/clinical psychiatry, tenth edition. Maryland: Williams &
Wilkins.
World Health Organization (1992). The ICD-10 for Mental and Behavioural Disorders
Clinical Descriptions and Diagnostic Guidelines; www.who.int/classifications/icd/en/
under ICD ADAPTATIONS.
World Health Organization (2007) International Statistical Classification of Diseases and
Related Health Problems 10th Revision, Chapter 5: Mental and behavioural
disorders http://apps.who.int/classifications/apps/icd/icd10online
64
Psychopharmacology DPSY6105
Year 2, Semester 2
Coordinator:
Class time and venue:
Dr Jillian Broadbear
Room 601, Building 17, MU Clayton
Campus
Phone: +61 3 990 53903
Jillian.Broadbear@monash.edu
Fridays, 9:00 am - 12:00 pm, Weeks 17 only,
Seminar Room (651), 6th floor, Building
17, MU Clayton Campus
Unit summary
In this unit students will obtain an understanding of the mechanisms by which the majority
of drugs act. Drugs for the major mental disorders will be discussed with an emphasis on
how and why these drugs are currently prescribed
Objectives
On completion of the unit students should:
1. Understand the basic concepts of psychopharmacology with particular reference to
recent advances in the fields of psychiatric medication, cognitive enhancers and
neuroprotective agents, and substance abuse;
2. Have a broad understanding of commonly prescribed psychoactive drugs, legal
and illegal drugs and other commonly abused substances.
3. Be able to comment on the likely physiological and psychological effects in a
particular individual of a specific drug (together with possible drug interactions),
and to prepare a written report on the topic.
4. Be exposed to current issues in clinical psychopharmacology and in research
concerning treatment approaches.
Teaching method
The course will consist of lectures and student presentations. Students are expected to
read the relevant reference material before class.
Assessment
Satisfactory attendance and participation are required to pass the unit. All components of
assessments must attain at least a pass standard.
Assessment Task 1: One take-home short answer exam
Details of task:
Length:
1000-1500 words
Weighting:
35%
Due Date:
Wed 21st September 2011
This exam will be an open book test based on lecture material, references (Usher
text plus ADF/NIDA notes), and clinical applications of this information.
65
Assessment Task 2: Oral Presentation
Details of task:
Length:
15-20 mins
Weighting:
25%
Due Date:
Weeks 3-6 during lecture times
Students will present a brief talk with PowerPoint slides for 15-20 minutes,
including class discussion. Topics and presentation dates will be selected in Week
1. Presenters should bring hard copies for all class members on the day of their
presentation.
Assessment Task 3: Semester Paper
Details of task:
Length:
2000 words maximum, excluding references
Weighting:
40%
Due Date:
Wed 5th October 2011
This paper will involve a short review of a topic other than what was chosen for the
oral presentation. To extend their range of knowledge, students are required to
select topics that are sufficiently different from their thesis topic. The paper will
cover the background to the particular issue, past and current research, and finally
a short section on future directions. The paper will be presented in APA format.
Some papers may be suitable for publication and students should write with this in
mind. No Abstract is required. The paper must be submitted via email as an
attachment as well as in hardcopy with a coversheet. Late submission without
appropriate documentation will attract a 5% per day late penalty.
Unit Schedule (Subject to change)
Week
1
Topic



2
Introduction
Neuropharmacology,
pharmacokinetics and
pharmacodynamics
Determinants of drug
action
Drugs used in Psychiatry
 Antidepressants
 Anxiolytics
 Bipolar Disorder
 Sleep Disturbances
3
Drugs used in Psychiatry
 Antipsychotics
4
66
Dependence, addiction and
self-administration of drugs
Required reading
(~2hr)
 Usher et al.
Psychopharmacolog
y for Health
Professionals,
Chapters 1 & 2
 Lecture Notes
 Usher et al.
Chapters 4 & 5
 Therapeutic
Guidelines (pp 145186)
 Lecture Notes
 Lecture Notes
 Usher et al.
Chapter 3
 Therapeutic
Guidelines (pp 119144)
 Lecture notes
 Usher et al.
Activity ( ~ 3hr)


Text books and other
reference material
Presentation and
semester paper
topics
Lecture

Lecture


Lecture
Student Presentations


Lecture
Student Presentations

Week
Topic
– Alcohol, nicotine
5
6
7
Pain and opiate use
Drugs of Abuse (party
drugs, cannabis) and
Treatment Options;
Distribute take-home test
Guest speaker or lecture
Required reading
(~2hr)
Chapter 6
 ADF and NIDA notes


ADF and NIDA notes
Lecture notes

Usher et al.
Chapter 6
ADF and NIDA notes
Lecture notes
Chapters TBA



Activity ( ~ 3hr)


Lecture
Student Presentations


Lecture
Student Presentations

Lecture
Required Reading
Psychopharmacology for Health Professionals. Usher, Foster and Bullock (2009) Elsevier
Australia (Available through the Monash Clayton book shop)
Reference Material
Lecture slides (PowerPoint) will be provided in class. These slides will serve as the basis
for the lecture notes, although additional information will be provided in class.
There are a number of other textbooks that cover this material using different approaches.
Students might like to use these as additional resources.
 Psychotropic Drugs. Keltner and Folks (4th Edition) Elsevier Australia
 A Primer of Drug Action. Julien (10th Edition) Worth Publishers
 Stahl’s Essential Psychopharmacology: Neuroscientific Basis and Practical
Applications. Stahl (3rd Edition) Cambridge University Press
Notes on Substances of Abuse from the Australian Drug Foundation website,
(http://druginfo.adf.org.au/ and the major US site (http://www.nida.nih.gov).
Therapeutic Guidelines: Psychotropic Drugs, 6th Edition, 2008
Therapeutic Guidelines Limited,
Ground Floor, 23-47 Villiers St, Nth Melbourne, 3051
(Tel: 9329 1566)]
This text is also available on-line through the Monash Library.
Students are expected to source their own material for their semester paper. Jillian will be
available, by appointment, to discuss this paper with students.
67
Research Methods in Professional Psychology
DPSY5103
Year 1, Semester 1
Coordinator:
Class time and venue:
Prof Grahame Coleman
Phone: +61 3 990 53956
Mobile: 0417 304596
Grahame.Coleman@monash.edu
Wednesdays, 9:00 am - 11:30 am,
Computer Lab B, 1st floor, Building 17,
MU Clayton campus.
Pre-requisites
This unit assumes an understanding of p values, Type I and II errors, level of
measurement, correlations, means, standard deviation, t-tests, and ANOVAs. However,
the unit will further reinforce an understanding of these fundamental issues. Thus,
students who feel their statistical knowledge is limited should nevertheless be able to
complete this unit successfully.
Unit summary
This unit will equip students with the necessary skills to undertake research. Nonetheless,
the primary motivation for this course concerns future employment. Research design and
analysis are critical components of both academic and professional psychology.
Objectives
After completing this unit successfully, students should be able to undertake a
comprehensive program evaluation as well as a single subject design, and complete their
thesis, confidently, competently, and independently.
Specifically, students should be able to:






68
Understand and design the main phases of the key research approaches, including
program evaluations, single subject designs, experiments, quasi-experiments, and
qualitative projects;
Accommodate the considerations and complications of these approaches, such as
sampling biases, spurious variables, common method variance, suppressors, nonrecursive relationships, confounds, consequential validity, asymmetric transfer,
mediators, moderators, stakeholder needs, economic evaluation, family wise errors,
power, autocorrelation, and nonlinear dynamics;
Apply multivariate statistics techniques to address some of these complications, such
as ANCOVA, discriminant function analysis, logistic regression analysis, multiple
regression analysis, canonical correlation, and factor analysis;
Recognize the fundamental principles of more advanced concepts, which can then be
explored through additional reading, including HLM, grounded theory, survival
analyses, meta-analyses, catastrophe theory, signal detection theory, ARIMA, interim
designs, Bayesian theory, and structural equation modelling;
Develop creative and insightful methods to maximise the utility of research; and
Justify and report the procedures and techniques that were utilised.
Teaching method
During the first class, some of the key approaches to research will be outlined. A
hypothetical program evaluation and single subject design, both of which will be
customized to their own lives, will be discussed in some detail. Each subsequent class will
comprise the following processes:







First, a particular research principle, such as random allocation or spurious variables,
will be introduced in a lecture format
Second, an analytical technique that can redress these complications, while optimizing
power, will be demonstrated, such as ANCOVA or logistic regression
Third, the pertinence of this principle to experimental designs, program evaluation, and
single subject designs will be discussed.
Fourth, students will be granted the opportunity to read selected articles on some of
the advanced implications of this principle, from a Wiki page developed specifically for
this unit.
Fifth, students will develop some hypothetical data that involves the variables they
might utilise in their research, placements, or employment.
Sixth, students will apply the techniques they acquired to these hypothetical data
Finally, students will discuss the benefits and drawbacks of these procedures with the
coordinator or other students.
This format is intended to provide students with an opportunity to apply the skills they
acquire to realistic and relevant data. Furthermore, this forum should facilitate progress on
the research projects.
Assessment
Assessment Task 1: Journal
Details of task:
Weighting:
60%
Due Date:
6th May 2011
During weeks 2 to 9, students will work in groups to apply statistical technique to
some hypothetical data. The technique will be implemented to resolve a specific
methodological issue. They should then maintain a journal, approximately one
page each week, that:
 Specifies the variables that were analysed as well as the methodological issue
this technique was intended to redress
 Reports the results, in the style of a scientific journal
 Discusses the conclusions and limitations of this procedure
Students can utilise the same data for each analysis. Alternatively, students can
update their data throughout the course. As a guide, to achieve exemplary grades,
students should include references to the following issues each week.
69
Terms to use in each journal
ANCOVA
Multiple regression
 Random allocation
 Suppressor variable
 Interaction
 Multicolinearity
 Type I error rate
 Linearity
 Justification of the covariates
 Dummy variables
 Allocation of participants
 Cooks distance
 Power
 Power
MANOVA
 Independence
 Justification of Wilks or Pillais
 Box’s M
 Single subject design
Mediation or moderation
 Program evaluation
 Centring
 Sobel test
 Justification of hierarchical order
DFA
 Construct validity
 Rotated structure matrix
 Fisher coefficients
 Group centroids
Canonical analysis
 Implicit measures
 Canonical loadings
 Cross loadings
 Standardized coefficients.
Logistic regression
 Spurious variable
 Wald statistics
 Odds ratios
Factor analysis
 Rotated matrix
 Factor loadings
 Eigenvalues.
Assessment Task 2: Examination
Details of task:
Weighting:
60%
Due Date:
TBA
Students will complete one multiple-choice examination. This examination will
comprise 50 questions. A mock examination will be provided several weeks
earlier to facilitate students. None of the questions will demand knowledge of the
topics that are designated as advanced.
Unit Schedule
The following table presents the topics that will be discussed. Topics presented in a bold
typeface are presented to all students, to ensure the principal foundations are addressed.
Topics not presented in a bold typeface will be directed only to students who need to
understand specific issues for their research
The order of topics roughly aligns to the order of issues that need to be considered when
designing research. Furthermore, this order was designed to ensure that each statistical
technique that students learn would extend the knowledge that was acquired during the
previous lecture.
70
Week
1
2
3
4
5
6
7
8
9
Research design
Overview of key research
approaches, such as program
evaluations as well as single subject
designs
Statistical technique
Overview of statistical techniques and
philosophies
Recruitment and allocation of
participants
 Sampling procedures
 Blinding procedures
 Funnelling procedures
Complications to each design
 Experiment, quasi, and
correlational designs
 Between & within subject
 Single subject overview
 Program evaluation
 Momentary sampling
 Multilevel modelling
 Classification trees
 Asymmetric transfer
Qualitative designs
 Constructionism
 Critical theory
 Ethnography
 Grounded theory
ANCOVAs
Internal validity
 Direction of causality
 Longitudinal designs
 Spurious variables
 Suppressors
 Non-recursive models
External validity
 Manipulation checks
 Confounds
 Criterion biases
Alternative forms of modelling
 Nonlinear dynamics
 Neural networks
 Signal detection theory
Refinement of measures
 Multi trait multi method
 Implicit measures
 Response biases
Validation of measures
 Process engagement
 Structural integrity
 Convergent validity
 Discriminant validity
MANOVAs
 Interrupted time series
 Analysis of profiles
 Non parametric tests
 HLM
 Intention to treat analysis
Discriminant function analysis
 Cross validation
 IPA & thematic analysis
 Narrative analysis
 Discourse analysis
 Conversational analysis
Logistic regression
 Latent growth paths
 Survival analysis
Multiple regression
 Meta-analysis
Mediation and moderation
 Catastrophe theory
Canonical correlation
 Optimal scaling
 Correspondence analysis
 MDS
 Categorical regression
 Rasch models
Factor analysis
 CFA
 SEM
71
Week
Research design
 Consequential validity
Statistical technique
10
Implications of research
 Stakeholder analysis
 Communication
11
Post hoc considerations
 Hypothesis reformulation
12
Alternative philosophies
 Interim designs
 Bayesian theory
 Bootstrapping
Power and effect size
 Power analyses
 Cost effectiveness analysis
 Cost utility and benefit
 Needs analysis
 Jack knife
 Exact, permutation tests
ANOVAs
 Planned contrasts
 Interaction contrasts
 Simple effects
 Post hoc procedures
Assumptions
 ARIMA
Recommended Reading
Students will be required to read some material each week. The following textbooks are
recommended as ideal sources of information.
Tabachnick, B. G., & Fidell, L. S. (2000). Using multivariate statistics. Fourth edition. A
comprehensive text on multivariate statistics.
Hair Jr, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data
analysis with readings. An introductory text on multivariate statistics.
http://groups.google.com/groups?oi=djq&asugroup=sci.stat.consult. Students can utilise
this website to ask renowned statisticians and researchers questions they cannot resolve
themselves.
72
Theories and Techniques of Intervention Part 1
DPSY5203
Year 1, Semester 1
Coordinator:
Class time and venue:
Dr J. Sabura Allen
Ph: +61 3 9905 4725
sabura.allen@monash.edu
Fridays, 9:00 am - 12:00 pm,
Seminar Room (651), 6th floor, Building
17, MU Clayton Campus
Objectives
Students completing the initial sessions of this unit should have a basic understanding of a
range of different schools of therapy and the historical, scientific and social contexts
surrounding their development and practice. Students should be conversant with the
specific assumptions, concepts and techniques of the major schools of therapy and have
some knowledge of relevant outcome literature. In addition, students should have a
thorough understanding of the processes common to all forms of intervention. By the end
of the unit, students should have proficiency in the particular skills of behavioural and
cognitive-behavioural therapies and their application to a range of clinical problems.
Students will be expected to be competent in selecting interventions for individuals and
monitoring the progress of their application.
Teaching method
Each session will include both lecture and experiential components. Experiential
components will include group discussion, viewing and discussion of videotapes, skills
practice with other group members, feedback/discussion of audiotaped sessions, and
providing resources for use in providing CBT therapy.
Assessment
Satisfactory attendance and participation are required to pass the unit. All of the remaining
components of assessments are on a pass/fail basis. Students must attain a pass
standard on all assessment components listed below. Additional information regarding
assessment tasks will be provided in class.
Assessment Task 1: CBT Rationale
Details of Task:
Length:
5-10 minutes
Weighting: Hurdle requirement
Due Date: Week 4
Students are required to make an in-class presentation of the CBT rationale as if
presented to a client.
Assessment Task 2: Audiotape 1
Details of Task:
Length:
Audiotape: 30-45 minutes: Self-assessment: 500 word maximum
Weighting: Pass/Fail
Due Date: Week 6
73
Students are required to make an audiotape/computer recording of themselves
conducting an initial session of CBT with a pseudo-client. The audiotape must be
accompanied by a self-assessment.
Assessment Task 3: Audiotape 2
Details of Task:
Length:
Audiotape: 30-45 minutes: Self-assessment: 500 word maximum
Weighting: Pass/Fail
Due Date: Week 10
Students are required to make an audiotape/computer recording of themselves
conducting a CBT session with a pseudo-client focused on developing adaptive
thoughts. The audiotape must be accompanied by a self-assessment.
Assessment Task 4: CBT Roleplay
Details of Task:
Length:
10-15 minutes
Weighting: Hurdle requirement
Due Date: Week 11
Students are required to make an in-class presentation of the development of
adaptive thoughts by in a role-play with another student.
Unit Schedule
Week
1
2
3
4
5
6
Introduction To Cognitive
Behaviour Therapy
Where Did CBT Come From?
Conceptualisation The CBT
Way
Initial Session
Structuring Therapy
Strategies for Modifying
Automatic Thoughts
Strategies …continued
Relevant Readings
Assessment
Due Dates
Beck, Ch. 1-2
Teyber, Ch. 2
Beck, Ch. 3-5, 14
Beck, Ch. 6-13 for next 2
weeks
Handouts
Handouts
8
Motivational Interviewing
Client Responsibility
Ineffective Coping Strategies,
Transfer and CounterTransference, Relapse
Prevention and Termination
Anger Problems
9
10
11
Depression
Anxiety
Role Play Assessments Only
Handouts
Handouts
7
74
Lecture Topics
Rationale
Presentations
Rationale
Presentations
Audiotape 1
Beck, Ch. 15
Teyber, Ch. 7-8,10
Handouts
Audiotape 2
Role-plays
Required Reading
Beck, J. (1995). Cognitive Therapy Basics and Beyond. New York: Guilford Press.
Recommended Reading
Teyber, E. (2005). Interpersonal process in psychotherapy: An integrative model. (4th ed.).
Pacific Grove, CA: Brooks/Cole Publishing.
75
Theories and techniques of intervention Part 2
DPSY6103
Year 1, Semester 2
Coordinator:
Class time and venue:
Dr J. Sabura Allen
Ph: +61 3 9905 4725
sabura.allen@monash.edu
Wednesdays, 2:00 pm - 5:00 pm,
Seminar Room (651), 6th floor, Building
17, MU Clayton Campus
Objectives
The main objectives of this course are as follows:
 To develop further skills in cognitive behaviour therapy.
 To develop the knowledge and skills to apply CBT and other integrative treatments to a
variety of disorders under supervision.
 To develop knowledge and skills to design a CBT-focused treatment plan,
 To develop the skills to develop a treatment plan in a placement setting and report
intervention outcomes, and
 To provide an awareness of some other modes of therapy and related underlying
theory.
Teaching method
Each session will include both lecture and experiential components. Students will be
advised of additional readings as applicable.
Assessment
Satisfactory attendance and participation are required to pass the unit. All other
components of assessments must attain a pass standard. Additional information regarding
assessments will be provided in class.
Assessment Task 1: Case Study 1
Details of task:
Length:
1,500 words
Weighting:
25%
Due Date:
Week 6
Students must develop an extended treatment plan for a provided client scenario.
Assessment Task 2: Resource Book
Details of task:
Topic:
CBT-related Techniques
Length:
Variable (15 Handout maximum)
Weighting:
40%
Due Date:
Week 9
Groups of two students will be formed to investigate and produce handouts related
to a specific CBT-related topic.
Assessment Task 3: Case Study 2
Details of task:
Length:
1,500 words
Weighting:
35%
76
Due Date:
Week 12
Students must develop an extended treatment plan using a real client from their
placement setting.
Unit Schedule
Week Topic*
1
Assessment Due
Review Syllabus
Eating Disorders
2
Behaviour Modification
Topic and Group Members
for Resource Book
3
Obsessive-Compulsive DisorderPsychopathology
4
Psychotic Phenomena
5
Disordered Sleeping Patterns
6
Distressed Couples
7
Problem Gambling
8
Family Treatment
9
Trauma
10
MBCT/MBSR
11
Acceptance and Commitment Therapy
12
Dialectical Behaviour Therapy
Case Study 1
Resource Book
Case Study 2
*Please note that these topics are not necessarily in the order that they will be presented.
An updated syllabus will be provided at the start of the unit.
Required Reading
Barlow, D. H. (2008). Clinical Handbook of Psychological Disorders (4th ed.). New York:
Guilford Press.
Recommended Reading
Reading materials as assigned and made available to students.
77
7 Third Year & Specialisations
Congratulations on your progress thus far in the course. By now, the anxiety of the first
year has passed. You have completed the essential coursework and practical training in
general clinical psychology for the past two years. You have reached a point in the course
where we trust that the development of your thesis is complete and the process of data
collection is well underway (or at least nearing that point). For many students,
commencing the specialisations is a particularly exciting time. Indeed, for many of you, this
year will provide you with an opportunity to finally begin to develop advanced skills and to
obtain experience in your chosen field within clinical psychology. We hope that the
remaining time in the course will continue to be fulfilling and enjoyable.
As you continue in your professional development, we would like to comment upon a few
things. First, we shall endeavour to conduct the specialisations in a manner consistent
with your level of professional development. As such, our expectations are high as we
expect that you will be operating as professionals. Second, the internship experiences are
intended to essentially parallel the experiences you will experience as beginning
psychologists. To the extent possible, the internship experiences will allow you to work
with an increasing level of independence, while you are still under supervision. Third, you
are encouraged to openly and freely discuss any concerns you may have about the
coursework, internship, or supervision, with the specialisation coordinators. While
sometimes uncomfortable, such is a necessary aspect of any profession. Certainly, we do
not anticipate any foreseen difficulties, but if something does arise, please bring it to our
attention immediately.
It is important to highlight, once again, the importance of your research. As you will have
come to realise, the scientist practitioner model provides many advantages to clinical
psychologists. Your critical skills, your understanding of the literature, and your ability to
recognise and apply evidence-based practice have all been increased. The third year is
designed to provide you with at least two working days per week to focus exclusively on
the thesis. In our experience, the thesis is the component of the course that has held
students up in their completion. With this in mind, we would encourage you to organise
your time this year in such a way to maximise the attention paid to your thesis. Only by
doing so, will you be able to complete on time next year.
78
Clinical Child, Adolescent, and Family Psychology
Specialisation Part 1 DPSY7141 & Part 2 DPSY7241
Year 3, Semester 1 & 2
Coordinator:
Class time and venue:
Associate Professor Nicole Rinehart
Thursdays, 9.30am – 12.30pm,
Phone: +61 3 9902 4561
Nicole.Rinehart@monash.edu
Meeting Room 3, Bldg 1, Notting Hill
Campus.
Some alternative times will be advised
in advance for particular topics.
Eligibility
This specialisation is undertaken in the 3rd year. Students must have satisfactorily
completed all coursework and placement requirements of the first two years of the degree.
Specialisation Overview
This specialisation provides students in clinical psychology with advanced training in
clinical child, adolescent and family psychology. The specialisation consists of seminars,
workshops, and ongoing clinical training. The specialisation will provide students with
scholarly, theoretical and practical information to help prepare them to conduct advanced
clinical assessment and treatment for infants, children, adolescents and their families. The
clinical seminars, coursework and clinical training components of the specialisation are
interrelated.
The course is based on sound current theoretical and research bases, and draws on
current understandings of normal child development, developmental psychopathology,
neurobiology, attachment theory perspectives, family systems theory, psychodynamic
theory, and cognitive and behavioural perspectives, in order to formulate understandings
of clinical presentations. The emphasis is on the interpersonal world of the
infant/child/adolescent, taking into account both the internal reality and the external
environment of the child. The external environment includes the family, school, community,
society, culture. Links between patterns of inner experience, external environment and
outward behaviour are continually drawn.
Seminal ideas and key concepts of clinicians and/or researchers such as John Bowlby,
Anna Freud, Mary Ainsworth, Erik Erikson, Margaret Mahler, and Donald Winnicott, that
continue to inform clinical understanding of and practice with children today, will be
presented and discussed.
Clinical child assessment is undertaken within a clinically nuanced and comprehensive
framework which is informed by theory. The emphasis here is on assessing not only the
presenting symptoms of the child, but also the developmental tasks in which the child is
engaged, and the socio-cultural environment of the child, both past and present. Such a
comprehensive assessment is required in order to determine both the type of intervention
which is appropriate, and the level at which that intervention is to be undertaken ie child,
parent, family, infant-parent, community etc.
79
Clinical interventions that are presented include: infant-parent psychotherapy, play
therapy, behaviour therapy, cognitive-behavioural therapy, supportive therapy,
psychodynamic therapy, family therapy, group therapy, liaison and secondary consultation
with kindergartens, schools and other agencies. It is expected that students will acquire
a reasonable knowledge, if not some experience, with each of these interventions over the
course of the year. It is not expected that students will become thoroughly proficient
in each of these therapeutic modalities- this will take much longer than one year and
would require further study and training. Nevertheless it is expected that students will
be able to determine which intervention, or combination, might be indicated for a case, and
be able to implement such an intervention under supervision, or make an appropriate
referral for such.
Formal evaluation for the specialisation will include a comprehensive clinical assessment
report, a comprehensive individual therapy report, and the design and evaluation of a
group program appropriate to the internship setting, or other clinically relevant
assessment. Students will also be expected to bring clinical material to seminars and to
participate in case-based discussion. Theoretical and practical knowledge will also be
assessed in the context of supervision through the course of the internship.
Seminars and Coursework
The seminars that form part of the specialisation consist of two units, one first seminar and
one second semester, as well as relevant workshops. At this third year level, coursework
(1 unit each semester) is oriented toward building on knowledge by focussed reading,
case-based discussion, and coursework on relevant theory and advanced clinical issues in
assessment and treatment.
Internship
The specialisation year is practically based around an internship in a relevant area. All
students undertaking the specialisation will be required to complete an internship that will
comprise 2 days per week of clinical work over the course of the year (usually February –
December 2010), totalling 92 days. The internship will be located in relevant settings such
as Child and Adolescent Mental Health Services, the Monash University Clinical
Psychology Centre, Take Two Berry Street, or other appropriate services focussing on
child and/or adolescent mental health issues.
Unit Summary
The focus of these units is on (a) developmental theories and clinical assessment and (b)
on clinical intervention in the field of clinical child psychology. Various methods of
assessment applicable to infants, children and adolescents will be examined including
interviews, self-report inventories, intelligence and achievement tests, projective tests
including drawings, rating scales and behaviour observation, and students will gain
practical skills in the administration, scoring and interpretation of a broad range of these
psychological tests.
Objectives
The aim of the two units is to increase theoretical and practical knowledge of clinical
psychological assessment and treatment for infants, children, adolescents, young adults
and their families. At the conclusion of the specialisation students will be aware of various
80
theoretical approaches to clinical work with this population and have gained clinical
experience in individual assessment and therapy with children and/or adolescents.
Students should also gain experience in the planning, running and evaluation of group
therapy with children or adolescents.
At the conclusion of these units, students should be cognisant of –
(a) normal child development, relevant developmental theories that inform clinical
practice, and the variety of childhood disorders. Students should have developed
sufficient clinical acumen to be able to conduct a comprehensive assessment of an
infant, child, adolescent and their family that allows an informed formulation of the
wider context in which the presenting clinical issues occur, and that takes into
account developmental precursors and current developmental tasks.
Recommendations and prognosis consistent with this formulation should be able to
be made.
(b) the spectrum of clinical interventions pertinent to this field, and have the skills to
implement an appropriate intervention or therapeutic modality, under supervision,
or to refer to an appropriate practitioner. These interventions include infant-parent
psychotherapy, play therapy, behaviour therapy, cognitive-behavioural therapy,
supportive therapy, psychodynamic therapy, family therapy, group therapy, liaison
and secondary consultation with kindergartens, schools and other agencies. In
addition some specific topics such as: psychopharmacology, cross-cultural issues
in working with children, childhood chronic illness, trauma and critical incidents are
included in the seminar topics, and students are expected to demonstrate their
knowledge of these in their clinical case discussions and written assessment tasks.
Assessment
DPSY7141 (Semester 1)
Assessment Task 1: Report 1
Details of task:
Length:
3500-4000 words
Weighting:
55%
Due Date:
Week 10
A report of a comprehensive assessment of a child or adolescent (including a
range of structured and unstructured testing as appropriate as well as
comprehensive clinical interviews) conducted as part of your internship.
Assessment Task 2: Proposal & Analysis of Group Program
Details of task:
Length:
3500-4000 words excluding appendices
Weighting:
35%
Due Date:
24th June
A comprehensive discussion and analysis of a short term structured group program
in which you will participate during your internship. The discussion should include
your proposal for the evaluation of the group. In certain circumstances a clinically
relevant and equivalent alternative assignment may be negotiated with the
Coordinator.
81
Assessment Task 3: Class Participation
Details of task:
Weighting:
10%
This portion of the overall final mark and grade will be comprised of attendance,
and the nature and quality of in-class contributions.
DPSY7241 (Semester 2)
Assessment Task 1: Report 2
Details of task:
Length:
3500-4500 words
Weighting:
55%
Due Date:
Week 10
A report of an individual therapy you have conducted with a child or adolescent for
a minimum of 8 sessions, and preferably 4-6 months.
Assessment Task 2: Evaluation of Group Program
Details of task:
Length:
3500-4500 words excluding appendices
Weighting:
35%
A comprehensive report of your evaluation of the group program in a form which
could be presented to staff in your clinical setting.
Assessment Task 3: Class Participation
Details of task:
Weighting:
10%
This portion of the overall final mark and grade will be comprised of attendance,
and the nature and quality of in-class contributions.
Assessment Task 4: Logbook
Details of task:
Length:
Variable
Weighting:
Hurdle Requirement
A logbook documenting observational, assessment and therapeutic casework
undertaken during the internship should also be submitted at the end of November
to the Coordinator. This will enable an assessment to be made of the quantity,
quality and range of clinical practice that has occurred. If it is assessed that there
has been insufficient face-to-face client contact and breadth of experience then the
student may be requested to continue with casework until sufficient experience for
this level of training has been gained.
Apart from these assessment requirements, interns will undertake appropriate clinical
psychology work as required by the service providing the internship.
82
Unit Schedule – Semester 1
Week
Topic
Presenter
A/Prof Nicole Rinehart
10/2/11
Introductory workshop
 Course introduction and overview
 An introduction to developmental
theories and their clinical application
 MSE for children
 Report formats
Individual Intern meetings with Coordinator
24/2/11
Individual Intern meetings with Coordinator
A/Prof Nicole Rinehart
1
Projective Assessment
Play Therapy
Dr Catherine Matthews
2
Complex Adolescent Case Presentation
Dr David Moseley
3
Case Presentations
A/Prof Nicole Rinehart
4
Eating Disorders in Children and
Adolescents.
Dr Leah Brennan
5
Practical dilemmas in clinical settings
Dr Peter Brann
6
Mood Disorder and Suicidal Patients ( 2
hours)
Dr Michael Gordon
3/2/11
A/Prof Nicole Rinehart
A/Prof Nicole Rinehart
8
Review & Case Discussion (1 hr)
Advanced: Cognitive and Learning
Assessment of Children and Adolescents
(NB: Lecture to be at Melbourne
University)
Attachment & Parenting
Professor Louise Newman
9
Autism, Asperger’s disorder, and ADHD
A/Prof Nicole Rinehart
10
Anxiety disorders
Dr Glenn Melvin
11
Childhood Trauma
Professor Louise Newman
12
Case Presentations & Unit Review
A/Prof Nicole Rinehart
7
Dr Renee Testa
The timetable for Semester II will be distributed in Semester I after confirmation of guest
lecturer availability.
Required Reading
Blake, P. (2008). Child and adolescent psychotherapy. Melbourne: IP Communications.
Fraiberg, S. (1959). The magic years. New York: Macmillan.
Lancaster, S. (Ed.). (2003). Psychologists working with depression across the life-cycle.
Melbourne: Australian Academic Press.
83
Rapoport, J., & Ismond, D. (1996). DSM-IV Training Guide for diagnosis of childhood
disorders. New York: Brunner/Mazel.
Rayner, E. (2005). Human development: An introduction to the psychodynamics of
growth, maturity and ageing (4th ed.). London: Routledge.
In addition there will be photocopied readings available in class that are expected to be
read.
Recommended Reading
Atwood, T. (1998). Asperger’s Syndrome: A Guide for Parents and Professionals. London:
Jessica Kingsley Publishers. (A full list of other texts on Autism and Asperger’s
Disorder will be distributed in class).
Axline, V. (1989). Play therapy. New York: Churchill Livingstone, 1989.
Axline, V. (1990). Dibs in search of self: personality development in play therapy. London:
Penguin.
Chandler, L.A., & Johnson, V. J. (1991). Using projective techniques with children: A guide
to clinical assessment. Springfield, Il.: Charles Thomas.
Cowling, V. (Ed.). (1999). Children of parents with mental illness. Melbourne: ACER.
Daws, D. (1993).Through the night: Helping parents and sleepless infants. London: Free
Association Books.
Fonagy, P. et al. (2002). What works for whom? : A critical review of treatments for
children and adolescents. New York , London: Guilford.
Fonagy, P., & Target, M. (2003). Psychoanalytic theories: Perspectives from
developmental psychopathology. London: Whurr.
Fuller, A. (1998).From surviving to thriving: Promoting mental health in young people.
Melbourne: ACER.
Geldard, D., &Geldard, K. (2002). Counselling Children. London: Sage.
Geldard, D., &Geldard, K. (2004). Counselling Adolescents. London: Sage.
Giordano, M., Landreth, G., & Jones, L. (2005).A Practical Handbook for Building the Play
Therapy Relationship.Lanham : Jason Aronson.
Graham, P. (Ed.). (2005). Cognitive behaviour therapy for children and families.(2nd
ed.).Cambridge : Cambridge University Press.
Green, V. (Ed.). (2003). Emotional development in psychoanalysis, attachment theory and
neuroscience. New York: Brunner-Routledge.
Hobday, A. & Ollier, K. (1999). Creative Therapy: Activities with Children and Adolescents.
Impact Publishers.
Kronenberger, W.G., & Meyer, R. G. (2001). The child clinician’s handbook.(2nd ed.).
Boston: Allyn& Bacon.
84
Lieberman, A. (1995). The emotional life of the toddler. New York, Sydney: The Free
Press.
McMahon, L. (1992). The handbook of play therapy. London: Routledge.
Malchiodi, C.A. (1998). Understanding children’s drawings. New York: Guilford.
Milgrom, J. Martin P., Negri, L. (1999). Treating postnatal depression: A psychological
approach for health care practitioners. England, John Wiley & Sons.
Murray, L., & Andrews, L. (2001). Your social baby: Understanding babies’
communication from birth. (Rev. ed.). Camberwell, Vic: ACER.
Neven, R. S. (1996). Emotional milestones. Melbourne: ACER.
Reid, S. (Ed). (1997). Developments in infant observation. London: Routledge.
Rutter, M., & Taylor, E. (eds.). (2002). Child and adolescent psychiatry. Oxford: Blackwell.
Salo, F., Re, J., & Wraith, R. (2002). Fractured attachments: The foundation of long-term
difficulties. Melbourne: Department of Child Psychotherapy, RCH.
Salo, F., & Wraith, R. (2001). Childhood depression: Why is it hard to understand?
Melbourne: Department of Child Psychotherapy, RCH.
Sattler, J.M. (2002). Assessment of children: Cognitive applications (4th ed.). San
Diego: Jerome M. Sattler.
Sattler, J. M. (2002). Assessment of children :Behavioral and clinical applications (4th ed.).
San Diego, Calif. : Jerome M. Sattler
Stern, D. (1985). The interpersonal world of the infant: A view from psychoanalysis and
developmental psychology. New York: Basic Books.
Stubbe, D. (2007). Child and adolescent psychiatry: A practical guide. Philadelphia, PA:
Lippincott.
Tsiantis, J. (2000). Work with parents: Psychoanalytic psychotherapy with children and
adolescents. London: Karnac.
Zeanah, C. (Ed.). (2005). Handbook of infant mental health, (3rd ed.). New York:
Guilford.
Recommended Journals
Recommended journals in which to find relevant articles on clinical child and adolescent
psychology are the following (most of these can be accessed online through the Monash
library databases):






Child Psychiatry and Human Development
Clinical Child Psychology and Psychiatry
Journal of Consulting and Clinical Psychology
Journal of Clinical Child and Adolescent Psychology
Journal of Abnormal Child Psychology
Journal of the American Academy of Child and Adolescent Psychiatry
85
Advanced Health Psychology Specialisation
DPSY7131 & DPSY7231
Year 3, Semesters 1 and 2
Coordinator:
Class time and venue:
Dr J. Sabura Allen
Ph: +61 3 990 54725
sabura.allen@monash.edu
Tuesdays, 9:30am – 12:30 pm,
Seminar Room (651), 6th floor, Building
17, MU Clayton Campus
Eligibility
This specialisation is undertaken in the 3rd year of the Doctor of Psychology (Clinical)
Degree at Monash University. Students must have satisfactorily completed all coursework
and placement requirements of the first two years of the degree.
Specialisation Overview
These units provide advanced level training in health psychology. They build on
DPSY6107 (Health Psychology and Behavioural Medicine). The aim of DPSY7131 and
DPSY7231 is to develop knowledge and skills in the area of health psychology. The
emphasis will be on teaching concepts, models and methodologies that can be applied in
a variety of settings to diverse problems. The focus will be on depth rather than
comprehensiveness.
DPSY7131 and DPSY7232 Objectives:
DPSY7131 addresses clinical health psychology and will help students develop their
clinical skills, that is, their ability to conceptualise clinical disorders, complete assessments
and carry out treatment programs. These skills are necessary for the practice of clinical
health psychology but also for the practice of clinical psychology and other professional
speciality areas. One way of achieving this outcome will be through some integration of the
internship and the coursework, both in terms of the lectures and assessments.
By the completion of DPSY7131, it is expected that students will be able to:





Understand how to develop conceptual models of patient problems, and how to
plan and implement interventions based on the model and the relevant empirical
literature.
Understand how to assess and manage, or contribute to the management of a
number of exemplar disorders namely chronic headache, overweight and obesity,
diabetes, asthma, arthritis, postnatal depression, and HIV/AIDS.
Know about minimal interventions and internet therapy in health psychology.
Understand how to increase patient adherence with advice from health
professionals.
Understand about practising clinical/health psychology in rural and remote areas.
DPSY7231 will extend the knowledge base established in DPSY7131 and will address
health promotion. By the completion of DPSY7231, it is expected that students will be able
to:
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



Understand global health issues.
Understand individual, group and community approaches to health promotion, and
community development.
Understand gender and cultural issues in health promotion.
Know how to plan and evaluate health promotion interventions.
Format
Students will be required to complete a health psychology internship that will take place
over two days per week throughout the year. Classes will be based on presentation of
information and discussion.
DPSY7131 - Semester 1 Topics:
 Health stream organisation, including internships, assessment, etc
 Practising clinical/health psychology in a rural setting
 An integrated approach to conceptualising disorders, assessment and treatment
 Patient adherence with health instructions
 Minimal interventions and internet therapy in health psychology
 Overweight and obesity
 Diabetes
 Asthma
 Arthritis
 Women’s health
 Men’s health
 HIV/AIDS
DPSY7231 - Semester 2 Topics:
 Introduction to the unit and Australia’s health care system
 Models of health promotion and social determinants of health
 Global health
 Consumer behaviour
 Health economics
 Gender and cultural issues in health promotion
 Individual and group approaches to health promotion
 Public health marketing: Community-wide approaches
 Community development strategies
 Screening and immunisation
 Planning health promotion interventions
 Evaluating health promotion interventions
*Please note that these topics are not necessarily in the order that they will be presented.
An updated syllabus will be provided at the start of the unit, which will include the names
of the presenters. The presenters will primarily be health psychologists and clinical health
psychologists who are knowledgeable in the area on which they present.
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Assessment
DPSY7131
Students will be expected to participate in all 12 seminars, and to complete two case
reports, as described below. At least 80% seminar attendance (i.e., 10 seminars) will be a
hurdle requirement for passing the unit. Case reports must achieve a pass mark.
Assessment Task 1: Logbook
Details of task:
Length:
Variable
Weighting:
Hurdle requirement
Due Date:
Approximate - Friday, December 9, 2011
Students are required to maintain a logbook documenting their activities during
their internship. The logbook should be submitted at the end of the internship.
Assessment Task 2: Assessment Report
Details of task:
Length:
2,000 words
Weighting:
40%
Due Date:
Friday, 29 April 2011
A report of an assessment case conducted as part of the internship.
Assessment Task 3: Therapy Case Report
Details of task:
Length:
2,500 words
Weighting:
60%
Due Date:
Friday, July 15 2011
A report of a therapy case conducted as part of the internship.
DPSY7231
Students will be expected to participate in all 12 seminars, and to complete a health
promotion literature review and health education project, as described below. At least 80%
seminar attendance (i.e., 10 seminars) will be a hurdle requirement for passing the unit.
Assessment Task 1: Logbook - continued
Details of task:
Length:
Variable
Weighting:
Hurdle requirement
Due Date:
Approximate - Friday, December 9, 2011
Students are required to maintain a log book documenting their activities during
their internship. The logbook should be submitted at the end of the internship.
Assessment Task 2: Literature Review
Details of task:
Length:
2,000 words
Weighting:
40%
Due Date:
Friday, 19 August 2011
A literature review on the health promotion strategies that have been used in the
past to produce behaviour change as it relates to a specific health topic. It can be a
disease, injury or a risky health behaviour. It can affect whole populations or just a
88
small group. Students are required to discuss the health problem with the unit
coordinator before proceeding. The review should include a description and a
critique of the health promotion strategies used to affect change in the selected
health topic The literature review should be written in the form of a journal article
ready for publication, so an appropriate journal should be selected before
commencing work. A list of key health promotion journals can be found at
http://thcu.ca/infoandresources/journal.htm
Assessment Task 3: Health Education Project
Details of task:
Length:
2,500 words
Weighting:
60%
Due Date:
Friday, 7 October 2011.
A health education project is to be designed, but not implemented. The health
promotion project will focus on the specific health issue featured in the student’s
literature review (2,500 words, 60%). The assignment should take the form of a
submission for funding to a fictitious government body, the Australian Health
Promotion Committee (AHPC), which provides funding of $5,000 to $1,000,000 for
health education projects than can be completed in one year.
Recommended reading
A general recommended reading list will be distributed before the semester. Further, topicspecific reading lists will be distributed to the students in a timely manner before the topic
is presented.
89
Clinical Forensic Psychology Specialisation
DPSY7111, DPSY7211, DPSY7112 & DPSY7212
Year 3, Semester 1 & 2
Coordinators:
Class time and venue:
DPSY7111 & DPSY7212
Professor James (Jim) Ogloff.
James.Ogloff@monash.edu
Wednesdays
DPSY 7111 & DPSY7212
Dr Michael Daffern
michael.daffern@monash.edu
Seminar Room, 1st Floor, The Paul
Mullen Building, 505 Hoddle St, Clifton
Hill.
Eligibility
This specialisation is undertaken in the 3rd or 4th year of the Doctor of Psychology Degree
at Monash University. Students must have satisfactorily completed all coursework and
placement requirements.
Specialisation Overview
This specialisation provides students in clinical psychology with specialty training in clinical
forensic psychology. The specialisation consists of seminars, workshops, and ongoing
clinical training. The specialisation will provide students with scholarly, legal, and practical
information to help prepare them conduct assessments and provide clinical intervention in
the forensic context. Specific topics will include: Introduction to criminal forensic
assessment, malingering and deception, psychopathy, risk assessment, domestic
violence, sexual offending, fitness to plead, criminal responsibility, treatment of mentally ill
offenders and forensic patients, offender intake and classification, sentencing
assessments, and communicating with the courts. The clinical seminars, coursework and
clinical training components of the specialisation will be interrelated.
Formal evaluation for the specialisation will include the development of guidelines for
clinical forensic practice in criminal law, two forensic assessment reports and treatment
plans for both criminal and civil law, , observation of a forensic assessment, , an essay on
psychological practice in civil law, and the examination and cross-examination of reports
and expert opinion evidence. For precise details on the assignment tasks see below.
Seminars and Course Work
The seminars that form part of the specialisation consist of four related subjects, as well as
relevant workshops. Nominally, the subjects are broken into four units: Introduction to
Clinical Forensic Psychology, Psychology and Children’s and Family Law, Psychology and
Criminal Law, Psychology and Civil Law. The seminars are coordinated by Professor
Ogloff and Dr Daffern, although a number of guest speakers are invited to provide
information on specific topics.
In addition to the regular seminars, students will be required to attend an introductory three
day workshop entitled, “Introduction to Australian Law,” ongoing presentations, as well as
relevant workshops that are available (e.g., the assessment of risk for violence, child
90
custody assessments). All forensic specialists must complete the Psychopathy ChecklistRevised training prior to the end of the third year. This will include discussion of
assessment, treatment and theoretical perspectives, and training in the use of interviewing
methods and structured measures including the PCL, the PPI, and the differences
between these and standard clinical interviewing techniques.
Internship
All students undertaking the specialisation will be required to complete an internship
across two locations that will take place over two days during the year. Internship
placements will be made at Forensicare, Corrections Victoria and the Monash Clinical
Psychology Centre (Forensic Psychology Clinic).
Monash Clinical Psychology Centre (Forensic Psychology Clinic). Work within the CPC
will include forensic assessments for the court as well as assessments of parties in civil
legal matters. In addition, the CPC will provide some treatment for offenders under
community supervision, victims, and individuals who present with difficulties such as anger
management.
Forensicare (Victorian Institute of Forensic Mental Health). Forensicare is the trading
name for the Victorian Institute of Forensic Mental Health, a statutory body established by
the Parliament of Victoria and managed by a council accountable to the Minister for Health
for the effective operation of the agency. Forensicare is mandated by the Mental Health
Act 1986, the Crimes (Mental Impairment and Unfitness to be Tried) Act 1997 and other
legislation, to provide inpatient and community services to mentally ill offenders in Victoria.
Under the Mental Health Act, Forensicare is also mandated to provide research, training
and professional and community education. It is anticipated that students will spend two
days per week in one of the Forensicare programmes for half of the specialisation year.
Forensicare consists of 3 services relevant to the Doctor of Psychology training where
students can complete their internship:
1. The Thomas Embling Hospital, located in Fairfield, provides inpatient assessment
and treatment in acute and continuing care programs. A specialist women's
program is also provided. Internship opportunities are available across three
programs: Acute Care, Continuing Care, and Women’s Programs.
2. Community Forensic Mental Health Services, located in Clifton Hill, provides
treatment programs to a varied outpatient group, together with advice,
assessments and reports to Victorian courts as requested. Internship opportunities
are available in The Problem Behaviour Program. Here students will gain
experience completing pre-sentence assessment reports for the courts,
consultations for other mental health service providers and Corrections Victoria,
and treatment of clients.
3. Prison Services provides mental health care at the Melbourne Assessment Prison
(the Acute Assessment Unit), Dame Phyllis Frost Centre (Marrmak Unit), and the
other publicly operated prisons in Victoria.
Corrections Victoria. Placements with Corrections Victoria are typically undertaken at the
Marngoneet programmes prison though work in other prisons is also possible. In this
internship students will conduct risk assessments and treatment planning assessments
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and provide treatments through formal group programmes as well as case co-ordinate
offenders in treatment.
Objectives
DPSY7111 Introduction to Forensic Psychology At the conclusion of the specialisation
students should be cognisant of the institution of the Australian legal system and its
processes and have a basic understanding of the relationship between the law and other
social institutions. Students should understand the role and discretion of the various
players in the legal system and, in particular, the areas in which the forensic psychologist
can contribute. They should be aware of the areas of psychological research which have
general relevance to the legal system.
DPSY7211 Psychology and Criminal Law Students should understand the various theories
of crime and criminal behaviour (including developmental perspectives), psychological
theories about paraphillias and deviant sexual practices, psychopathy, empirical research
and theories about the treatment of violent and sexual offenders, empirical research and
theories about the management of both adult and child offenders in the community, crimeprevention, policing and criminal investigations, and correctional psychology. At the end of
this unit students should be familiar with relevant legal definitions, with the specific issues
on which the forensic psychologist might be called as an expert in criminal cases, and with
the various sentencing options and their impact.
DPSY7112 Psychology and Children’s and Family Law Students will be expected to
understand and develop proficiency in the skills necessary for dealing with the relevant
issues pertaining to the Children’s Court and Family Court of Australia. With respect to
Family Court matters, they should be familiar with areas such as the determination of
guardianship, custody and access, psychological consequences of divorce, family
violence, custody evaluations and access determination, and should have an
understanding of the role and skills of mediation in family disputes. With respect to
Children’s Court matters, they should be familiar with protective issues and criminal
matters. At the completion of this unit students should be familiar with psychological
theories of parenting and child-rearing, psychological theories of family functioning,
theories about the impact of trauma on child development, empirical research and
psychological theories of child development (including attachment theory), psychological
and sociological theories about family violence including intra-familial child sexual abuse.
DPSY7212 Psychology and Civil Law Students should be aware of the breath of matters
falling within the arena of civil law and the common matters on which psychologists are
asked for advice. In particular, students should be cognisant of the factors which may
complicate the assessment and treatment of personal injury claimants and of the particular
features of victims of crime and other traumatic events. At the completion of this unit
students should be familiar with important psychological knowledge that is relevant to civil
law; specifically skill acquisition, memory, cognitive impairment, and cognitive functioning
in the elderly), psychological theories about trauma and the emotional impact of traumatic
events, psychological theory relevant to pain and pain management; victimology, etc.
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Assessment
Notes for semester one & two:
1. Of the four reports submitted over the year, two must be reports submitted to court
from each of two areas of law (civil, criminal, and administrative). These can be
undertaken as part of a placement or as part of a coursework unit. Opportunities to
satisfy this requirement can be created through additional placement supervisors,
including the Children’s’ Court.
2. Of the two remaining reports (of at least 2000 words) these reports should provide
details of the presenting case, describe the student’s work, and justify the methods
used.
3. The aim of the assignment in Semester One and the Essay in Semester 2 is to
provide students an opportunity to identify psychological questions that arise from
legal theory and legislation, practice or public policy.
Semester 1:
DPSY7111
Assessment Task 1: Paper on a topic in psychology that applies to criminal law
Details of task:
Length:
3000 words
Weighting:
100%
Due Date:
27th May 2011
For the paper, you will choose an area of criminal law where psychologists and
psychiatrists conduct forensic assessments and/or intervention. You will review the
relevant law and provide professional guidelines for psychologists and psychiatrists
to conduct assessments in the area.
DPSY7211
Assessment Task 1: Clinical reports (2)
Details of task:
Weighting:
Hurdle requirement
Due Date:
27th May 2011
Write two clinical reports in an area of criminal law (Pass/Fail). One report should
describe an assessment of criminal behaviour; the other should be a presentation
of an assessment followed by the development of a treatment plan.
Assessment Task 2: Logbook
Details of task:
Weighting:
Hurdle requirement
Due Date:
27th May 2011
Students must also complete a logbook documenting their practical work
completed on the internship.
Semester 2:
DPSY7112
Assessment Task 1: Paper on civil law or family law
Details of task:
Length:
3000 words
Weighting:
100%
Due Date:
27th May 2011
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For the paper, you will choose an area of civil law where psychologists and
psychiatrists conduct forensic assessments and/or intervention. You will review the
relevant law and comment on the assumptions made in terms of the psychological
literature. You will then make recommendations for psychologists working in this
area and recommendations for improving the law.
Assessment Task 2: Assessment reports (2)
Details of task:
Weighting:
Hurdle requirement
Due Date:
27th May 2011
Again, one report should describe an assessment of criminal behaviour; the other
should be a presentation of an assessment followed by the development of a
treatment plan.
Assessment Task 3: Logbook
Details of task:
Weighting:
Hurdle requirement
Due Date:
27th May 2011
Students must also complete a logbook documenting their practical work
completed on the internship.
In addition to these assignments students must also complete the following:
1. Each student must be observed (by either Professor Ogloff or Dr Daffern)
satisfactorily completing conducting investigative forensic interview. The interview
can be of a video-recorded interview or by observing the interview live. Such
interviews can be with either adults or children. This can be done as part of a
placement or within one of the coursework units. Before students graduate they
must demonstrate sufficient competence in investigative interviewing to enable
them to conduct investigative interviews for court proceedings. If it is not possible
for Professor Ogloff or Dr Daffern to observe a live interview and if video recording
is not possible within the student’s internship site then the task of reviewing the
student’s interview can be delegated to an appropriate supervisor.
2. All students must give evidence on at least one occasion in a mock trial. The case
can be in any area of criminal or civil law. Students will have the opportunity to
complete this course requirement in class in Semester 2 or during the Workshop in
Australian Law.
Introduction to Australian law and the justice system workshop (Date: TBA)
Objectives: The aim of this three day workshop is to introduce students to Australian Law
and the justice system. At the completion of the workshop students will be expected to:
1. Understand the legal and broader justice system including the courts, parole board,
prisons and community corrections and gain an awareness of issues and protocols
facing psychologists working within courts and other forensic contexts including
legislation relevant to civil, criminal and administrative law.
2. Achieve competence in locating and evaluating relevant case law and legislation
within the legal context in which one is practicing (provided by the Law library).
3. Understand psychological and legal theory relevant to conflict-resolution,
mediation, alternative dispute resolution, and therapeutic jurisprudence in a variety
94
of legal contexts (e.g., mediation in Family Law, mediation in civil litigation, victim
mediation and other restorative justice interventions).
4. Provide psychological consultancy advice to various groups in both investigatory
(e.g., police, insurance investigators, lawyers) in the discovery and adjudication
phases of litigation (e.g., judicial officers, lawyers, self-represented litigants).
Understanding the role of the psychologist in various forensic settings (e.g., one’s
obligation as a Servant of the Court, one’s overriding obligation to the security and
good order of a prison or remand centre).
5. Acquire knowledge of psychological theory, psychological research, legislation and
case law relevant to forensic (investigative) interviewing of both adults and children
in civil, criminal, and administrative law arenas.
The workshop will also cover ethics in forensic psychology. This section is designed to
build upon students’ knowledge of ethics gained through their completion of the first year
subject Fundamentals of Professional Practice. At the end of this section of the workshop
students will be expected to:
(i).
Understand the ethical issues that arise in various forensic settings and how to
manage those issues (e.g., who is the client and what are the limits of
confidentiality that apply when delivering forensic interventions to mandated clients
and one’s duty to advise clients of those limits).
(ii).
Competence in communicating one’s ethical obligations to non-psychologists in
forensic settings (e.g., judicial officers, lawyers, prison administrators, tribunal
members, child-protection workers, police officers, community correction officers,
mental health nurses in forensic mental health facilities, insurance investigators)
and to non-forensic psychologists (e.g., to clinical psychologists when one is
seeking information about those clinicians’ clients or is seeking to inspect their
client files).
(iii).
Understanding the unique ethical issues that arise when conducting research in
legal and other forensic settings.
Unit Schedule – DPSY7111 & DPSY7211
Week
Topic
Presenter
1
Introduction to Criminal Forensic Psychology
J Ogloff
2
Sentencing and Forensic Report Writing
M Daffern
3
Forensic interviewing, malingering and deception
 Interviewing skills in the forensic context.
 Skills-training in forensic (investigative) interviewing, with
specific emphasis on forensic interviewing of children and
other vulnerable populations.
 Methods of evaluating malingering, faking good, and other
impression-management strategies within forensic contexts.
Assessment of Risk for Violence
 Knowledge of psychological theory and research relevant to
risk-assessment in forensic practice generally and violence
specifically.
J Ogloff
4
J Ogloff &
M Daffern
95
Week
Topic
Presenter

5
Skills-training in risk-assessment, including the use of
actuarial and structured-professional-judgement methods and
the role of case formulation in risk assessment.
 General violence, Intimate Partner violence and other forms
of Family Violence/Risk of suicide and other self-harm in
prisons and other institutions
Risk Assessment for Sexual Offenders/ Extended Supervision
Orders and risk assessment within the Domestic Situation
 Knowledge of psychological theory and research relevant to
risk-assessment in forensic practice.
 Skills-training in risk-assessment, including the use of
actuarial and structured-professional-judgement methods and
the role of case formulation in risk assessment.
J Ogloff
6
Offender Rehabilitation: Foundation
M Daffern
7
Treatment of Sexual Offenders
M Daffern
8
Treatment of Violent Offenders
M Daffern
9
Criminal Responsibility and Fitness to Plead Assessments
Rehabilitation of forensic Patients and special populations
Special populations
 Evidence-based clinical assessment and intervention with
Aboriginal and Torres Strait Islander people and persons
from diverse cultural backgrounds.
 Assessment and intervention with offenders with an
intellectual disability.
Young offender assessment and rehabilitation
 Risk assessment and treatment.
 Community-based interventions with populations who are
vulnerable to becoming involved in legal proceedings (e.g.,
crime prevention strategies targeting at-risk youth, public
education programmes)
Expert Evidence: An Overview
 Understand exclusionary rules and case law regarding
admissibility of evidence and exceptions to the Evidence Act
(e.g., in child-protection litigation).
 Understand the rules pertaining to the collection and
reporting of expert evidence (e.g., Part 15.5 of the Family
Law Rules; practice directions in various jurisdictions such as
State and Federal Supreme Courts).
10
11
12
M Daffern
M Daffern
S Thomas
J Ogloff
Unit Schedule – DPSY7112 & DPSY7212
Week
Topic
Presenter
1
Introduction to Civil Forensic Psychology
J Ogloff
2
Involuntary Hospitalisation
M Daffern
3
Psychological Injuries
I Freckelton
96
Week
Topic
Presenter
4
Worker’s Compensation and Torts
I Freckelton
5
M Daffern
6
Psychological Trauma Assessments
Including treatment of individuals where substantiated or
alleged psychological injuries from a wrongful act or other
compensable event are evident.
Family Court Assessments: Custody and Access
7
Interviewing children
TBA
8
Child-maltreatment (serious neglect, physical abuse, intrafamilial sexual abuse)
 Risk assessment and treatment of parents who are
being, or have been, investigated for child
maltreatment.
Assessments of Youth
S Reeves
P Brown
11
Assessments of Youth
 Evidence-based clinical assessment and psychological
treatment and counselling with children in the care of
child-protection agencies or who are, or have been, the
subjects of child-protection investigations.
Jury Research
12
Expert Testimony Exercise
J Ogloff
9
10
J Ogloff
P Brown
TBA
Required reading
Photocopied readings available in class. For each class a set of readings will be presented
the week prior for review and discussion in class.
Melton, G. B., Petrila, J., Poythress, N. G., & Slobogin, C. (2007). Psychological
evaluations for the courts: A handbook for mental health professionals and lawyers
(3rd Ed.). New York: Guildford.
Heilbrun, K. (2001). Principles of forensic mental health assessment. New York: Kluwer
Academic/Plenum Publishers.
Recommended Books
Cooke, D. J., Forth, A. E., & Hare, R. D. (Eds.), Psychopathy: Theory, research, and
implications for society. Dordrecht, The Netherlands: Kluwer.
Hess, A. K., & Weiner, I. B. (2000). (Eds.), The handbook of forensic psychology (2nd ed.,
pp.171-217). New York: Wiley.
Hare, R. D. (1993). Without conscience: The disturbing world of the psychopaths among
us. New York: Pocket Books.
Ogloff, J. R. P. (Ed.). (2002). Taking psychology and law into the twenty first century.
New York: Kluwer/Plenum Academic Press.
Roesch, R., Hart, S. D., & Ogloff, J. R. P. (1999). (Eds.), Psychology and law: The state
of the discipline. New York: Plenum.
97
Rogers, R. (Ed.). (1997). Clinical assessment of malingering and deception (2nd Ed.). New
York: Guilford.
Useful Manuals and Tests
Douglas, K. S., Webster, C. D., Hart, S. D., Eaves, D., & Ogloff, J. R. P. (2002). HCR - 20:
Violence Risk Management companion guide. Mental Health, Law, & Policy
Institute, Simon Fraser University and B.C. Forensic Psychiatric Services
Commission.
Eaves, Douglas, K. S., Webster, C. D., Ogloff, J. R. P., & Hart, S. D. (2000). Dangerous
and Long-Term Offenders: An assessment guide for mental health professionals.
Burnaby, BC: SFU Mental Health, Law, & Policy Institute and B.C. Forensic
Psychiatric Services.
Boer, D., Hart, S. D., Kropp, P. R., & Webster, C. D. (1997). Manual for the Sexual
Violence Risk-20: Professional guidelines for assessing risk of sexual violence.
Vancouver, BC: British Columbia Institute Against Family Violence.
Webster, C. D., Douglas, K. S., Eaves, D., & Hart, S. D. (1997). HCR-20: Assessing risk
for violence (version 2). Burnaby, BC: SFU Mental Health, Law, & Policy Institute
and B.C. Forensic Psychiatric Services Commission.
Roesch, R., Zapf, P., Eaves, D. & Webster, C. D. (1998). Fitness Interview Test (Revised
Edition). Burnaby, BC: Mental Health, Law, & Policy Institute, Simon Fraser
University.
98
8 Fourth year
In fourth year you should be completing the write-up of your thesis and preparing it for
submission mid-year. The MRGS Handbook for Doctoral and MPhil Degrees specifies the
format of the thesis and this handbook can be found online at
http://www.mrgs.monash.edu.au/research/doctoral/index.html
Those submitting by publication should be submitting their papers to journals and finalising
the introductory and discussion components of the thesis, along with any linking sections
or extended methodology chapters that may be required. Further information about
submitting your thesis by publication may be found in Appendix D. For examples of past
DPsych theses submitted by publication, you can contact the Academic Registrar.
During fourth year you should be discussing the nomination of potential thesis examiners
with your supervisor(s). It is advisable for the names of two examiners external to the
University to be forwarded to MRGS at least six weeks before the thesis is submitted, so
that examiners can be finalised in time for thesis submission and delays in dispatching the
thesis avoided. We recommend all students (and supervisors) inform themselves about
the submission and thesis examination process well before submitting your thesis. This
information is available in the Handbook for Doctoral and MPhil Degrees (see Chapter 7).
Fourth year DPsych (Clinical) students are required to attend two seminar days on
professional issues. These topics covered include:





Supervision Training: This workshop will provide an introduction to the ethical,
professional and legal responsibilities of psychologists as supervisors and the
issues around management of problems that may arise in supervision.
Getting a job: This workshop will provide information and resources regarding CVs,
referees, preparation, and interviews.
Brushing up on the Mental Health Act and the Mental Health Review Board: This
workshop refreshes student knowledge from their initial study of this topic in first
year and informs of any regulatory changes.
Therapist Self-care: This workshop informs students about the possibility
of burnout which is common in mental health and how to avoid it.
Setting up a private practice: This workshop provides information, guidance, and
resources regarding the issues involved in setting up and running a private practice
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9 Research
Students submit a thesis of approximately 60,000 to 70,000 words. The thesis may be in
the form of a traditional monograph or as a thesis by publication.
The work presented for examination must be the original work of the candidate, except
where due reference is made in the text. A candidate may include published work which is
directly relevant to the argument of the thesis, provided such work has been written during
the period of candidature. Candidates may not present in, or in support of, a thesis any
work which the candidate has presented for any other degree or diploma at this University,
or any other institution, except with the permission of the Research Graduate School
Committee.
9.1 Timeline & Research requirements
A number of research hurdle requirements are scattered across your candidature to
ensure that adequate progress is being maintained and MRGS requirements for
confirmation of candidature are met.
Date
Requirement
Year 1
End of Sem 2
Oral presentation and Research proposal approved by panel
Application(s) for ethics approval submitted
Year 2
End of Sem 1
Ethics approval received
Literature review submitted (Draft-January; Final-February)
Data collection begun
Year 2
End of Sem 2
Data collection continues
Year 3
Beginning of Sem 1
Mid-candidature review - includes oral presentation
Year 3
End of Sem 2
Data collection completed
Data analysis substantially completed
Pre-submission seminar (within 6 months of submitting
thesis)
Year 4
End of Sem 1
Thesis completed and submitted
More information about each of these requirements is contained the sections below.
Students should note that to complete first year research requirements, it is essential that
they progress their research substantially in first semester, as there are no competing
placement requirements in first semester.
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9.2 Scope of the research and supervisors
The DPsych is classified as a research doctorate and the research component of the
degree constitutes 70% of the course requirements. Hence, the expectations for the
research component are substantial. In comparison with a PhD, the research component
of a DPsych is considered to be of equivalent quality but a smaller project.
Research completed for the DPsych (Clinical) must have “direct relevance to the field of
clinical psychology”. This is a requirement of the Australian Psychological Accreditation
Council. Whether research meets this guideline is sometimes a matter of judgement and
students who are considering completing research in domains that may contravene this
guideline are encouraged to talk to the DPsych (Clinical) Course Coordinator about the
suitability of their proposed area.
Students are strongly encouraged to collaborate with more than one supervisor (i.e., a
primary and an associate supervisor). Primary supervisors need to meet the following
criteria:

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
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Primary supervisors must have at least an honorary appointment in the School of
Psychology and Psychiatry. If prospective primary supervisors do not have at least
an honorary appointment in the School, it may be possible to organise one.
Primary supervisors must be accredited with the Monash Research Graduate
School.
Primary supervisors have a limit on the number of students that they can
supervise, the number depending on their level of accreditation.
Research Fellows can only be supervisors if the period of their Fellowship exceeds
the period of the student candidature.
If the primary supervisor is not a clinical psychologist, it is strongly recommended that
consideration be given to approaching a clinical psychologist to act as an associate
supervisor. On average, students should consult their primary supervisor for at least one
hour per fortnight.
9.3 RDA advisors
RDA is short for RDDA, which stands for Research Design and Data Analysis. Your
supervisor may give you RDA advice, or may suggest consultations with an RDA advisor
for extra help with statistical design and analysis issues. Below is a list of RDA advisors
and their areas of expertise:
Name & Email
Consultation
Grahame Coleman
Clayton,
Grahame.Coleman@monash.edu preferably
Monday
morning, but
flexible
Michael Davis (only for DPsych
Centre for
(forensic) students)
Forensic
Michael.Davis@monash.edu
Behav. Sc., by
arrangement
Expertise
Univariate and multivariate statistics,
single subject designs, Structural
Equation Modelling, Multilevel analysis,
spectral analysis, scaling, scale
construction
General linear model, effect size, nonparametric techniques, ROC analysis,
MDS & smallest space analysis, partial
order structuple analysis, improper
linear models, Bayesian
analysis/Bayes' theorem
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Penny Hasking
Penelope.Hasking@monash.edu
Clayton,
Monday 2-4pm
Vickii Jenvey
Vickii.Jenvey@monash.edu
Clayton, by
arrangement
Lenore Manderson
Lenore.Manderson@.monash.ed
u
Kim Ng
kimteeng@hotmail.com
Jim Phillips
jim.phillips@monash.edu
Caulfield, by
arrangement
John Taffe
john.taffe@monash.edu
Narelle Warren
Narelle.Warren@monash.edu
By
arrangement
Clayton,
Monday 2-4
pm
Clayton,
Mondays and
Wednesdays
By
arrangement
Linear regression,
moderation/mediation, confirmatory
factor analysis/tests of invariance, basic
ANOVA techniques, non-parametric
techniques
Analysis of categorical data, including
repeated measures categorical data
(e.g. data derived from observation and
interviews) with logistic regression,
Generalized Estimating Equations, etc.;
observation and interview studies.
Ethnography; qualitative research
All aspects of quantitative analysis,
both uni- and multi-variate
ANOVA, nonparametric statistics,
multiple regression
Research design and data analysis
Qualitative research, especially
ethnographic research, narrative
research/analysis, grounded theory
analysis
If the help of an RDA advisor is needed you and your supervisor should arrange a joint
meeting with John Taffe (john.taffe@monash.edu), the RDA co-ordinator, to discuss your
project and the analysis it may require. You may then have further consultations as
needed either with John or with another advisor.
Your project will aim to answer research questions. To prepare for the first RDA meeting



set out your research questions
if possible, formulate an hypothesis or hypotheses which spell out what you expect
will be the answer to each research question
if you can, suggest statistical analyses which may help to test these hypotheses
In deciding on your research questions you will need to consider issues such as




how you will recruit participants, and how many it will be possible for you to recruit
who these participants will represent (which populations)
whether a cross sectional or a longitudinal approach will be appropriate
what measures you will be using
These considerations, and possibly others as well, will help you to formulate your
questions precisely and help with decisions about what analyses will be appropriate.
9.4 Progress Reviews
Supervisors and academic units monitor the progress of doctoral and MPhil candidates
throughout their candidature. This is done through a variety of measures such as
supervision meetings, review of submitted work and review of presentations. Regular
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reviews of progress provide the opportunity to ensure that a candidate has the requisite
skills and resources to complete their research program within the period of candidature.
It is advised you become familiar with these requirements, located at
http://mrgs.monash.edu.au/research/doctoral/chapter3h.html
Annual Questionnaire
All doctoral and MPhil candidates are required to complete an annual questionnaire prior
to enrolling for the following year in order to review the conditions of their candidature.
MRGS will email you with further information at the appropriate time towards the end of the
year.
Confirmation of Candidature
Your confirmation of candidature paperwork can be submitted to MRGS from 12 months
following commencement of the course (though is not officially due until 18 months after
commencement of candidature), after your first year of coursework and your first
placement have been passed. As part of the confirmation process, MRGS and the School
require that each DPsych candidate meet the following requirements:
1. Give an oral presentation

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



The oral presentation must occur within the first year of your candidature.
The goal of the oral presentation is to provide you with constructive feedback
on the methodology, data analyses, scope and feasibility of your project before
you commence data collection.
The Chair of the meeting will be the DPsych (Clinical) coordinator or nominee.
Members of the panel will be nominated by the supervisor, and the final
composition of the panel will be by negotiation between the supervisor and the
DPsych (Clinical) coordinator. The panel must comprise at least the following
three members:
o The Chair (who cannot currently be supervising the candidate)
o The candidate’s supervisor(s)
o An independent panel member conversant with the general area of
research but not directly involved with the candidate’s project. The
independent panel member cannot be supervising the candidate.
The presentation should be of 20 minutes’ duration, with an additional 10
minutes for questions from the panel and audience, and then at least 15
minutes for discussion from the review panel. The presentation will be
evaluated in terms of its structure, content, strengths, deficiencies, presentation
skills, understanding of the research area and ability to respond to questions
and guidance from the review panel and wider audience.
2011 oral presentations:
o Friday 23 September (morning only)
o Wednesday 23 November (all day)
o Wednesday 30 November (all day)
All school staff members and DPsych students will be invited to attend these
presentations.
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




The student and supervisor should decide by the end of August which date
would be best for your presentation. The Research Degrees Office should be
informed of when the confirmation is to take place (hdr.psych@monash.edu).
At least one week prior to the presentation, the student should distribute their
1000 word research proposal (see below) to the panel members.
The Research Degrees Office will ensure that the presentation is advertised to
the School at least one week prior to the presentation. Your supervisor is to
ensure that the School is notified of any cancellations that take place in the
week prior to the presentation.
Each panel member will complete the evaluation form on the day of the
presentation, and return to the Chair. The Chair will combine them into a single
report to be entered into Section C of the confirmation of candidature form.
Panel members will put forward a recommendation as to whether the project
can:
o proceed without any changes being made;
o proceed after some minor modifications are made to the satisfaction of
the supervisor; or
o not proceed until some relatively major issues are resolved within a
review period of 10 weeks.
Note that if major changes to your research occur anytime following your oral
presentation (e.g., if you change project and supervisors), you will need to hold
another oral presentation to have your new research approved by a panel.
2. Submit a 1,000 word written Research Proposal which must include a time line for
completing your thesis (more information about the format of the time line will be
distributed in the middle of the year by the Academic Registrar). The research
proposal should be a minimum of 1,000 words. A suggested format for the report
can be found at http://mrgs.monash.edu.au/research/doctoral/appendd.html (see
section 2.2, “Written submission”). The final draft written research proposal should
be submitted to all members of your review panel by ONE WEEK prior to your oral
presentation. It can then be revised based on feedback from your panel members,
prior to submission to the Academic Registrar at the time you submit your
confirmation of candidature form (see point 6 below).
3. Submit a 10,000 word Literature Review, with supervisor endorsement. A draft of
your critical review of the relevant research literature (10,000 words) must be
submitted to your supervisor by the end of January in the second year of your
candidature. The final version must then be submitted to your research supervisor
and the Academic Registrar by the end of February. If you require an extension on
your literature review, you must apply to the Board of Studies in writing, well in
advance of the due date. Literature reviews are assessed by primary supervisors
and graded as pass or fail. Reviews deemed as unsatisfactory must be revised and
resubmitted until graded as pass, as confirmation of candidature is dependent on
students submitting a literature review graded as pass. A written statement (via
email) from your supervisor must be sent to the Academic Registrar to confirm that
the literature review is of satisfactory standard.
4. Submit a funding submission form with a budget of proposed expenditure for
your project. More information about this can be found at
http://www.med.monash.edu.au/psych/students/current/hdr-funding.html Your
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funding request submission should be received by the Resource Manager (Cheryl
Roberts) by the end of the 12th month of candidature, at the time of your oral
presentation. It is the responsibility each student and their supervisor to ensure
that the proposed research project can be adequately funded, either by the
School’s contribution of up to $4000 or via other means.
5. Complete their first placement. Confirmation of Candidature will not be approved
until the successful completion of the student’s first placement.
6. Submit a COMPLETED confirmation of candidature form (available at
http://www.mrgs.monash.edu.au/research/students/confirmation.html) which
includes:
i. Section A - completed by the candidate,
ii. Section B - completed by the supervisor and
 Ethics Clearance in Section B must also be documented. If
the student is working on Ethics approval there should be a
note to that effect. Further details about ethics clearance are
included below – see 9.5).
iii. Section C - completed by the Chair and to include the review panel
report,
 To be signed by the candidate, the supervisor and the Chair
(preferably on the day of the oral presentation).
iv. A copy of your research proposal, literature review, and a statement
from your supervisor confirming that the literature review is of pass
standard.
If you have not submitted a confirmation of candidature form by the time you
are 16 months into your candidature, a form will be sent to you at that time, for
completion by the end of the first 18 months of your candidature.
When all the above paperwork is received by the Research Degrees
Administrator, the Confirmation of Candidature form will be signed off by the
School and forwarded to Monash Research Graduate School.
Mid-candidature review
All DPsych students who commenced their enrolment from 2010 must complete a midcandidature review. Information about requirements for this review can be found at:
http://www.mrgs.monash.edu.au/research/doctoral/chapter3h.html#midreview
The mid-candidature presentation and review must take place between 21 and 27 months
of full-time equivalent candidature following commencement of candidature.
You will be required to make an oral presentation at a departmental seminar at which the
members of the review panel must be in attendance. The review panel would preferably be
the same panel as was present at your confirmation of candidature oral presentation. For
DPsych students, the presentation will generally take place at an organised day of
presentations at the beginning of the third year of your candidature.
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You will also be required to submit the following to the review panel prior to the oral
presentation:


an accompanying written paper which demonstrates your progress since
confirmation of candidature. This may be a published journal or conference paper,
a draft thesis chapter, an updated literature review or a prepared paper of an
appropriate length to the discipline. This paper should be of a standard that would
be expected for submission at a conference or other public academic event;
a progress report (minimum of 1000 words) that includes:
o a summary of the research project, the proposed thesis structure (chapter
by chapter outline) and the position of the presented element of the
research within the project;
o the timetable for completing the research report/thesis developed at
confirmation and a detailed statement of progress towards this work plan
and any actual or proposed variations; and
o identification of any perceived difficulties that currently or could impede the
completion of the project according to the work plan and suggestions to
overcome these difficulties.
Pre-submission seminar
All DPsych students who commenced their enrolment from 2010 must also complete a resubmission seminar, no more than six months of full-time equivalent candidature prior to
final submission of the thesis. Information about requirements for this review can be found
at: http://www.mrgs.monash.edu.au/research/doctoral/chapter3h.html#presub
9.5 Ethics clearance
All projects must receive ethics clearance prior to collecting data. To apply for ethics
clearance, students should visit http://www.monash.edu.au/resgrant/humanethics/index.html and seek advice from their supervisor. Students are obliged to comply
with all of the changes and procedures that are recommended by the ethics committee.
Some research requires approval from more than one committee, as for example when a
student wishes to collect data from a hospital. Ethics approval can take considerable time
and this must be taken into account in planning research.
In summary, students cannot proceed with their research until:


The proposed research has been approved by a panel.
The proposed research has achieved the necessary ethics approval(s).
A submission to the relevant ethics committee(s) must be made in first year, but approval
can occur in second year. The panel meeting and ethics application(s) can proceed earlier
in the year if this suits students and supervisors (a situation that sometimes arises when
students take on projects embedded in existing research programs).
9.6 Conferences and Papers
Students are encouraged to attend conferences and research meetings that pertain to
their research project, while also meeting course requirements related to coursework and
clinical placements. The student should obtain approval from the DPsych (Clinical) Board
of Studies prior to a conference (see Section 5.4). Students are encouraged to present
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their research at university, local, national and international seminars or conferences.
Funding is available to support students presenting platform or poster presentations at
national or international conferences (see Section 9.7).
Students are strongly encouraged to publish some of their findings before submitting their
thesis. This process provides valuable feedback and enhances professional reputation.
Of course, supervisors and associates who significantly contribute to the publication
should be designated as co-authors. Submission of a thesis in the form of a series of
papers is encouraged and students should discuss this option with their supervisors.
Students should contact other researchers in their field, usually via email or mail, but also
during conferences. These contacts could provide several vital benefits. First, for
Doctoral students, these contacts could provide some interesting insights and feedback to
facilitate the thesis and/or be potential examiners. It is important to note, however, that
appointment of examiners is carried out by the supervisor, not the student. Finally, these
contacts could provide job opportunities in the future.
9.7 Research Support and Travel Grants
DPsych students are entitled to the following funding support from the School:



during the first year of candidature the student can claim up to $1000
reimbursement towards the purchase of a laptop computer.
for the duration of their candidature the student is entitled to apply for research
support up to a maximum of $4000.
students will be expected to complete a detailed budget of the project expenses for
submission at the time of their confirmation of candidature oral presentation (see
Section 9.4).
Exemptions


A student who is the recipient of a scholarship which includes an allowance for
direct research costs is not eligible to receive additional funding from the School.
(e.g. NHMRC scholarship, Monash Departmental Scholarships etc.)
A student who was enrolled in the DPsych degree prior to 2010 shall continue to
apply for research support under the previous 2009 model.
A revised funding submission form will be made available in due course at
http://www.med.monash.edu.au/intranet/spppm/staff/resource/ The form is to be
completed by the student in collaboration with their supervisor. Once completed the form
must be signed by the supervisor and forwarded to Cheryl Roberts at the Clayton
campus. Final approval will be determined by the School Resource Manager.
A formal letter acknowledging the outcome of the application will be forwarded to the
student’s supervisor. It is the responsibility of the supervisor to inform the student of the
application outcome. Please note that the approval process may take up to two weeks.
Monash Postgraduate Travel Grants (MPTG)
The Monash Postgraduate Travel Grants scheme is available to assist with the travel
expenses of postgraduate research Masters or Doctoral students. Assessment for
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application of a travel grant is ongoing. Completed applications must reach the Faculty for
ranking at least six (6) weeks before you leave for the conference/ fieldwork.
Allowable travelling expenses consist of air or other fares but not items such as visas,
taxes, travel insurance, conference registration or accommodation. The MPTG consists of
contributions from Faculty and School which provides a travel allowance of up to about
$2,000 for each Masters and Doctoral research candidate over the entire period of
candidature. The allowance can be used for more than one research travel event.
Details are available from the Monash Research Graduate School's website:
http://www.mrgs.monash.edu.au/scholarships/grants/addadvice.html
Graduate Student Conference Attendance Grants (GSCAG) - only available to
students who commenced candidature prior to 1 January 2010.
Postgraduate students can derive considerable benefit from presenting their original
research data at scientific meetings. The advantages include: gaining experience at
presenting their research to a critical audience, receiving informed feedback on their
research, establishing links with other researchers, and acquiring relevant knowledge.
The School recognises that students will generally benefit from attending more scientific
meetings than can be funded from the MPTG allocation, and has a Graduate Student
Conference Attendance Grant scheme (GSCAG) to assist students to attend scientific
meetings once their MPTG allocation has been expended. The GSCAG can also be used
to assist HDR students to receive specialist training in research techniques that are
directly relevant to their thesis research. The principal aim of this scheme is to assist
postgraduate students to become engaged in productive research of high quality. To
ensure that School funds are not wasted on unproductive research, access to funds
through the GSCAG will be linked to indices of student productivity. It is a condition that
student affiliation listed on abstracts, posters and associated publications must be the
School of Psychology and Psychiatry, Monash University. Applications for GSCAG
who fail to comply with this condition are ineligible to apply for funding. Applications must
be submitted before you leave for the conference.
Details of the Graduate Student Conference Attendance Grants Scheme is available on
the web, please refer to the Research website (log in the staff/student intranet):
http://www.med.monash.edu.au/intranet/spppm/research/guidelines.html
Note: MPTG and GSCAG applications should be submitted to Mairi Rose MacCleod,
Research Administrator, Building 17, Clayton Campus.
Insurance Cover/Travel Advice
Applicants are advised to seek advice and make provision for travel and medical insurance
cover. Postgraduate students may be covered under the Monash University Travel
Insurance Policy. Details can be found at http://www.firm.monash.edu.au/Insurance/
Students are also encouraged to visit the website http://www.dfat.gov.au for the latest
travel advice.
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10 Placements
This section provides information about the placements component of the DPsych
(Clinical) program. All students are required to read and be familiar with this information
prior to commencing their placements. The answers to most placement-related issues can
be found in this section so students should retain a copy for future reference.
10.1 Background
Placements are recognised as an essential component in the training of professional
psychologists. They are designed to provide students with a range of experience and skills
that will equip students for working as a clinical psychologist. To ensure that placements
are conducted in a manner that provides appropriate experience for students, various
guidelines have been developed by the University, APAC (the Australian Psychology
Accreditation Council), the APS (Australian Psychological Society) College of Clinical
Psychologists and the PBA (Psychology Board of Australia).
10.2 Aims
The aim of placements is to provide students with the opportunity to develop professional
competence in a work context. Competencies include mastery of a number of skills,
including the ability to apply academic training to placement problems, and the
development of a critical appreciation of the roles and functions of psychologists in
organisations. During placements, it is expected that students will develop a range of core
and specialist competencies as described by the APS College of Clinical Psychologists
(Appendix B). For instance, students should learn and apply skills in psychological
assessment and in evidence-based interventions to a range of individuals, families, and/or
groups. Students will observe and take part in assessments and interventions in these
appropriate services and organisations under the supervision of a clinical psychologist who
is also a member of (or is eligible for membership of) the APS College of Clinical
Psychologists.
10.3 Placement Contacts
The University is required to appoint a Placement Coordinator who is responsible for
liaising between the University and the all field supervisors, for assisting students with the
process of arranging clinical placements, for monitoring student progress during
placements, and for ensuring that the paperwork has been completed properly. The
placement coordinator will visit each placement at least once while the student is on
placement, generally midway through for the mid-placement review. Students will not
receive a final mark for their placement until all placement paperwork has been reviewed
by the Placement Coordinator.
Dr Lillian Nejad
Placement Coordinator, DPsych (Clinical) program.
Room 545, Building 17, Clayton Campus
Ph: +61 3 9905 1194
E: ClinPsychPlacements.psych@monash.edu
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The Placement Administrator is responsible for administration activities associated with the
placement program. In general, all placement documentation should be submitted to the
Placement Administrator. Students are ultimately responsible for submitting their
placement paperwork on time.
Ms Lisa Blair
Placement Administrator, School of Psychology and Psychiatry.
Tuesday and Wednesday
Room 542, Building 17, Clayton Campus
Ph: +61 3 9902 0873
E: placementadmin.psych@monash.edu
10.4 Clinical Placement Requirements &
Expectations
Clinical placements are a vital part of the training of psychologists. Students must
successfully complete three supervised placements in a variety of settings within the first
two years of the DPsych program. The fourth placement (internship) in the student‘s
specialisation occurs in 3rd year and is not organised by the Placement Coordinator, and
therefore, is not discussed in this section of the course guide.
In total (not including the internship), students are required to complete a minimum of 1000
hours (125 days) of placement experience during the DPsych (Clinical) course. Four
hundred hours must be direct (face-to-face) contact with a client/patient. (If in rural
settings, 100 of these hours may be via tele/videolink.) The placement requirements
satisfy the APAC (Australian Psychology Accreditation Council) guidelines for Doctoral
programs as well as the APS College of Clinical Psychologists’ Course Approval
guidelines and the requirements for registration as a psychologist with the Psychology
Board of Australia.
It is essential that the placements provide students with the experience of dealing with a
wide range of client problems (e.g. acute as well as chronic disorders), across varying age
ranges (child, adolescent, adult, older adult), settings (e.g. inpatient/outpatient,
community), and use of a variety of clinical skills (assessment, treatment, and
professional). Each placement should be different in focus so that each of the above
dimensions is covered adequately.
Table 1 shows the recommended number of days per placement; however, this may vary
according to the needs of the placement organisation. For instance, some services only
offer 40 or 50-day placements and therefore, days can be adjusted accordingly.
All employment requires completion of some mundane and repetitive tasks (e.g.,
photocopying, completing forms) and student placements are no exception. The main
objective of the placement is, however, to provide an opportunity for students to gain a
range of professional clinical psychology skills while contributing to the objectives of the
placement agency. Placement tasks may vary from student to student for a variety of
reasons. For instance, those students who have had previous work experience, especially
in clinical psychology, may be seen by the agency as qualified to engage in high
competency tasks, whereas students who have had little or no previous work experience
may be only given the opportunity to observe such activities, particularly in their first
placement. Thus, the differences within and across agencies, supervisors, and students
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means students will not be performing similar tasks when on placement. Although students
will have different levels of expertise depending on their prior experience, professional
behaviour is expected to be of the highest standard in all placements regardless of the
student‘s stage of training.
Table 1.
Period
Placement
Days
Year 1, Semester 2
Introductory
32 (approx 250 hrs)
Year 2, Semester 1
Intermediate
47(approx 375 hrs)
Year 2, Semester 2
Advanced
47(375 hrs)
Students will not be permitted to commence their first placement unless they have
satisfactorily completed other course components and progressed adequately on their
research. The decision as to whether a student may commence placement training is
reached by the DPsych (Clinical) Board of Studies.
Descriptions of the three placements are provided below.
Introductory Placement
DPSY5299 Introductory Placement
Most students will do their first placement at the Monash Clinical Psychology Centre (CPC)
starting at the end of first semester and concluding mid-December. This is a 32-day
placement and would be completed at two days per week for the first four weeks (between
semesters) and at one day per week for the remaining period. A select number of students
will do their introductory placement in an external agency—these will often be primarily
observation-based placements with a high level of support and supervision. The initial
placement is allocated to the student by the placement coordinator. Students who do an
external placement will do their second placement (intermediate) during first semester of
second year at the CPC.
In the introductory placement, students should already have a sufficient theoretical basis to
enable them to acquire placement skills in psychological assessment and interventions
with a range of clients. During the introductory placement, proficiency in basic clinical skills
should be developed either through direct practice or observation and students should be
able to apply their academic training to enable them to select, administer and score the
commonly used psychological tests. Students are encouraged to practice writing mental
state examinations, case histories and psychological reports. Students would be expected
to have frequent opportunities to observe their supervisor and to be observed by their
supervisor, particularly earlier in the placement. Ethical standards should be strictly
adhered to and students should ascertain the specific policies and procedures of the
service in regard to ethical considerations (see APS Code of Ethics) as well as
occupational health and safety guidelines.
At the completion of the initial placement, students will be expected to understand the role
of a psychologist within the placement setting and how this role functions within a multi111
disciplinary team. In addition, students will be expected to have developed a thorough
understanding of the context of the delivery of the service and the particular function it
serves to the clients and the community at large. Students should be cognisant of the
competing demands on service delivery and the range of issues that impact upon it.
Intermediate and Advanced Placements
Students will generally not be permitted to commence their second and third placements
until their paperwork from their previous placements have been submitted to the
Placement Coordinator. Students will be allocated two external placements in their 2nd
year – one in each semester. These 47-day placements are generally undertaken on a
two-day per week basis over 24 weeks but variations to this standard pattern might be
approved. In some instances, part of the placement may be completed in a more intensive
manner in the form of a block. In such cases, a student may complete 3 to 5 days per
week for a period of weeks. Any adjustments to the usual schedule need to be arranged
by the Placement Coordinator prior to commencement of the placement. Considerations
include the demands on other components of the DPsych course, research progress, and
the agency‘s capacity to provide adequate placement experience and supervision to the
student.
DPSY6199 The Intermediate Placement
Students are expected to contribute to service delivery by participating in the provision of
clinical psychology services to a range of individuals and/or groups with relatively
uncomplicated psychological disorders. At this stage, students will be expected to carry a
client load with moderate supervisory support. Management of record keeping and liaison
with other professionals should also be carried out with moderate supervisory support.
Again, ethical standards should be strictly adhered to and students should ascertain the
specific policies and procedures of the service in regard to ethical considerations as well
as occupational health and safety guidelines. Students should also demonstrate an
understanding of the complexities of the agency‘s role in service delivery. Opportunities for
student and supervisor observation are recommended to facilitate skill development.
At the completion of the intermediate placement, students should have developed skill and
confidence in applying their theoretical knowledge, implementing appropriate assessment
and intervention techniques, and providing appropriate written and verbal feedback in the
form of case notes, reports and letters. Students should also have developed an
awareness of the intricacy of the therapeutic relationship and of the contribution of their
personal qualities to it.
DPSY6299 The Advanced Placement
The advanced placement provides students with the opportunity to directly contribute to
service delivery by participating in the planning and provision of a clinical psychological
service to a range of individuals and/or groups with relatively complex emotional and
behavioural problems and disorders. At this stage, students will be expected to carry a
moderate client load with minimal supervisory support. Their practice should reflect the
professional principles of the highest standard and their role within the agency should be
equivalent to that of a junior employee. Opportunities for student and supervisor
observation are recommended particularly with more complex cases or less familiar tasks.
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By the end of the advanced placement, students will be expected to independently
develop and deliver intervention strategies across a range of areas that reflect an
understanding of the current knowledge of best practice. Students should also be
proficient and more efficient in conducting assessments, interpreting findings, developing
formulations and writing reports and casenotes. Furthermore, students should be able to
provide input at the organisational level and be able to demonstrate a sound
understanding of psychological principles and how these can be implemented within
service delivery systems. A full understanding of the complexities of provision of services
should be apparent with evidence of an appreciation of the wider context in which the
client operates and in which the service is provided.
Internship
In Year 3, students are required to complete a 92-day internship. Internships are part of
the specialisation year and are organised by the specialisation coordinators. They are only
available to students who have successfully completed all three placements.
Assessment
Students’ performance at each placement is graded pass or fail. The final recommendation
to the DPsych (Clinical) Board of Studies regarding whether a student has passed or failed
the placement is made by the Placement Coordinator in consultation with the clinical
supervisor.
Satisfactory completion of a placement requires that the student has both performed
satisfactorily in the placement as reported by the Supervisor and that all documentation in
relation to the placement has been signed and returned to the Placement Coordinator at
the University.
Details about placement documentation requirements are discussed below and all forms
are provided in the Appendices of the handbook. Students are advised to familiarise
themselves with these documents prior to commencing any placements.
If a student‘s performance is determined to be unsatisfactory, s/he shall fail the placement.
Upon failure of a placement, the Board of Studies will consider the appropriate actions to
be taken. The student is invited to meet with the Placement Coordinator(s) and be involved
in the development of a plan to resolve the issues resulting in the Placement failure. If a
student is not satisfied with the resolution, the student is invited to consult with the DPsych
(Clinical) Board of Studies. The following recommendations have been devised as
possible resolutions to Placement failure and do not represent an exhaustive list.

The student may be judged to require further training to meet the requirements of
placement settings. The Board of Studies will develop a plan to provide the student
with additional training and assessment of their progress. An additional placement
may be offered to the student upon evaluation of their progress as appropriate for
placement. The student‘s performance will be assessed during such placement by
the processes outlined above. The student‘s overall progress in the Doctor of
Psychology Courses will be modified and extended as appropriate.

The student may be judged to not require further training, but requires more clinical
experiences to implement progress begun within the failed placement. An
additional placement may be offered to the student upon evaluation of their
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
progress as appropriate for placement. The student‘s performance will be
assessed during such placement by the processes outlined above. The student‘s
overall progress in the Doctor of Psychology Course will be modified and extended
as appropriate.
The student may be judged to be inappropriate for continued training. If so, the
Board of Studies will develop a plan for the student‘s education based on their
progress in the Doctor of Psychology Courses.
10.5 Processes for Placement
Processes Pre-Placement
Students are required to complete the following paperwork and/or read the following
documentation immediately upon commencement of the DPsych (Clinical) course well
before commencing their first placement:
1. Provisional Registration is a legal requirement to practice psychology. The
Psychology Board of Australia (PBA) keeps a register of psychologists, processes
applications for registration as a psychologist, investigates complaints and takes
disciplinary action where appropriate. They operate within the Australian Health
Practitioner Regulation Agency (AHPRA) and are generally concerned with
protection of the public, upholding standards of practice within the profession,
maintaining public confidence in the profession, regulating the practice of
Psychologists, and publishing and distributing information concerning relevant
Acts. Upon enrolment in the DPsych (Clinical) course, and before students
commence their first placement, they must be registered as a provisional
psychologist with the PBA.
Completion of this application can be onerous and often requires a considerable
input of time. Students should therefore commence their application early and are
advised to submit the completed application well in advance of the commencement
of the first placement. A copy of the application form for provisional registration
(APRO-10) is available from the PBA website:
http://www.psychologyboard.gov.au/Forms.aspx.
As a Provisional Psychologist, students must act in accordance with codes of
ethical and professional conduct as outlined by the PBA. Students are responsible
for familiarising themselves with the Health Practitioner Regulation National Law
Act 2009 with particular attention to Part 8: Health, Performance & Conduct and
Part 10: Privacy and Confidentiality. A copy of Act is available at:
http://www.ahpra.gov.au/Legislation-and-Publications/Legislation.aspx.
2. APAC is a joint committee of members of the PBA and the APS who set the
standards for accreditation of Australasian psychology programs. The accreditation
process ensures that standards of university training are maintained and remain
rigorous. Students must complete accredited courses to be eligible for registration
as a psychologist. APAC Accreditation Standards ensure that standards of
university training in psychology are maintained and remain rigorous. Section 5 of
the June 2010 Accreditation standards details the requirements for Postgraduate
Professional Courses. The full document can be viewed at:
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http://www.apac.psychology.org.au/Assets/Files/APAC_Rules_for%20_Accreditatio
n_and_Accreditation_Standards_for%20_Psychology_Courses_Ver_10_June_201
0.pdf
3. The APS College of Clinical Psychologists represent the interests of the profession.
Since the DPsych (Clinical) degree is accredited and monitored by the APS
College of Clinical Psychologists as well as APAC, these requirements must be
met by all staff and students. The Clinical College utilises a competency
framework. Students should familiarise themselves with the APS College of Clinical
Psychologists: Course Approval Guidelines, November 2006 (Appendix A) and the
APS College Competencies: Specification of areas of specialist knowledge and
skills (Appendix B).
4. Police Check
Before students are permitted to undertake any placement, a Police check is
required. Students are responsible to secure this Police check themselves. The
university has obtained a special reduced fee for students ($15). The police check
procedure, along with the form containing the required signature and Monash
University details, can be found at: http://www.med.monash.edu.au/current/policechecks.html
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Section A and E has already been completed for you
Section D – put No (the check is not being paid for by the organisation)
When you receive the results of the police check, submit a copy to the
placement administrator, Lisa Blair using the Verification/Permission form
(available for download from the above website).
You will need to reapply every year. The reapplication process is identical
to the first application.
These checks take a minimum of 10 days, so please organise well in
advance of the first placement.
5. Working with Children (WWC) Check
Department of Human Services requires students doing clinical placements
involving work with children to complete a Working with Children Check. This
needs to be completed prior to your first placement even if this is not a paediatric
placement as adult services often have contact with clients less than 18 years of
age. There is no fee for students as you come under the volunteer category.
Application forms are available from selected Australia Post Offices. Use the
following information to fill in the form:


Section 11 - Please specify Code No. 58, and cross 'Volunteer'
Section 12
o Cross third option (I currently work or volunteer in child related work
etc)
o Primary organisation: School of Psychology and Psychiatry, Monash
University
o Address: Building 17, Clayton Campus, Monash University 3800
o Contact phone number: 9905 9440
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Take the completed but unsigned form, a passport photo, and 100 points of ID
to a participating postal outlet. When you receive your WWC card, present your
card along with the Verification/Permission Form (available for download from
http://www.med.monash.edu.au/current/police-checks.html) to the placement
administrator, Lisa Blair. It can take up to 2 months to obtain the WWC Check
ID card so please get onto this well before your first placement.
Arranging Placements
The DPsych program has established a network of placements in a variety of settings
within which students can receive appropriate placements training. Table 2 lists some of
the agencies in which DPsych students may undertake their placements. This list is not
comprehensive but demonstrates the diversity that is available. There are several
postgraduate psychology programs operating in Victoria, which creates challenges in
finding placements for student as most of the services and organisations that provide
placements have their own application procedures and selection processes. Given the
complexity and often the anxiety-provoking nature of this task, it very important for
students to discuss their preferences with the placement coordinator early so they can
collaborate on the best way to obtain the placement that they want.
Table 2. Placement Agencies
Monash Clinical Psychology Centre
The Alfred Hospital
Austin Health
Forensicare
Southern Health Adult Mental Health Services
Monash Medical Centre
Royal Children‘s Hospital
Thomas Embling Hospital
Department of Justice
Children's Court Clinic
Southern Health Child and Adolescent Mental Health Services
Turning Point Alcohol and Drug Centre
Inner West Area Mental Health Service
Peninsula Community Mental Health Service
Caulfield General Medical Centre Pain Clinic & Rehab
Strathcona Girls School
Adolescent Forensic Health Service
Royal Melbourne Hospital
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In order to take students‘ prior experience, skills, and interests into account for the initial
and the following placements, students must complete the Placement Preferences Form
(see Appendix C) and submit it along with their CV to the Placement Coordinator during
the first semester of the course. Ideally, placements will occur in a range of settings
including an adult setting, a child setting, an inpatient setting, and an outpatient setting. It
is strongly recommended that students arrange a meeting with the Placement Coordinator
to discuss their preferences in more detail. Student preferences will be taken into account;
however, there is a possibility that students will be allocated to placements that they have
not chosen due to limitations in availability. Also, students are encouraged to inform the
Placement Coordinator if they are aware of any possible placements that are not currently
being offered by the DPsych program.
Placement agencies must have staff that can provide supervision to DPsych students. All
supervisors are selected on the basis of their experience in clinical psychology and their
skill in training students. All field supervisors must have full registration with the PBA and
be a member, or eligible for membership, of the APS College of Clinical Psychologists and
a senior member of staff (P3 or above). All supervisors must provide Monash University
with their curriculum vitae to keep on file according to APAC guidelines.
As noted earlier, the initial placement is allocated to students by the Placement
Coordinator. Most students will be allocated to the Clinical Psychology Centre (CPC) and a
few students will be allocated to external services. Students will generally apply for
Intermediate placements (Semester 1, Year 2) as early as August in the year they
commenced the course and will apply for Advanced Placements as early as March in Year
2 of the course.
After discussion with the Placement Coordinator, the student will generally choose three
agencies to apply to and the application procedures for the service will be supplied by the
Placement Coordinator. It is the responsibility of the student to adhere to the specific
processes of the agencies, to supply an appropriate cover letter and a CV to the agencies,
and to meet the application deadlines. Some services prefer if the Placement Coordinator
submits student applications all at once and others prefer for students to apply directly so
students must ensure that they are following the proper procedures.
The Placement Coordinator may assist students with cover letters and CVs should
students need some guidance. See “Tips for Writing Cover Letters” in Appendix C. The
service will generally contact students to notify them if they have been short-listed for an
interview. Unfortunately, various services do not coordinate their interviewing schedules,
some holding their interviews until early December—so it is important to be patient during
this process. Students should prepare for the interview as they would for a job application.
Be prepared to discuss previous skills, experience, and interests and expectations for the
placement. Expressing enthusiasm will be of benefit! Areas of clarification during the
interview with a potential supervisor are:
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What specific project(s) and/or clinical experiences are available?
What organisational resources are available to assist in completing these specific
projects (e.g., access to computers, copiers, introductions to other departments)?
What potential skills and experience will be gained from this placement (especially
with regard to competencies of clinical psychologists)?
In general, what days and times are required to attend placement?
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It is important to notify the Placement Coordinator of progress during the application
process. Specifically, students should email the Placement Coordinator when they have
applied to a service, when the service has contacted students regarding an interview, and
when the service has or has not offered students a placement. Generally students will be
successful in obtaining a placement; however, if this does not occur, the Placement
Coordinator needs to know as soon as possible to ensure the student is placed.
When students have been offered a placement, it is their responsibility to contact their
Supervisor prior to their placement. The aim of this initial contact is to introduce
themselves and to discuss days of attendance, expected work hours and a specific start
date. Other useful topics of discussion include: directions and car parking arrangements,
recommended reading, and clinical tests that are likely to be used.
Processes during Placement
Placement Workload
The student should be able to make a genuine contribution to the work of the agency, but
this may take a little time. Students need to get an understanding of how the agency
operates first, and it is expected that students will largely take an observational role in the
first few weeks. If, after this time students have concerns about how they are spending
time and what they are contributing to the agency, they should raise this with the
Placement Coordinator. Remember, however, that agencies are all different and the
number of clients seen across placements will vary.
Reading and report writing which is required for placement should, as far as possible,
occur within the allotted placement time. Reports and notes should be done on time. This
is particularly important when students are only attending the placement a few days a
week. Reports need to be prepared with sufficient time for changes to be made.
Client Contact
While on placement a student is required to have face to face client contact for a period of
approximately 3.5 hours per day. This contact may be in the form of individual or group
work and may be with or without a supervisor present. Many students find that client
contact starts slowly then increases over the duration of the placement. Students should
therefore not be too concerned if in the initial stages their client contact is less than 3.5
hours per day.
Supervision
Supervision should involve on average one hour of direct contact for each full day of
placement. This may be in the form of direct supervision of the student carrying out
activities to discussion of placement activities and cases. It can also include group
supervision although at least 50% of supervision should be individual. Not all supervision
has to be with the primary supervisor, it can be with another eligible clinical supervisor. All
other supervision should be discussed with the primary supervisor. It is important to log all
supervisory activities. In addition, students are required to have other regular contact with
the supervisor (e.g. attending case conferences, ward rounds). Clinical ward rounds and
PD activity on placements (including case conferences) do not satisfy criteria for clinical
supervision hours. If clinical review is part of small group supervision it will satisfy criteria
for small group supervision. If students are not receiving the appropriate amount of
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supervision, they should discuss the matter with their Supervisor or the Placement
Coordinator.
The student should discuss with their expectations of supervision including the timing and
structure of sessions. Generally, Supervisors will schedule a regular time to catch up with
students for individual supervision. Although most Supervisors will be happy to answer
some questions out of scheduled supervision sessions, this should be limited to more
significant issues. Judge the appropriateness and urgency of questions and try to save
more minor questions or issues for scheduled supervision sessions. If students are sharing
office space with their Supervisor, avoid the temptation of asking minor questions of them
because they are close by.
Demands on the student are expected to increase as the student advances through the
DPsych program. Supervision in the initial placements would consist of direct supervision
of the activities of the placement. As the student progresses through the program,
supervision should incorporate discussion of case planning and development of the role
that the agency plays in service delivery. Supervisors need to take the student‘s level of
experience into account when deciding on the expectations of the student in the
placement.
Students should make the most of their supervision sessions using it as a forum to discuss
cases, consolidate knowledge, learn new techniques, attend to process issues as well as
content, present challenges as well as successes, addressing personal responses to
clients and to supervision and ways personal values have been challenged or affirmed,
obtaining support and strengthening confidence, and gaining a thorough understanding of
a psychologist‘s role and how it compares and functions with other professionals.
The following points have been delineated by past students as characterising useful
supervision and may serve as a guide for the supervisory relationship.
The supervisor should:
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Establish the student‘s role with the organisation clearly, including details of the
work expected. All employment requires completion of some mundane and
repetitive tasks (e.g., photocopying, completing forms) and student placements are
no exception. The main objective of the placement is, however, to provide an
opportunity for students to gain a range of new professional health psychology
skills while contributing to the objectives of the placement agency.
Provide an appropriate orientation including giving background information about
the agency and its functions, the type of clients and problems seen, professional
and administrative procedures, emergency procedures, the physical layout of the
facility and an introduction to other relevant staff members
Provide the student with a clinical psychology caseload.
Provide an opportunity for the student to observe the supervisor, and other staff
where appropriate Invite students to participate in team meetings that involve
professional and clinical issues and analysis
Provide theoretical background/material when necessary
Orient the student to common assessment/testing instruments and procedures
within the agency and provide guidance in interpretation and report writing.
Guide students to relevant literature and professional development opportunities
that will assist them to execute their role more effectively.
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Assist the student in developing his/her report and provide detailed feedback
regarding report writing where appropriate.
Provide detailed, honest and supportive feedback on a regular basis of all
aspects—highlighting both strengths and areas for improvement—of the student‘s
performance during the placement.
Develop a relationship with the student that facilitates frank and open discussion of
weaknesses, difficulties and potential problems.
If Unable to Attend Placement
If students are unable to attend placement for any reason they should advise their
Supervisor. If students are unwell it is wise to stay away from placement, as spreading
germs throughout an office and hospital wards is ill advised. If students are away from
placement for a prolonged period (due to illness or holidays) they should advise the
Placement Coordinator in advance.
Computer and Internet Facilities on Placement
Students will normally be allowed access to a computer on placement in order to write
reports. Some students take their own laptops with them on placements to write reports
but please be careful to secure laptops - It is unlikely the placement organisation would
take any responsibility for a laptop if it were stolen. Depending on the placement, students
may be allowed access to internet and email facilities, however, students should use these
for work purposes only. Students should discuss policies on the electronic storage of
reports including use of personal USB sticks to store patient reports with their
Supervisors– If allowed to store reports electronically students will have to ensure that all
identifying information in reports are removed and/or password protect client-related
documents. See below for guidelines on de-identifying documents.
Professional and Ethical Conduct
As Provisional Psychologists, DPsych students are required to act in a professional and
ethical manner. All students should familiarise themselves and act in accordance with the
Code of Ethics published by the Australian Psychological Society and the Health
Practitioner Regulation National Law Act 2009 published by the Psychology Board of
Australia. Students should also ask their supervisor if there are policies specific to their
placement organisation that they need to be aware of regarding professional and ethical
behaviour.
The following outlines some of the issues students are likely to face in placements relating
to professional and ethical conduct:
(i) Student as Compared to Employee Role
Students have a special place in the team. While they may carry some of the workload
they are not seen as full members of the team. Make your role as a student clear to other
professionals and clients. Be careful not to provide a “professional opinion” without prior
consultation with your Supervisor.
(ii) Responsibility to Your Supervisor
As a Provisional Psychologist, your supervisor is responsible for all of your activities on
placement. Therefore it is important you always keep your supervisor informed about your
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activities and any issues that arise. At times you may have a different opinion to your
supervisor – this is normal and can be discussed in supervision sessions, however, your
supervisor has the final word on clinical issues. Sometimes other professional staff will be
unclear about your role as a student and may ask you to perform inappropriate tasks or
tasks that are additional to those set by your supervisor and of which he/she is unaware.
Keep your supervisor aware of these situations as they arise. Usually it is best to ask other
staff members who present you with work to go through your supervisor.
Across your placements, you will find that no two supervisors are the same. Although you
will connect with some supervisors more easily than others, you should show appropriate
respect for all supervisors and what they offer you on placement.
(iii) Respect for Other Professionals
Respect for others‘ professional training is essential. There may be times, however, when
you do not receive appropriate respect in return. Despite the fact that you are receiving up
to the minute training, you will be seen as the team member who is most inexperienced.
Because of your role in the hierarchy, it is sometimes easy for students to accept
inappropriately disrespectful behaviour directed towards them. Be prepared to check out
instances that concern you with your supervisor or Placement Coordinator. It is much
easier and better to do this early rather than wait until a pattern of behaviour has become
firmly established by which time it is likely that the other person believes you are accepting
of this style of interaction.
(iv) Agency Culture
Try to gain an understanding of the culture of the agency. While there may be aspects of it
you do not agree with, as a student you should not expect to be able to make changes to
the culture. Try to fit in to the culture as much as is reasonable without compromising your
values, i.e., wearing appropriate dress, participation in the social life of the agency. Be
polite to staff and patients at all times. If you feel uncomfortable about the culture, try to
work out the basis of the problems. Seek help from your placement supervisor or
Placement Coordinator if necessary.
(v) Representing yourself as a Provisional Psychologist
When introducing yourself to clients you should clearly indicate that you are a Provisional
Psychologist who is training under the supervision of a fully registered psychologist and
you should explain the purpose of your assessment or session. It can be helpful to discuss
with your Supervisor the best way to introduce yourself to clients and others. It is very rare
that a patient will refuse to be seen by you because you identify yourself as a Provisional
Psychologist – If this does happen inform your supervisor as soon as possible and don‘t
take it personally.
(vi) Patient Privacy and Confidentiality
Discuss with your Supervisor how confidentiality of patient information is managed within
the agency and adhere to these methods. Examples of ways to maintain patient privacy
and confidentiality include:

Collect only information relevant to the service being provided.
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Never release any information such as reports or test scores to other parties
(including clients) without first consulting your supervisor.
Do not discuss information about the client with others including family and friends
of the client unless you have the client‘s consent.
If the client is under 18 years, ensure you have parental consent to release
information.
Discuss with your supervisor about policies regarding storage of reports. You are
not allowed to take hospital or psychology files off site. You may be allowed to copy
material and de-identify it to take it home but you will need to discuss this with your
supervisor.
If you are saving patient reports or other information to memory sticks or other
computers, de-identify the information and/or password protect documents. In
general, you should never email a report to a supervisor without de-identifying
information or using a password. Again talk with your supervisor about these
issues.
(vii) Guidelines re: De-identification
People can be identified by all sorts of other information, not just their names. When you
de-identify a report, ensure that you change/delete the following: client name, family
members name, doctor/psychiatrist/other workers names, the name of the hospital/other
care agencies, their place of residence, where they went to school, where they work, their
job if it is unique, the date they were admitted, the date they were assessed (Year is
sufficient), their date of birth (year is sufficient).
Make sure that it is obvious that you have done so, either by placing an 'XX' where the
information would have been or by clearly stating that names, dates etc have been
changed for privacy purposes. e.g. "XX was admitted on XX date in 2010" or "The name
of the client and the client's family members have been changed as well as the admission
date and name of the hospital to ensure that privacy is maintained."
(viii) Professional Boundaries
You should maintain professional boundaries with clients at all times. You should not
engage in any form of personal relationship with clients or give clients personal information
such as your home address or telephone number. Often clients will ask questions about
your personal life – they usually have no other motive other than being friendly and polite,
however, limit the personal information you disclose about yourself. The parameters of
appropriate self-disclosure in the context of therapy can be discussed with your supervisor.
Occasionally, you may be given a gift such as chocolates from a client as appreciation of
your work. This is normally fine however sometimes patients can give gifts which are
excessive (e.g., jewellery) - Use your judgement about whether you should accept the gift
and discuss with your supervisor.
(ix) Dress on Placement
What you wear on placement can help to maintain a professional appearance and
maintain professional boundaries. The specific style of clothing you wear will vary from
placement to placement. It is recommended that you dress more conservatively/formally
when you first start placement and then adjust your clothing based on the style that is
normal for your supervisor and other staff in a similar role. It is less common these days to
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wear formal attire such as suits, however, you should avoid casual clothes like jeans, tshirts, street shoes, sandals, and any revealing clothing. Many organisations require
closed-toe shoes and can have rules regarding piercings. You may want to ask your
supervisor before you start about dress expectations.
(x) Signing of Reports and File Notes
Always write your name and position (i.e., Provisional Psychologist) at the end of your
reports and file notes. According to APAC guidelines, your supervisor should counter-sign
all your reports and file entries.
Student Files
Throughout the placement, the Placement Coordinator will document all contacts with
supervisors, students, or other relevant parties using the appropriate placement
documents and/or saving email communication and noting pertinent phone conversations.
All reports and placement documents will be placed in a student file, and will be securely
stored.
Student Concerns
At times, issues or problems can arise on placement. If students experience difficulties on
placement they should work towards resolving the issue rather than let things continue
unaddressed. Most issues can often be resolved by talking with the placement supervisor,
however, if this is unsuccessful or if students feel unable to do this, then please contact the
Placement Coordinator as soon as possible. The process for raising concerns and for
resolving placement issues is described in detail under the Special Review Report in the
Placement Documentation Section (below).
Placement Documentation
All forms relevant to the placement monitoring process and are located in Appendix C of
this handbook. These forms must be completed and submitted in order to pass the
placement. Students should keep the originals of all the forms and submit copies. Table 3
outlines the documentation requirements and timeline.
Placement documentation includes:
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Police & Working with Children Check Verification Form
Placement Preference Form
Placement Requirements Timetable
Placement Contract (includes Placement Details, Health and Safety Checklist,
Goals)
Mid-Placement Report
Final Assessment Report – Supervisor Form
Final Assessment Report – Student From
Special Review Report
Placement Diary
Supervision Logbook
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Placement Preference Form
This form identifies the placement interests of students and is to be completed and
submitted to the Placement Coordinator in the first semester of the course. It is strongly
suggested that students also arrange a meeting with the Placement Coordinator to discuss
their preferences in more detail to increase the likelihood that students are satisfied with
their experiences during placements over the duration of the course.
Placements Requirements Timetable
This form details the requirements during the placement unit. All placement documents are
required to be submitted or sighted within a specific timeframe, and this form is to assist
students to keep track of the deadlines for the various requirements during placement.
Once students have a commencement date for their placement, they are to complete this
form by entering the expected due dates for all the required documents. Also note that the
on-site visit occurs midway through the placement. The date for the mid-placement review
should be arranged at the beginning of the placement. Mondays, Wednesdays, and
Fridays during school breaks are preferable. Please contact the Placement Coordinator
with tentative dates and times before filling in the due date. Once students have filled in
the expected due dates column for each requirement, they should make a copy for
themselves and forward it to the Placement Coordinator. Students should have access to
this form throughout their placement to ensure that the documents are submitted in a
timely manner. The Placement Coordinator will note on the form when the documents
have been submitted in the student‘s file.
Table 3. Placement Requirements
Process
During Placement
Upon Completion of
Placement
Task
Placement Contract (placement details, OHS, goals)
(within 2 weeks of commencement)
Placement Requirements Timetable (within 2 weeks of
commencement)
Supervision Logbook/Placement Diary (to be sighted within
2 weeks of placement)
On-site Placement Visit* (midway through placement)
Final Assessment Report—Supervisor (within two weeks
after completion)
Final Assessment Report—Student (within two weeks after
completion)
Supervision Logbook/Placement Diary (to be submitted
within two weeks after completion)
Placement Contract
At the commencement of each placement, students and supervisors are required to
complete the Placement Contract which contains three sections:
(A) Placement Details,
(B) Health & Safety Checklist, and
(C) Placement Goals.
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The Placement Contract is to be completed by the student and supervisor within the first
few days of the placement and a copy of this is to be submitted to the Placement
Coordinator for approval and signature.
(A) Placement Details. This section of the contract contains general information about the
student, the placement, the supervisor and the supervisory arrangements.
(B) Placement Health and Safety Checklist. The Placement Health and Safety Checklist is
a form that ensures that students are aware of the occupational health and safety policies
of the placement organisation. This form should be filled in with the Supervisor or another
appropriate staff member (OH&S rep) who is well acquainted with the policies and
procedures of the placement organisation.
(C) Contract Goals. The goal of the contract is to clarify the expectations the student and
supervisor have of each other as well as the responsibilities and learning opportunities the
placement can offer. The contract enables students to identify areas in which they wish to
gain experience or to improve, and also allows supervisors to identify goals specific to the
particular placement. Student goals for placements should be viewed with respect to the
student‘s level of placement, previous experience, current theoretical knowledge and skills,
and the services provided by the placement organisation. Goals should be clearly defined
and should focus on practice issues.
General headings that reflect the expected specialist knowledge, skills and competencies
of a clinical psychologist are outlined below. These goals can be changed and/or modified
to suit a particular placement and the specific needs of a student.
1. Psychologist’s Role
Students should gain a thorough understanding of the psychologist‘s role within the
placement organisation and how the role interacts and functions with other roles
and services (both internal and external) in the overall delivery of services to the
community. It is important for them to be clear about the specialist skills that clinical
psychologists offer, how to delineate the difference between these skills and what
other professionals offer, how the role of the clinical psychologist may overlap or be
similar with the role of other professionals and how to work effectively within a
multi-disciplinary team. As students progress in their placements, they are
expected to be well integrated within the team and more comfortable participating
in team and case discussions.
2. Workload
Students should have adequate client contact. APAC stipulates an average of 3.5
hours of client contact per day of placement. Students’ time should reflect a
balance of structured tasks (client appointments, meetings, report-writing) and
unstructured time (research, reflection, informal supervision) with the capacity to
complete all tasks within working hours. If students are habitually working overtime
or taking work home, this should be addressed in supervision.
3. Theoretical Understanding
Students have a foundation of theoretical knowledge with an emphasis on cognitive
behavioural theory, skills and techniques. Placements are often their first
opportunities to enhance their learning by translating theory into practice.
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Continued emphasis should be placed on learning and applying CBT, particularly in
introductory placements. However, placements provide an opportunity for students
to be exposed to other theories and techniques, particularly if the supervisor has
particular expertise or the placement setting has a different theoretical
underpinning. Therefore, the general goal for students on placement is to
understand the relevant theories, principles and methods necessary to practice as
a clinical psychologist in the placement setting.
4. Psychological assessment and report-writing
Students often feel uncertain about their skills in psychological assessment and
report writing. Therefore, they require a lot of support and practice in improving
both their confidence and their skills. It is strongly suggested that students are
given opportunities to observe assessments and well as be observed conducting
assessments. Assessments can include but are not limited to: conducting and
interpreting psychiatric interviews (including MSEs), behavioural analyses &
assessments, cognitive & intellectual assessments, risk assessments, and
personality assessments. Students also need practice and support in interpreting
and reporting results through case notes, professional letters and/or formal reports.
Different placement settings often have different expectations and requirements in
regard to how information is recorded, particularly in file casenotes and in formal
reports. Students need to be aware of the specific requirements of the placement
setting for recording client information and to have an understanding of the reasons
why information is recorded in a certain way.
5. Clinical skills
As much a possible, students should be exposed to a variety of clients: males and
females, adults and children, individuals, family & groups and people with a range
of presentations and disorders. Again, student placements are often the first time
students are applying theory to practice so they require opportunities to observe
other psychologists and to be observed providing treatment. Students also need to
gain more confidence and skills in developing formulations, providing diagnoses,
appropriately selecting and providing evidence-based treatments (particularly CBT)
for individuals, families and groups, designing treatment plans and evaluation
processes, providing secondary consultation, and appropriately referring to other
health professionals.
6. Supervision
Students should use regular supervision effectively by proactively addressing areas
needing further professional development, by openly discussing both successes
and challenges, by enhancing theoretical knowledge, and by effectively applying
learning to clinical practice. Students should have one hour of supervision per day
of placement, at least 50% of which will be individual supervision.
7. Professionalism
Students should demonstrate professional behaviour with regard to how they
present themselves (appearance, punctuality) as well as how they interact with
colleagues and clients within the placement setting (accountability, communication,
ethical behaviour, appropriate boundaries) and how they conduct themselves
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outside the service (confidentiality). If issues related to professionalism are
apparent, they should be addressed within supervision.
8.Occupational Health & Safety
Students should receive a thorough orientation to the service at the
commencement of their placement that includes information about the occupational
health and safety guidelines of the placement organisation. Areas of particular
importance include policies around safety (fire, aggressive clients, working after
hours) and appropriate working conditions. A checklist is provided for supervisors
to complete with students in the first two weeks of placement (see Appendix C).
If the Contract is not approved, recommendations are made by the Placement Coordinator
and the contract returned to the Student for revision with their Supervisor. In such a case,
the Placement Coordinator would contact the Supervisor to discuss the issue. Once
approved, a copy of the Contract is provided to the Supervisor and Student and the
original is stored in Student‘s placement file.
Mid-Placement Report
As noted above, the mid-placement review occurs mid-way through a student‘s placement.
Arrangements for this review will be made well in advance to ensure that all parties can
attend. The Mid-Placement report is completed by the placement coordinator during a
meeting with the placement supervisor, placement coordinator and student present. The
student will be assessed on their progress toward their individual placement goals (as
detailed in the Placement Contract), and this will be documented by the Placement
Coordinator on the Mid-Placement report during the meeting. A copy of the Mid-Placement
report will be provided to all parties. Any problems or concerns arising from the midplacement review shall be handled using the Resolution Process described below. The
Placement Coordinator shall provide to the appropriate committee of each course the midplacement review results for review and approval.
Final Assessment Reports
The student is formally assessed across a range of areas as defined in the Final
Assessment Report—Supervisor Version. The Final Assessment Report – Supervisor
Version is completed by the Supervisor and should be discussed with the student as a way
of providing feedback about their performance during placement as well as guidance about
areas they should develop further in future placements or for professional development.
The Final Report also serves as the basis for assessing the satisfactory completion of the
placement.
Students are to fill out the Final Assessment Report - Student Version. They should note
that any information recorded here may be used to provide the supervisor with feedback.
These Final Assessment Reports are submitted to the Placement Coordinator.
Special Review Report
Any matters arising outside of the formal review process detailed above should be brought
to the attention of the Placement Coordinator(s). The Process for raising concerns is as
follows:
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A Student on placement is operating within a professional environment. The University and
the Placement Site have expectations that the Student will conduct themselves
professionally and in accordance with APS Code of Ethics and the Victorian Psychologists
Registration Board Code of Conduct. If the Student experiences a problem on Placement,
s/he should identify the difficulty and work towards resolving it. Resolution of the problem
may involve consultation with the Supervisor, the Placement Coordinator(s), and/or Chair
of the Board of Studies. The following recommendations have been developed to enhance
this process:






The Student identifies the issue to be raised.
The Student discusses this issue with her/his Supervisor.
If the Student has concerns about raising the issue with her/his Supervisor, or
requires advice regarding an appropriate course of action, then s/he should first
approach the Placement Coordinator(s) to discuss the same.
If discussion of the issue with the Supervisor does not resolve the issue, then the
Student will inform the Placement Coordinator of the situation. At that time, the
Placement Coordinator will proceed as appropriate and according to the Monash
University Doctor of Psychology Guidelines.
If a Student‘s concerns remain unresolved, the Student is invited to consult with the
Board of Studies for further consideration.
Any problems or concerns arising will be handled using the Resolution Process
described below. Such review process will be documented on the Special Review
Report.
Placement Diary
The placement diary provides documentary evidence of the number of hours, type of
practice, and supervision undertaken. Guidelines, as indicated earlier, are a total of 1000
total hours among the three placements, 400 total hours of direct client contact.
Therefore, for the initial placement (32 days/250 hours), 100 hours of client contact is
necessary to complete the placement. For the intermediate and advanced placements,
150 hours of direct client contact is necessary. The diary should include records of direct
client contact and related psychological activities including writing case notes, researching
information and writing reports as well as supervision sessions, ward rounds, handover
meetings and other relevant activities. The purpose is to provide evidence of the level of
client contact and the nature of the work carried out on placement. This must be retained
for possible approval by the PBA and the Australian Psychological Society (APS).
Students should present their diary to their supervisor for signing on a regular basis
throughout the placement. An example diary format (adapted from a template provided by
the PBA) is located in the Appendices with example entries. According to APAC
guidelines, the full diary must be submitted and signed by the Placement Coordinator and
kept on file for ten years.
Supervision Logbook
Students must keep a logbook of their supervision sessions while on placement. Logbook
entries need to include the date of the supervision session, an indication as to whether the
session was individual or group, a brief description of the issues brought to the session,
the content of the session, plans for the next supervision session, students comments
about the session and how it has affected them or will affect their practice, and supervisor
comments. Again, guidelines are that students receive an average of at least one hour per
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day of placement, of which 50% may be group supervision. Ensure that you log any
supervision you receive including consultations with other colleagues. The entries must be
signed by the both student and the supervisor after each supervision session. An example
logbook format (adapted from a template provided by the PBA) is located in the
Appendices as well as two example entries. According to APAC guidelines, the full diary
must be submitted and signed by the Placement Coordinator and kept on file for ten years.
Never use a client’s real name in the diary or logbook. Use a fictitious name or fictitious
initials. Also remove other identifying information. Be careful about the use of colleagues’
names – refer to them by position rather than by name.
Resolution Process
Any problem or concern shall be documented on the appropriate form (i.e. Mid-Placement
Review Form, Final Placement Review Form or Special Review Report).





The party who raised the issue shall review and sign the documentation.
The party about whom the issue was raised will have the opportunity to review the
documentation and respond.
The Placement Coordinator will work with both parties to establish a plan of
resolution as necessary and appropriate.
The resolution plan shall be documented on the appropriate form and initialled by
the parties.
Matters not resolved to the satisfaction of the parties will be directed to the Board
of Studies of the Doctor of Psychology (Clinical Psychology) course for action.
Decisions made by the Board of Studies will be communicated to the parties.
10.6 Policies Relevant to Placements
Insurance
All enrolled students are members of a personal accident insurance scheme (see
http://www.sport.monash.edu.au/accident-insurance.html and download the document
entitled “Student Personal Accident Insurance Policy Information Sheet”), which applies in
off-campus situations that include activities authorised by the University.
The University has a public and products liability insurance protecting it from claims by
third parties for personal injury or damage to property. The policy extends this protection
to:


Employees and voluntary workers whilst acting within the scope of their duties in
such capacity;
Students engaged in placements training both on or off-campus including but not
limited to community placement, enterprise experience, work experience or off
campus field assignments.
Some placement agencies (e.g., hospitals, government agencies) require negotiated
Monash-Agency agreements. A number of these are currently held by Monash with
outside agencies and will not need to be specifically negotiated for the placement. If a new
Monash-Agency agreement needs to be finalised this process may take up to six months
or more. The Placement Coordinator can provide further information regarding these
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requirements if they apply to the student’s particular situation. Students employed by the
placement agency are not covered by Monash Insurance as they are employees of the
organisation.
Motor vehicles
Monash University is not liable for damage to any vehicles while students are on
placement. Students use their vehicles at the owner’s risk. It is the responsibility of each
student to arrange adequate insurance protection for any damage arising out of the use of
his/her vehicles. Students must clarify with the placement agency the conditions governing
the use of a private vehicle during placement, in such cases as transporting clients or
colleagues.
Occupational Health, Safety and Environment
Monash University must ensure that students will be operating in a safe work environment
during a placement. The University staff and students need to consider risks they are
exposed to and the control measures available to minimise those risks. Students should
receive information concerning typical hazards and risks that they may encounter in the
environment in which they are to work.
Requirements for Placements in Significant Risk Organisations



Students should not commence a placement until they have received safety
information from the placement organisation. When the activities/tasks to be
undertaken are higher risk than those found in organisations where the tasks are
predominantly clerical in nature, the following additional requirements apply:
The safety information should include both information about typical hazards and
risks that they may encounter in the organisation as well as specific safety
information for the tasks that they will be undertaking
This information could be provided via relevant sections of the organisation’s safety
manual
Health and Safety Briefing


The health and safety briefing for placements in significant risk organisations
should also cover significant safety issues that are specific to the type of work
being undertaken such as, for instance, the procedure to be followed where a
student may encounter violent or aggressive behaviour.
All placement students must sign a form to verify that they have read all of the
health and safety information provided.
Student Responsibilities
Each student has a moral and legal responsibility for ensuring that his or her work
environment is conducive to good OHS by:



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Reading any notices relating to the student placement, attending any briefing
sessions and returning any forms to the placement organiser
Taking action to avoid, report, eliminate or minimise hazards of which they are
aware
Complying with all OHS instructions, policies and procedures







Making proper use of all safety devices and personal protective equipment
Being familiar with emergency and evacuation procedures
Not wilfully or recklessly endangering the health and safety of any person at the
workplace or interfere with or misuse anything provided in the interests of
environment, health, safety or welfare
Adopting safe work and study practices
Seeking clarification of supervisory arrangements
Seeking the provision of appropriate training where required
Reporting all accidents, injuries and near misses to their supervisor and Placement
Unit Coordinator
Approval of Placement Sites and Supervisors
The Placement Coordinator(s) shall provide to the Board of Studies a list of proposed
placement sites, the names of proposed Placement Supervisors, and relevant
documentation for formal review and approval.
Placement Monitoring Process
Suitability of placements is monitored and kept under review and any health, safety or
equity concerns should be reported to the Placement Coordinator during the placement.
Throughout the placement, the Placement Coordinator will document all contacts with
supervisors, students, or other relevant parties using the appropriate placement
documents, and by saving pertinent email communication and noting relevant phone
communication in the students’ files. All reports and materials related to any student’s
placement will be placed in the student’s placement file.
At the end of a placement, a student evaluation (Final Report—Student Version) will be
completed before the placement is completed. One purpose of this evaluation is to detect
any risks in the workplace that were not adequately controlled and to ensure that action is
taken before any further placements are arranged with that placement agency.
Monash University policies are available from the Occupational Health, Safety &
Environment web site (http://www.adm.monash.edu.au/ohse/documents/docum.htm).
Equity and Diversity
Monash University is committed to promoting equal opportunity in education and
employment in recognition of the principles of equity and justice as expressed in the
Monash University Global Equal Opportunity Policy; and to being fair, equitable and
sensitive to the diverse needs of its students and staff in all its policies and practices and
to supporting access by disadvantaged groups. Equity and diversity issues can be
discussed with the Placement Coordinator or a representative from the Monash Equity and
Diversity Centre.
Staff and Student Services of Monash University have an Equity and Diversity Centre. The
website can be found at http://www.adm.monash.edu.au/sss/pc/equity.
Discrimination and harassment grievance procedures can be accessed from
http://www.adm.monash.edu/sss/pc/equity/eo/policies/eo_discharpol.htm and the Monash
Sexual Harassment and Vilification Brochure can be found at
http://www.adm.monash.edu/sss/equity-diversity/equal-opportunity/what-you-can-do.html
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11 Appendices
The final section of this guide provides several important documents. These documents
are described below.
Appendix A – APS College of Clinical Psychologists Course Approval Guidelines
presents the criteria that a course must satisfy for its graduates to be eligible for
membership of the APS College of Clinical Psychologists.
Appendix B – APS College of Clinical Psychologists Competencies specifies areas of
knowledge and skill required of clinical psychologists.
Appendix C – Placement documentation contains all forms and paperwork relating to
placements.
Appendix D - Thesis by Publication details information about submitting your doctoral
thesis in the form of publications.
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Appendix A – APS College of Clinical
Psychologists Course Approval Guidelines
November 2006
1. General Introduction and Principles
The College of Clinical Psychologists of the Australian Psychological Society is committed
to the development of a culture of excellence in the education, training and practice of
clinical psychologists.
This document sets out guidelines and standards for the evaluation of University postgraduate education and training courses in clinical psychology. It has been prepared to
assist in the development and continued appraisal of high quality courses, and to guide the
process of APS College of Clinical Psychologists approval of courses for the purposes of
determining College membership eligibility.
The course approval process assures the Society, through the College, that those
successfully completing an approved course will be able to function at a level of
professional competence and responsibility that meets the needs of clients, and enhances
the standing of psychologists and psychology.
The College considers the guidelines and standards to be both feasible and desirable at
the present stage of development of psychology in general, and clinical psychology in
particular. Where guidelines are inappropriate or unfeasible because clinical training and
practice occurs in a rural or remote setting, AOUs are encouraged to gain approval for
alternative but effective arrangements prior to rather than after the accreditation process.
What is required for the approval process to proceed is evidence that the course meets the
required standards, or it is placementsble for the course to reach the standards within a
reasonable period of time, and there is the necessary commitment and determination to
attain the standards.
As part of the accreditation process, site visitors will obtain feedback about the course
from key persons involved including teaching staff, clinic staff, field supervisors and
students. This feedback may be obtained by email and/or in face to face meetings.
It is recognised, however, that differences of opinion may arise in the application of the
present guidelines and standards. If such differences do arise, the APS Clinical College
Course Approval Committee will make every effort to bring about a resolution by
negotiation.
The APS College of Clinical Psychologists endorses the long-standing policy of the
Australian Psychological Society that the preparation of clinical psychologists should be
based on the “scientist-practitioner” model.
The basic assumptions of this model are as follows: Psychological research, teaching of
the basic discipline of psychology, professional training of psychologists, and the
professional practice of psychology are inter-related parts of a single system, with
responsibility for the total system devolving upon all who work within its various
components.
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The education and training of professional psychologists according to the scientistpractitioner model proceeds at several levels:
1.1
1.2
1.3
1.4
Mastery of the knowledge, principles and methods of the basic discipline of
psychology.
Training in the conceptual skills required to apply the basic knowledge principles
and methods to problems of professional practice.
Acquisition of specific skills in the use of relevant procedures, technologies and
techniques.
Development of an orientation or mind-set which includes:
(a) a respect for evidence;
(b) a constant endeavour to achieve rigorous appraisal of and improvement in
one’s own practice;
(c) a constant effort to increase the component of psychological practice that is
based firmly on scientific principles and evidence, and to decrease the
component that is based on unsubstantiated speculation, unanalysed
experience, intuition or art. It is recognised however that science progresses by
a fusion of these types of cognitive processes, i.e., hypothesis generation often
involves intuition and creative speculation followed by experimental justification
of these hypotheses.
Thus within a scientist-practitioner model clinical psychologists maintain a scholarly and
critical approach to the scientific foundations of their profession, and to the evaluation of
their own practice. They also retain a desire to contribute to the further development of
scientific clinical psychology, and to keep abreast of, and critically appraise, developments
by others.
2. General Program Requirements
It is not the intention to specify detailed course content, but rather to suggest principles
and ground rules that should be followed in constructing curricula.
2.1
2.2
2.3
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Students, staff and supervisors should be provided with a Clinical Course Handbook
which contains:
(a) the Guidelines of the APS College of Clinical Psychologists Course Approval
Committee;
(b) the reciprocal responsibilities and obligations of academic staff, supervisors
and students;
(c) the compulsory and optional components of the course;
(d) the particular requirements of each section of the course;
(e) the methods of assessment to be used;
(f) the standards required;
(g) the Placement requirements of the course.
The program must be general in character, i.e., it must cover those aspects of
clinical psychology that are common to all areas of clinical practice, thereby
providing a basis for possible later specialisation (after completing the requirements
of the APS College of Clinical Psychologists for membership).
The program must be of relevance to a wide range of presenting problems across
age ranges from birth to death and across a variety of clinical settings.
2.4
The program must maintain a reasonable balance between the transfer of
knowledge, skills acquisition and professional socialisation.
2.5 Procedures and techniques taught must be derived from scientifically sound theory
and must be evidence-based. The College will be guided by current, peer-reviewed
scientific literature (e.g., Cochrane database reviews) and APS, BPS, and APA
publications on evidence based practice and evidence based treatments.
2.6 The presentation and discussion of evaluation research data relevant to each of the
areas of assessment and intervention covered are essential. Where possible,
emphasis should also be given to primary prevention approaches to psychological
and physical problems.
2.7 Students must be encouraged to think critically about the scientific basis of their
work, and to question theories and procedures that, although widely accepted, have
no scientific basis.
2.8 Questions of ethics must be raised as and where appropriate, and linked with the
development of formal codes of ethics. Time should be set aside for the
examination and discussion of particular ethical issues and dilemmas in clinical
practice and of their resolution; it is also desirable that students’ understanding of
ethical issues be assessed.
2.9 The course must ensure that all students become sensitive to the needs of people
from a range of cultural backgrounds, especially Aboriginal and Torres Strait
Islander Australians.
2.10 The course must demonstrate a commitment to systematic and ongoing evaluation
of coursework, research and practicum components to ensure standards are
maintained. Evaluation processes must include regular clinical supervisor
assessments of student performance and student evaluations of teaching (e.g.,
teaching quality surveys, exit surveys) and, preferably, of clinical supervision.
Results of these evaluations must be made available to site visitors. Course
reviews by independent experts (e.g., course advisory committees) and by staff
(e.g., annual planning days) are encouraged.
3. Resourcing the Program
It is not required that all staff contributing to the course be eligible for
3.1
3.2
3.3
membership of the APS College of Clinical Psychologists, but it is obligatory that all
University staff undertaking direct clinical supervision be so qualified.
Evidence should be provided that:
(a) the staffing of the course is adequate to offer effective education and training
(APAC Standards 2.4.9 to 2.4.11);
(b) staff-student ratios are adequate (APAC Standards 4.1.6 and 4.2.5);
(c) the course has adequate administrative and clerical support, i.e., it must be
demonstrated that there are sufficient staff members to carry out the required
tasks including teaching, providing clinical supervision, organising, coordinating and monitoring clinical placements, providing support for field
supervisors, offering liaison with external organisations (e.g., hospitals,
community health centres and Departments of Health) and offering research
supervision, assessment and monitoring of students.
Staff involved in clinical teaching should be involved in regular clinical work which
has relevance to the course, and there should be evidence that this work is
recognised and supported by the University.
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3.4
3.5
It is also desirable that all staff members, especially those who teach clinical
research skills, continue to participate in research projects of a clinical nature.
The bulk of the coursework should be taught by academics with clinical
qualifications. When other staff are used, they should possess suitable qualifications
or expertise. When student presentations occur, they should constitute no more
than 15% of the overall teaching program.
4. Content of Coursework
Knowledge, and where appropriate, associated skills must be gained with individuals at all
stages of the lifespan and across diverse clinical settings in the following core areas
through formal academic teaching:
Note: The numbers in the brackets represent the required minimum number of teaching
hours.
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
The systematic study of the mechanisms and aetiology of psychological disorders.
(Students must gain a critical awareness of major psychiatric systems and
diagnostic criteria.) (50)
The principles and methods of behavioural, psychometric and clinical assessment of
significant psychological problems. (50)
The principles, procedures and techniques of psychological intervention and
rehabilitation and primary prevention of psychological disturbance. (75)
Psychopharmacology. (10)
Research methods and evaluation. (25)
Health psychology, behavioural medicine and rehabilitation. (35)
Ethics and professional standards, including coverage of appropriate legislation and
the National Practice Standards for the Mental Health Workforce (24)
The additional, advanced coursework prescribed by the APAC for professional
doctoral degrees must comprise a minimum of 48 teaching hours over the entire
program (48).
5. Research
See APAC Standards 4.1.20 to 4.1.25 for details concerning the research component for
the Clinical Masters and 4.2.19 to 4.2.24 for the research concerning the Clinical Doctoral
degree. It is expected that the research will have direct relevance to the field of clinical
psychology. Site visitors must be provided with titles of research dissertations and theses
completed since the last site visit.
6. Placements
Placements experience is an important component of the preparation of students for
independent professional roles in the clinical/health field. Its essential purpose is to ensure
that students have appropriate opportunities to apply, under supervision, the knowledge
and skills they have acquired in the education and training program.
Models of Clinical Training
The preferred model for clinical training is the problem formulation and hypothesis testing
approach.
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Following this model, individualised treatment programs are constructed on the basis of
detailed psychological assessments and history taking, and a preliminary formulation of
the problem, with hypotheses to be tested. Following monitoring of the client’s response to
the initial intervention, the process is revised appropriately. On completion of the
postgraduate program in clinical psychology, the student should be capable of:
6.1
6.2
6.3
6.4
6.5
6.6
Reaching a detailed problem formulation on the basis of both standardised and
unstandardised assessments, and
Designing and conducting appropriate individual, group, and family treatment
intervention programs, with ongoing monitoring, and revision of problem formulation
and interventions where necessary.
Two approaches to the teaching of clinical expertise should be avoided.
Unstructured training, in which the psychologist’s role is presented as
essentially the practice of an art which must be acquired on the basis of
long experience, has no place in courses of training for scientistprofessionals.
The “cookbook” approach, in which a package program (or set of
assessment instruments) is selected on the basis of pre-determined criteria,
is also insufficient in the teaching of clinical interventions. Standardised
treatment programs provide a useful starting point and are appropriate for
group interventions, but the teaching of such programs alone encourages
an over-simplistic view of client problems.
General Requirements for Placement Training
The Clinical Course Handbook should include a section on professional practice
that sets out:
(a) (if applicable) details of the initial supervision of professional practice in the
departmental clinic, including aims, purposes, requirements, responsibilities,
methods, log keeping and assessment procedures;
(b) guidelines for field placement training including: course requirements;
organisation and administration of placements; the nature and requirements of
the supervisory contract; the supervisory process; the responsibilities of the
field supervisor, the University clinical supervisor, and the student under
training; methods of evaluation; details of the basic field placement contract,
assessment procedures; and student log books requirements.
Formal Placement training should not begin until the students have demonstrated
adequate knowledge of clinical theory and practice, usually by the second half of the
first year of the course.
In order to ensure the closest possible links between the knowledge base of the
course and clinical practice, it is desirable that the initial placement occurs in the
AOU’s own clinic under a systematic program of observation and supervision. When
the initial placement occurs in the field, the AOU assumes responsibility to
demonstrate that all appropriate learning outcomes are met. These outcomes
include: (i) that clients are selected to match the developmental level of students (ii)
that students receive high levels of supervision by qualified clinical psychologists
committed to the scientist-professional model, and (iii) that student performance is
observed regularly (e.g., by videotapes) to ensure shaping of clinical and
professional skills.
In planning courses of pacticum training, the requirements of State and Territory
Psychologists Registration Boards should be kept in mind. Practicum within the
master’s course must meet requirements specified in the APAC standards. In
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6.7
6.8
6.9
6.10
6.11
6.12
6.13
6.14
6.15
6.16
6.17
6.18
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addition, at least 400 of the total 1000 practicum hours shall be in face-to-face client
contact in individual or group contexts. In rural settings, 100 of these contact hours
may be via tele/videolink. Practicum within the professional doctoral course must
meet requirements specified in the APAC standards. In addition, at least 600 of the
1500 practicum hours shall be in face-to-face client contact in individual or group
contexts.
The program of clinical supervision must be designed to fulfill the student’s
changing developmental needs and meet standards for good client care. A
minimum of 1 hour of supervision per placement day should occur in each
placement, and total supervision time with the clinical supervisor(s) shall be at least
180 supervision hours. Doctoral students must meet supervision requirements
specified for the Masters course AND obtain 50 additional hours of supervision
during the 500 hours of advanced practicum.
When students are on clinical placements they should, at a minimum, have access
to a shared office, with own desk and arrangements for secretarial support. They
should also have access to telephone facilities and a clinical consultation room for
appointments.
After the initial clinical skills training under the close supervision of course staff,
students should receive further supervised experience in at least 3 field placements.
It is essential that the placements provide students with the experience of dealing
with a wide range of client problems (e.g. acute as well as chronic disorders),
across varying age ranges (child, adolescent, adult, older adult), settings (e.g.
inpatient/outpatient, community), and use of a variety of clinical skills (assessment,
treatment, and professional). Each placement should be different in focus so that
each of the above dimensions is covered adequately.
It is highly desirable that placements be of sufficient duration (e.g., 2-3 days per
week for 2-3 months) to enable students to take responsibility for a number of
cases.
In accordance with the APAC Standards 4.1.34 - 4.1.37 and 4.2.34 – 4.2.37 for
practicum placements, the reciprocal responsibilities of the field supervisor, the
student, and the University supervisor should be agreed formally in writing. All
parties should agree on the type of student experience to be provided, the methods
of monitoring student progress, and reporting and final assessment procedures.
In consultation with supervisors, strategies should be developed to ensure the
maintenance of standards in field placements.
Mechanisms should be provided for ongoing assessments of the contribution
particular placements are able to make to the professional development of the
student.
A log of casework and supervision, duly signed by supervisors, must be maintained
for each placement to demonstrate that College requirements governing nature and
hours of casework and supervision are satisfied.
All placements should be visited by a member of the course team at least once
during each placement. Ideally there should be a visit at the mid-point of placement.
Both the supervisor and the student should submit a report on the student’s
experience and performance at the end of each placement, with provision for the
student to respond to comments by the supervisor.
The clinical program should provide workshops in collaboration with field
supervisors relating to supervision skills to encourage high standards of supervision.
6.19 The clinical program should provide continuing education programs which
supervisors and graduates can attend.
6.20 Distance supervision may apply only where the actual travelling distance between
the approved supervisor and the placement setting is in excess of one (1) hour or
100 kilometres and in a placement setting where there is no other qualified and
experienced supervisor available.
6.21 Distance supervision may be appropriate whether the student is enrolled on a full or
part-time basis.
6.22 Nor more than 300 hours of practicum time may be supervised by the distance
supervision method.
6.23 Distance supervision may not apply to the student’s first placement, unless the
student has had at least two (2) years of employed experience as a psychologist in
a clinical setting.
6.24 Face to face contact between the student and intending distance supervisor must
occur prior to the start of a distance placement, for the purpose of ensuring
placement readiness. Adequate competency with test administration, interviewing
and therapy procedures should be determined at this time.
6.25 A regular distance supervision contact time must be specified. A one (1) hour
telephone contact each week is the minimum acceptable contact time.
6.26 The student must provide the distance supervisor written reports of the previous
session and plans for the next session, for each client, at least 24 hours before the
distance supervision weekly contact. This may be an email, fax or posted written
report.
6.27 The student must submit to the distance supervisor a minimum of one (1) audiotaped session for each client seen. Client consent forms must be obtained,
indicating an understanding that taped sessions may be sent be secure post to the
distance supervisor, and subsequently erased.
6.28 Course criteria for an appropriate distance supervision setting must be specified in
writing, in advance of the placement, and maintained on file. The following should
be specified:
 A written description of the placement setting, including treatment orientation;
 An indication of the type of clients attending the setting;
 Basic materials available to the student (tests, treatment handbooks);
 Agency guidelines for client emergencies;
 Senior personnel available to the distance student (whether or not such
persons have psychological training).
6.29 The post-graduate clinical course must provide a basic set of handbooks for loan to
the distance student, in the event there are insufficient assessment/therapy
resources in the distance placement setting.
6.30 Course staff undertaking distance supervision of a student must have had previous
supervisory experience in a regular (non-distance) placement situations and
preferably this should have occurred at the same academic institution where
distance supervision is to be undertaken.
6.31 In the event of a distance supervision placement failure, the student’s “make-up”
placement may not occur in a distance supervision situation.
6.32 Students in the distance supervised placement must satisfy all other requirements
for placements specified in the Course Approval Guidelines. In the case of the
requirement to maintain a log of client contact hours and supervisory time: it is
139
recommended that supervisory method be specified (phone, video, audio-tape,
teleconference, etc.).
7. Assessment
Assessment components in coursework and assessment methods in clinical placements
must be carefully designed to capture application and skill competencies in both clinical
assessment and intervention domains. An excessive reliance on essays, seminar
presentations, and self report of one’s case management is inadequate.
7.1
7.2
7.3
7.4
7.5
7.6
140
Assessment of student competence should include performance in academic,
clinical (professional) and research domains.
Programs have a responsibility to develop assessment processes that are
appropriately objective, and will ensure that students whose behaviour is
professionally incompetent or unethical do not obtain a formal qualification in clinical
psychology.
Programs must specify the general criteria for satisfactory performance in clinical
placements, and in order to facilitate evaluation of student skill development, criteria
for competent clinical performance, should be specified in writing.
The assessment of clinical competence should include evaluation of a minimum of
four written case reports (of at least 2000 words) at some point in the program. The
reports should provide details of the presenting case, describe the trainee’s work,
and justify the methods used.
Assessment of case material should be carried out by qualified clinical
psychologists.
Programs should ensure there is a procedure to deal with placement failure, such
as extension of the training period if continuation of training is judged to be
appropriate.
Appendix B – APS College of Clinical
Psychologists Competencies
APS COLLEGE COMPETENCIES
SPECIFICATION OF AREAS OF SPECIALIST KNOWLEDGE AND SKILLS
FEBRUARY 1997
This document contains the specification of competencies for the APS Colleges. These
competencies are related to the 1996 Competencies of the Psychology Profession and
should be read in conjunction with that document. Broad areas have been crossreferenced in italics below. Each College has provided specifications in the following
areas:
1. Body of knowledge (cf. Competency 1: Discipline Knowledge)
1.1 Areas of psychology relevant to the specialist area in addition to general
psychology
1.2 Non-psychological knowledge relevant to the specialist area (cf:
Competency 5: Professional, Legal and Ethical Approach)
1.3 Major methods and instruments used for assessment (cf. Competency 3: Framing,
Measuring and Solving Problems; Competency 2: Research)
1.4 The major psychological approaches and interventions used in the specialist Area
(cf. Competency 4: Service Implementation)
2. Skills in psychological assessment and interpretation (cf. Competency 3: Framing,
Measuring and Solving Problems)
2.1 Competence in psychological assessment methods and instruments appropriate to
the specialist area
3. Application (intervention skills) (cf. Competency 4: Service Implementation and
Competency 7: Professional and Community Relations)
3.1 Competence in the selection and application of interventions appropriate to the
specialist area
3.2 Competence in the design, development, implementation and evaluation of
interventions
Furthermore, all College competencies relate to Competency 6:Communication and to
Competency 8: Influence and Change.
It should be noted that these Competencies are Entry-Level; that is, these competencies
would be expected to be demonstrated by a psychologist seeking entry to the College as a
Full Member. The Competencies should be taught both in the University training period
and in subsequent supervised experience. It should also be noted that there has been an
attempt to ensure all specifications are at an equivalent level of detail.
Knowledge in these specified areas, together with advances in the discipline and
specialised professional area, should be continually updated through Professional
Development activities (necessary to maintain membership of the College[s]), and
practitioners are expected to remain abreast of the professional, specialist and research
literature.
141
APS COLLEGE OF CLINICAL PSYCHOLOGISTS
1
Body of knowledge
1.1
Areas of psychology relevant to
the specialist area in addition to
general psychology:














1.2
Non psychological knowledge
relevant to the specialist area:









1.3
1.4
142
Major methods and instruments
(appropriate application, validity,
reliability, theoretical basis) used
for assessment:
The major psychological
approaches and interventions
(appropriate application research
evidence, theoretical basis) used
in the specialist area:



Normal and abnormal Psychology
theories of psychopathology
(bio/psycho/social)
Diagnostic classification (DSM-IV, ICD-10)
Behavioural health management
Personality theories
Brain-behaviour relationships,
psychophysiology, physiological psychology
Cognitive processes
Learning theory
Developmental psychology
Social psychology, group processes
Cross cultural psychology
Organisational knowledge/Organisational
behaviour
Research design and statistics
Professional networks in Psychology (APS,
PRBs)
Australian institutions, culture and society
Law and Codes of Conduct - practice as an
expert witness
Staff supervision; Human resources
management
Financial management - basic accounting,
taxation, government Funding, drafting a
funding request
Professional development
Time management
Education, teaching and training
Consultation, case and project management
State Mental Health Acts




Research methods
Statistics
Statistics analysis (including computing
packages, eg SPSS)
Test design and construction
Psychometrics and survey statistics
Descriptive research methods
Program/treatment evaluation




Evidence-based treatments and therapies
Cognitive-behaviour therapy (CBT)
Behavioural therapies
Family and systemic approaches
2
Skills in psychological assessment and interpretation
2.1
Competence in psychological
assessment methods and
instruments appropriate to the
specialist area:

Interviewing for personal/psychiatric history
(including MSE)
 Behavioural analysis and assessment
 Personality assessment
 Group assessment - group processes
PSYCHOLOGICAL TESTING - GROUP A AND
GROUP B TESTS
GROUP A (not restricted to Psychologists)
 Behavioural assessment instruments (eg
Beck, Hamilton, STAI)
 Group tests of intelligence (eg Raven’s
Progressive Matrices)
 Aptitude batteries (eg Differential aptitude
tests)
 Tests of creativity and reasoning
 Educational achievement tests
 Occupational tests
 Career counselling and guidance tests
 Environmental psychology (eg Social Climate
Survey)
 Health psychology
GROUP B (restricted to Psychologists)
 Individual intelligence tests - adult and child
(eg Stanford Binet, Wechsler Scales)
 Neuropsychological tests (eg Halstead
Reitan)
 Self report personality inventories (eg 16PF)
3
Application (intervention skills)
3.1
Competence in the selection and
application of interventions
appropriate to the specialist area:






3.2
Competence in the design,
development, implementation
and evaluation of interventions:

Problem formulation/diagnosis (implied
treatment)
Individual/couple/family therapy (evidence
based treatments)
Group based treatments (evidence based)
Program design, implementation and
evaluation within a variety of settings
(medical, psychiatric, rehabilitation)
Referral to other health professionals
Counselling strategies
Competence in the design, development,
implementation and evaluation of
interventions listed in Section 1.4
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Appendix C – Placement Documentation
Placement Preference Form
Tips for Writing Cover Letters and CVs
Placement Requirements Timetable
Placement Contract (includes Placement Details, Health & Safety Checklist, & Placement
Goals)
Placement Goals (Example)
Mid-Placement Review Report
Final Assessment Report - Student Instructions
Final Assessment Report – Student Form
Final Assessment Report – Supervisor Instructions
Final Assessment Report – Supervisor Form
Special Review Report
Placement diary template
Placement diary example
Supervision Logbook template
Supervision Logbook Example 1
Supervision Logbook Example 2
144
Placement Preferences Form (DPsych Clinical)
Please fill out the following information to help me assist you in arranging your three
placements over the next two years.
Student Name:
Student ID:
Mobile:
Suburb you live in:
Do you have a current Driver’s Licence?
Yes
No
1st Choice Specialisation:
HEALTH
CHILD
FORENSIC
2nd Choice Specialisation:
HEALTH
CHILD
FORENSIC
What are your placement interests? Describe what kind of work you would like to do
and what populations you would like to work with. Try not to limit your options based on
preconceived notions about what you can handle, what seems too scary etc. This is the
time to explore your options and challenge yourself as you will never have more support
than you will have when you are a student on placements.
Do you have any specific preferences in terms of agencies, hospitals, teams you would
like to work with?
Please attach a full CV
Would you like to meet with me in person to discuss your options or would you prefer to
correspond via email? (in person is preferable)
IN PERSON
EMAIL
I will do my best to accommodate your needs and interests; however, there is a
possibility that you will be allocated to placements that you have not chosen due to
limitations in availability. I look forward to working with you and I wish you all great
145
placement experiences!
Tips for Writing Cover Letters and CVs
Some of these tips but are still worth stating. Included are some examples of how to state
things, but please use your own words in your cover letters.
General tips


Ensure that you address it to the proper person and that your contact details and
theirs are correct
Ensure that there are no grammatical or spelling errors
Introductory paragraph(s)

Statement about why you are writing:
“I write this letter in support of my application for an advanced placement of 47
days, beginning in August, with the XX program.”

Introduce yourself: where you are enrolled, what you are studying
“My name is XX and I am currently completing the DPsych (Clinical) program at
Monash University.”
“I am currently enrolled in the Doctorate of Clinical Psychology program at Monash
University and throughout both my undergraduate and postgraduate studies, have
gained a range of experience in both clinical practice and research.”

Be specific about the placement requirements:
“I am applying to complete my third (advanced) placement at XX in XX the Centre.
The advanced placement is scheduled to commence in August of 2010 and will be
completed 2 days per week, with approximately 47 days in total. However I am
more than willing to complete additional days if required. As classes are scheduled
for Friday each week, I will be available from Monday through to Thursday and am
flexible depending on the needs of the team.”

Briefly state what you interests are:
“I am eager to gain experience working within a specialised youth service in the
public mental health system. A placement at XX would be well suited to my
interests and provide me with valuable experience working amongst skilled
clinicians in a multi-disciplinary team. I recognise the importance of early
intervention in young people, as this is a crucial time where support and treatment
can prevent the first psychotic episode from occurring, or minimise the
psychosocial impact of the episode once it has occurred. This population is of
particular interest to me and I would greatly value the opportunity to provide
support to both these individuals and their families through the services offered by
XX.”
“I am keen to undertake psychological practice within the health area in the future
and am particularly interested in having the opportunity to work within a multidisciplinary team aiming to achieve health behaviour change.”
146

Make a brief statement about how your previous experience, skills and education
will benefit the organisation and assist you in successfully completing the
placement:
“The therapeutic skills I have gained from the Doctoral program and my work at the
Monash Clinical Psychology Centre, along with the counselling and risk
assessment skills I have developed through my work at XX and the XX will assist
me in successfully completing such a placement.”
“I am looking to further enhancing my skills in engaging and assessing individuals
following their initial psychotic episode. I would value the opportunity to develop
and carry out treatment for these individuals and their families, incorporating
psycho-education, CBT or other evidence-based therapy, and group work.
Moreover, I wish to gain insight into how various community agencies are
incorporated when providing comprehensive case management to these
individuals. As I wish to pursue a career working with this population I believe this
placement would provide me with an excellent foundation to work from. I am
enthusiastic about the prospect of working within this skilled team and would love
to meet and discuss this further. I look forward to your response.”
Body of letter


Discuss your previous experience (including your current placement), skills, and
education in more detail in regard to how it relates to your interest in this particular
placement.
Show that you understand the role of the psychologist in this service and are keen
to gain experience in this specific area.
Conclusion

Summary statement: acknowledge that the placement will benefit you and that you
will also be of benefit to the service; express your keen interest; thank him/her for
his/her time.
“My previous experience has been predominantly focused in the health domain and
this in addition with the clinical skills I have developed through XX will enable me to
effectively undertake this placement. I am eager to gain experience with such an
invaluable program providing assessment and multi-disciplinary treatment services
to the community across a diverse range of psychiatric disorders. Thank you for
considering my application and I look forward to hearing from you soon.”
“I am looking to further enhance my skills in engaging and assessing individuals
following their initial psychotic episode. I would value the opportunity to develop
and carry out treatment for these individuals and their families, incorporating
psycho-education, CBT or other evidence-based therapy, and group work.
Moreover, I wish to gain insight into how various community agencies are
incorporated when providing comprehensive case management to these
individuals. As I wish to pursue a career working with this population I believe this
placement would provide me with an excellent foundation to work from. I am
enthusiastic about the prospect of working within this skilled team and would love
to meet and discuss this further. I look forward to your response.”
Curriculum Vitaes
A standard format for CVs can be found at:
http://www.psychologyboard.gov.au/Forms.aspx
147
PLACEMENT REQUIREMENTS TIMETABLE (DPsych Clinical)
The timetable below details the requirements during the placement unit. All placement documents are
required to be submitted or sighted within a specific timeframe, therefore, please specify a due date based
on your start date for each requirement. Also note that the on-site visit occurs midway through the
placement. The date for the mid-placement review should be arranged at the beginning of your
placement. Mondays and Fridays are preferable. Please contact the placement coordinator with tentative
dates and times before filling in the due date. Once you have filled in the expected due dates column for each
requirement, please make a copy for yourself and forward it to the Placement Coordinator. The Placement
Coordinator will note when the documents have been submitted in your file.
Student Name:
Student ID:
Year Commenced Course:
Student phone:
Placement Unit:
Introductory
Intermediate
Advanced
Placement Supervisor Name:
Supervisor phone:
Placement Organisation:
Number of Placement Days:
Placement Start
Date:
Anticipated Placement End Date:
Process
During
Placement
Upon
Completion of
Placement
148
Task
Placement Contract
(within 2 weeks of commencement)
Placement Requirements Timetable
(within 2 weeks of commencement)
Supervision Logbook/Placement Diary
(to be sighted within 2 weeks of
commencement)
On-site Placement Visit*
(midway through placement)
Final Assessment Report—Supervisor
(within two weeks after completion)
Final Assessment Report—Student
(within two weeks after completion)
Supervision Logbook/Placement Diary
(to be submitted within two weeks
after completion)
Expected
Due Date
Date
submitted
PLACEMENT CONTRACT (DPsych Clinical)
Placement Details
Student Name:
Student ID:
Student phone:
Placement Unit:
Introductory
Intermediate
Placement Coordinator:
Mobile:
Placement Supervisor:
Telephone
Position:
Reg No:
Agency Name:
Email:
Advanced
Agency Address:
Supervisor’s APS College Membership/s:
Please indicate your membership status using the appropriate box(s).
Member
Eligible
Clinical
Forensic
Health
Other: _________________
APAC Guidelines stipulate that Universities must have a copy of all Supervisors’ CVs:
Has the CV been submitted?
YES
Commencement Date:
NO
Proposed Completion Date
Attendance Days and Times
Supervision Arrangements
Individual
Group
Day:
Day:
Time:
Time:
Any other special requirements (e.g., Driver’s licence, security clearance etc):
149
Complete this form at the commencement of the Placement and submit it to the
Placement Coordinator for record keeping
150
PLACEMENT CONTRACT (DPsych Clinical) (Continued)
Placement Health & Safety Checklist
Student name:
Date:
Supervisor name:
OHS rep name:
The following items should be included in your induction into the organisation as relevant, preferably within the
first week of starting your placement. This list is not exhaustive and other topics may be covered and noted
below.
Health and safety issues
Date
Emergency procedures, including emergency numbers
Fire procedures and location of fire extinguishers
Location of first aid box
First aid arrangements (including names and phone numbers of first
aiders)
Access to OHS guidelines/policies
Accident reporting processes and location of incident report book
Explanation of relevant workplace hazards
Manual handling procedures
Dress Regulations
After hours policy
Identification of health & safety representative for the work area
Location of safety policies, risk assessment and safe work
procedures
Response codes
Policies related to home visits
Policies related to use of work car
Policies related to workplace harassment and intimidation
Self-care policies e.g. patient/client suicide
Other issues:
Signature of Provisional Psychologist on Placement:
__________________________
Signature of Supervisor and/or OHS representative:
__________________________
PLACEMENT CONTRACT (DPsych Clinical) (Continued)
Placement Goals
Student Name:
Student ID:
Year Commenced Course:
Student phone:
Placement Unit:
Introductory
Placement Supervisor:
Intermediate
Advanced
Placement Organisation
Please write goals under each of the following headings as relevant. The contract goals should reflect the
expected specialist knowledge, skills and competencies of a clinical psychologist, should be as specific as
possible, and should be achievable with respect to the student’s stage of development. The goals should be
modified to suit a particular placement and the specific needs of a student. A sample contract is provided in this
course guide.
1. Psychologist’s Role
2. Workload
3. Theoretical Understanding
4. Psychological assessment and report-writing
5. Clinical skills
6. Supervision
7. Professionalism
8. Occupational health and safety
9. Other
Supervisor Signature
Date:
Student Signature
Placement
Coordinator Signature
Date:
Date:
152
Placement Goals (EXAMPLE)
Student Name: Jill Bloggs
Student ID: 1234568
Year Commenced Course: 2011
Student phone: 9874 6541
Placement Unit:
Introductory
Placement Supervisor: Joe Schmoe
Intermediate
Advanced
Placement Organisation Best MHS
1. Psychologist’s Role
To have a thorough understanding of the psychologist’s role within the placement
organisation and how the role interacts and functions with other roles and services
(both internal and external) in the overall delivery of services to the community.
2. Workload
To have an adequate and appropriate workload (3 individual clients and one group)
including a balance of structured and unstructured tasks (research, preparation for
clients, reflection), with the capacity to complete tasks within working hours.
3. Theoretical Understanding
To understand the relevant theories, principles and methods necessary to practice as
a clinical psychologist in the placement setting with emphasis on CBT skills
4. Psychological assessment and report-writing
To increase confidence and improve skills in psychological assessment and reportwriting by conducting and interpreting at least 3 psychiatric interviews (including
MSEs) and /or personality assessments, and formally reporting results through case
notes, professional letters and/or psychological reports.
5. Clinical skills
To increase confidence and improve clinical skills by appropriately selecting and
providing evidence-based treatments for a range of individuals, families and groups
with a variety of presentations and disorders with emphasis on CBT techniques.
6. Supervision
To use regular supervision effectively by proactively addressing areas needing
further professional development, by openly discussing both successes and
challenges, and by successfully applying learning to clinical practice.
7. Professionalism
To demonstrate ethical and professional behaviour with clients and other
professionals.
8. Occupational health and safety
To become informed and adhere to occupational health and safety guidelines of the
placement organisation and Monash University
Supervisor Signature
Jill Bloggs
Date:
29/11/2011
Student Signature
Placement
Coordinator Signature
Joe Schmoe
Date:
29/11/2011
My Name
Date:
29/11/2011
153
MID-PLACEMENT REVIEW REPORT (DPsych Clinical)
The mid-placement review is conducted to enable the Supervisor and Student to assess the Student’s
performance and progress toward their placement goals identified in the Placement Contract. When there is
adequate progress towards to goal or the goal has been met, it will be marked, ‘satisfactory.’ When a goal has
not meet met or requires more attention or improvement during the second half of the placement, it will be
marked, ‘needs further attention/improvement’. The review is also an opportunity to address any other issues
that may have arisen during placement.
Student Name:
Student ID:
Year Commenced Course:
Student phone:
Placement Unit:
Introductory
Intermediate
Advanced
Placement Supervisor:
Placement Organisation
Date Placement Commenced
Date of Mid-Placement Review
Please comment with reference to each of the contract goals:
1. Psychologist’s Role
Satisfactory
Needs further attention/improvement
2. Workload
Satisfactory
Needs further attention/improvement
3. Theoretical Understanding
Satisfactory
Needs further attention/improvement
4. Psychological assessment and report-writing
Satisfactory
Needs further attention/improvement
Mid Placement Report – Page 1 of 3
154
5. Clinical skills
Satisfactory
Needs further attention/improvement
6. Supervision
Satisfactory
Needs further attention/improvement
7. Professionalism
Satisfactory
Needs further attention/improvement
8. Occupational health and safety
Satisfactory
Needs further attention/improvement
9. Other
Satisfactory
Needs further attention/improvement
Main Goals/Needs for Remainder of Placement:
Additional Comments Regarding Strengths/Needs of the Student:
Mid Placement Report – Page 2 of 3
155
Additional General Comments about the Placement/Supervisor:
Issues Arising:
Actions Taken:
Supervisor Signature
Date:
Student Signature
Placement
Coordinator Signature
Date:
Date:
Mid Placement Report – Page 3 of 3
156
FINAL ASSESSMENT REPORT STUDENT INSTRUCTIONS (DPsych Clinical)
The final assessment report is designed to provide formal feedback at the completion of the
Placement. This is part of an ongoing quality assurance process of the DPsych Course. It
will be used to identify areas of strength and weakness for further development. Scoring this
assessment form should be done with reference to the contract.
After completion of the assessment report, the student must forward it to the Placement
Coordinator. Information from the assessment will be used to evaluate the supervisor and
placement agency. It also provides the opportunity to alert the Placement Coordinator to
particular problems relating to the supervisor or agency in that placement.
After reviewing the Final Assessment Reports completed by the Student and Supervisor, the
coordinator will complete the Final Placement Summary Report. Where there are issues of
concern arising, the party who raised the issue will be asked to review the documentation.
The party about whom the issue was raised will have the opportunity to review and respond
to the documentation. A plan of resolution will be established.
Rating System
Meaning
1= very poor
1
2
3
4
5
6
7
N/A
Description
Does not adhere to basic principles; relationship with
colleagues, students or patients is at risk of causing harm.
Note: A score of this level will result in an immediate
investigation by the Placement Coordinator
2=markedly below standard Does not perform at the expected level.
3=minimally effective
Does provide positive input but at a lower level than expected
4=adequate
Successful performance, but there are areas in need of
improvement.
5=good
Successful performance with positive outcomes.
6=very good
Able to work at a level above expectation.
7=excellent
Performs well above the expected level, shows initiative and
demonstrates capacity to deliver requirements.
N/A= Not applicable
placement
A brief report on why this aspect is not available at the
would be helpful
Score by circling the appropriate number.
Students may add additional information in the space provided.
157
FINAL ASSESSMENT REPORT (DPSYCH CLINICAL) – STUDENT FORM
Student Name:
Student ID:
Placement Unit:
Introductory
Placement Supervisor:
Intermediate
Advanced
Placement Organisation
Theoretical clinical knowledge: Communicated their knowledge, principles and methods in
ways that facilitated application of the same to clinical practice within the Placement.
1
2
3
4
5
6
7
N/A
Clinical skills: Communicated their knowledge of assessment/therapy methods in ways that
facilitated application of the same to clinical practice within the Placement.
1
2
3
4
5
6
7
N/A
Supervision: Ability to discuss pertinent clinical issues, provide guidance appropriate to
your level of professional development and to provide both positive and negative feedback in
a constructive manner. This includes both clinical discussions and written reports produced
by the Student.
1
2
3
4
5
6
7
N/A
Final Assessment Report (DPsych Clinical) - Student Form (Page 2 of 4)
158
Accessibility: Provided regular formal supervision, and was regularly available for ongoing
questions or informal supervision.
1
2
3
4
5
6
7
N/A
Professional behaviour: The Supervisor demonstrated a high level of professional
behaviour including attention to appearance, punctuality, behaviour with staff, students and
clients, file management, confidentiality, understanding of the APS Code of Ethics and the
Psychologists’ Registration Board of Victoria Code of Behaviour for Psychologists etc. It also
includes recognition of the need to establish appropriate boundaries in dealings with
Students and clients.
1
2
3
4
5
6
7
N/A
Workload: The Placement should provide an appropriate workload, with capacity to
complete most tasks within working hours. The Supervisor should ensure that there is a
balance between structured and unstructured time.
1
2
3
4
5
6
7
N/A
Other relevant issues: Please score and comment on any requirements that have not been
adequately covered in the other questions.
1
2
3
4
5
6
7
N/A
159
Please comment on the Supervisor’s strengths.
Please comment on areas needing further development in relation to the provision of
supervision.
Please comment on any special requirements of the placement e.g. having a car.
Supervisor Signature
Date:
Student Signature
Placement
Coordinator Signature
Date:
Date:
Complete this form at the conclusion of the Placement and return to the Placement
Coordinator
Final Assessment Report (DPsych Clinical) - Student Form (Page 4 of 4)
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FINAL ASSESSMENT REPORT SUPERVISOR INSTRUCTIONS
(DPsych Clinical)
The final assessment report is designed to provide formal feedback on the student’s
progress at the completion of the placement. It will be used to identify areas of strength and
weakness for further development and as in indication of whether the student has
successfully achieved the goals of the placement. Scoring this assessment form should be
done with reference to the contract. Supervisors may wish to involve the student in the
process of scoring and conduct an interactive assessment process but this is not required.
After completion of the assessment report the supervisor must provide the student with
feedback. The last part of the form provides a place for the student to comment. The
supervisor and student need to sign the form and return it to the Placement Coordinator who
will also sign the form. Information from the assessment will be used in determining what
outcome might apply to the student in relation to the placement. It also provides the
opportunity to alert the University Coordinator to particular problems relating to the student in
that placement. .
Rating System
1
2
3
4
5
6
7
N/A
Meaning
Description
1= very poor
Despite instruction does not adhere to basic principles;
relationship with patient is at risk of causing harm. A score of
this level will result in an immediate investigation by the
Placement Coordinator.
2= markedly below standard Does not perform at the expected level and does not respond
to instruction.
3= minimally effective
Does provide positive input but at a lower level than expected.
4= adequate
Successful performance in the Placement but an improved
performance at subsequent placements will be expected.
5= good
Successful performance in the placement with positive
outcomes.
6= very good
Able to work at a level above expectation.
7= excellent
Performs well above the expected level, shows initiative and
demonstrates capacity to deliver requirements.
N/A= Not applicable
A brief report on why this aspect is not available at the
placement would be helpful.
Score by circling the appropriate number.
Supervisors may add additional information in the space provided.
161
FINAL ASSESSMENT REPORT SUPERVISOR FORM
(DPsych Clinical)
Student Name:
Student ID:
Placement Unit:
Introductory
Placement Supervisor:
Intermediate
Advanced
Placement Organisation
Theoretical clinical knowledge: Demonstrated mastery of knowledge, principles and
methods that apply to clinical practice relevant to the placement.
1
2
3
4
5
6
7
N/A
Clinical skills: Demonstrated mastery of assessment/therapy methods that apply to clinical
practice relevant to the placement.
1
2
3
4
5
6
7
N/A
Research initiative: The student’s capacity to research information is demonstrated by their
ability to utilise research material needed for work in this area. If a student is required to
develop therapy tools (eg a manual for a particular intervention), or prepare a research
report, the student’s ability to access information and develop appropriate material should be
also be assessed.
1
2
3
4
5
6
7
N/A
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162
Communication with other professionals: The ability to interact with other professionals
as demonstrated by the capacity to obtain information from them and to convey information
to them. This includes verbal as well as written communication.
1
2
3
4
5
6
7
N/A
Report preparation: The ability to write a professional report for a variety of different
purposes including note-keeping, reports for other professionals, families, schools etc. The
student should demonstrate the ability to extract the relevant material from the interviews,
tests and/or treatment sessions and to write a clear concise report using appropriate
terminology.
1
2
3
4
5
6
7
N/A
Professional behaviour: The student should demonstrate a high level of professional
behaviour including attention to appearance, punctuality, behaviour with staff and clients, file
management, confidentiality, understanding of the APS Code of Ethics and the
Psychologists’ Registration Board of Victoria Code of Behaviour for Psychologists etc. It
also includes recognition of the need to establish appropriate boundaries between the
emotional impact of their placement work and their professional behaviour as well as
attention to their own personal issues so that they do not detrimentally affect the student’s
capacity to carry out their role in the Placement.
1
2
3
4
5
6
7
N/A
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Supervision: The student should demonstrate the ability to use supervision to address
areas of professional development and to accept both positive and negative feedback in a
constructive manner.
1
2
3
4
5
6
7
N/A
Workload: The student should be able to structure and manage an appropriate workload.
Considerations include the time taken for preparation of reports and the student’s ability to
meet deadlines.
1
2
3
4
5
6
7
N/A
Understanding of the role of the service: The student should demonstrate an appreciation
of the role of the service and its function in the overall delivery of services to the community.
Interaction and liaison between different service providers should also be recognised.
1
2
3
4
5
6
7
N/A
Other relevant issues: Please score and comment on any requirements that have not been
adequately covered in the other questions.
1
2
3
4
5
6
7
N/A
Final Assessment Report (DPsych Clinical) - Supervisor Form (Page 4 of 5)
164
Please comment on the student’s strengths
Please comment on areas needing further development.
Please indicate, by ticking the appropriate box, which of the following best reflects
the performance of the student on placement:
The student has completed the placement at an exceptional level exceeding
expectations with respect to stage of development
The student has completed the placement to an acceptable level that is appropriate
to his/her stage of development
The student has completed the placement to an acceptable level, however there are
specific areas requiring significant development that should be a focus in his/her
future placements (please detail above)
Further time should be spend on the placement because the student has not yet met
requirements (may require special review)
The student has failed to meet the required standards and is not likely to do so with
further work (requires special review)
Student Comments
Total number of days in the placement:
____________
Supervisor Signature
Date:
Student Signature
Placement
Coordinator Signature
Date:
Date:
Complete this form at the conclusion of the Placement and return to the coordinator
for course assessment purposes.
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SPECIAL REVIEW REPORT (DPsych Clinical)
Any matter arising outside of the formal review process that includes the initial monitoring
process, the mid-placement review process and the final review process shall be
documented using this Special Review Report.
Student Name:
Student ID:
Placement Unit:
Introductory
Intermediate
Advanced
Placement Supervisor:
Placement Organisation:
Date Placement Commenced:
Date of Placement Completion:
Date of Report:
Issues Arising:
Action Taken
Supervisor Signature
Date:
Student Signature
Placement Coordinator
Signature
Date:
Date:
To be completed by the coordinator, if required
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Placement Diary TEMPLATE (DPsych Clinical)
Provisional Psychologist name:
Placement Organisation:
Registration number:
Supervisor Name:
Placement Coordinator Name:
Signature:
Week Beginning:
Supervisor Signature:
Placement Coordinator Signature:
Date
Direct
Client
Contact
(tick)
Weekly Total
(hours)
Client
Related
Activity
(tick)
Details of Psychological Practice/Activities include: client
description (de-identified), presenting issues, type of activity
(direct: assessment, intervention, prevention, evaluation;
client-related: formulation, diagnosis, treatment planning, case
review, consultation)
Direct Client Contact:
Client Related Activity:
Total Hours:
Duration
(hrs)
Reflections on Experience
Each page of this logbook must be signed by the psychology
supervisor and student.
Placement Diary EXAMPLE (DPsych Clinical)
Date
Direct
Client
Contact
(tick)
Client
Related
Activity
(tick)
3/2/11 X
Details of Psychological Practice/Activities include:
client description (de-identified), presenting issues,
type of activity (direct: assessment, intervention,
prevention, evaluation; client-related: formulation,
diagnosis, treatment planning, case review,
consultation)
Saw 30 year old female for assessment, presenting
issues include depressed mood, relationship
difficulties with spouse, did a clinical interview &
administered a BDI.
Duration
(hrs)
Reflections on Experience
1.5
Found it challenging to stay focussed on what
she was saying because I was trying to think of
my next question. Client also not very talkative
so difficult to obtain information even with openended questions. Therefore, gave her a BDI to
elicit info and client was amenable to this.
It’s taking me a long time to write casenotes.
Will need to work on being more concise and
just including the most relevant details.
Conversation with GP enlightening and assists
with diagnosis.
3/2/11
X
Scored BDI, wrote casenotes in file, called client’s
GP for more details of her history (written consent
given)
1.5
3/2/11
X
Discussed case with Supervisor, she recommended
article on Therapeutic Rapport and Scott Miller
assessment tools
1.5
Helpful to talk to Supervisor who validated that it
can be challenging to assess clients who do not
communicate well. Will read articles to assist
me with this with future clients.
3/2/11
X
Found recommended article and downloaded
assessment tools from talkingcure.com. Read
article and information on the ORS & SRS. Used
information to plan for next session with client.
3.5
Very useful information and I think it will assist
me in my next session with client. Will try to use
assessment tools and see if this helps. Need to
gather more information re: family history and
psychiatric history.
Weekly Total
(hours)
Direct Client Contact: 1.5
Client Related Activity: 6.5
Total Hours: 8
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Supervision Logbook Template (DPsych Clinical)
Student Name:
Supervisor Name:
Supervision Date:
Type of Supervision: Individual/Group
Duration of Supervison:
Issues brought to supervision for discussion:
Brief record of content of discussions:
Plan for follow-up activity, professional development and/or supervision:
Supervisor’s Comments and Feedback:
Supervisor Signature
Date:
Student Signature
Placement Coordinator
Signature
Date:
Date:
Supervision Logbook EXAMPLE 1 (DPsych Clinical)
Student Name: Joy Bloggs
Supervisor Name: Maggie Smith
Supervision Date: 14/01/2011
Type of Supervision: Individual/Group
Duration of Supervison:1 Hour
Issues brought to supervision for discussion:
Orientation and induction to placement setting
Brief record of content of discussions:
 Discussed nature of work on this unit (sub-acute)—predominantly based on rehab
and some discharge planning.
 Was advised of weekly and daily meeting times.
 Discussed patient files, the role of psychologists within this setting and working within
a multidisciplinary team.
 Discussed procedures for making and recording appointments with clients.
 Discussed the presenting issues that clients will typically have (substance abuse,
mental illness including psychotic disorders, ABIs) and the assessment protocol.
Plan for follow-up activity, professional development and/or supervision:
Discuss and set placement goals, review assessment protocol, read more about
schizophrenia
Supervisor’s Comments and Feedback:
Joy is enthusiastic about starting her placement and I look forward to working with her
Supervisor Signature
M Smith
Date:
14/01/2011
Student Signature
Placement
Coordinator
Signature
J Bloggs
Date:
14/01/2011
My Name
Date:
14/01/2011
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Supervision Logbook EXAMPLE 2 (DPsych Clinical)
Student Name: Joy Bloggs
Supervisor Name: Maggie Smith
Supervision Date: 03/02/2011
Type of Supervision: Individual/Group
Duration of Supervison:1 Hour
Issues brought to supervision for discussion:
Strategies to assess client who was noncommunicative in first session.
Feeling rather nervous still about seeing clients and knowing what to ask and how to ask it to
get the relevant information.
Brief record of content of discussions:
Discussed case with Supervisor and ways of eliciting information from clients who are not
communicative and/or severely depressed. Supervisor validated my feelings about the
session and the way I handled it by administering a written questionnaire and asking openended questions. She emphasised the importance of therapeutic rapport and recommended
an article for me to read over the next week. She also recommended Scott Miller’s
assessment tools, the ORS and SRS that are located on the website talkingcure.com and
suggested that I use them with my current client.
We also discussed another client that I will see next week with a diagnosis of borderline
personality disorder. I will be taking her on as a client as part of the DBT program and will
also co-facilitate in the group skills training program—the new module ‘emotion regulation’ is
starting in a few weeks. I admitted that I feel nervous about working with this client group
and Supervisor explained the program which includes a great deal of structure and support
for practitioners.
Plan for follow-up activity, professional development and/or supervision:
Read Therapeutic Rapport article, download assessment tools and read about
administration and scoring, use ORS and SRS is next session with client and discuss in next
supervision session.
Will read more about the DBT program and the emotion regulation module in the Skills
Training Manual. Will make a time to meet with the co-facilitator of the module to plan our
group sessions.
Supervisor’s Comments and Feedback:
Joy is using supervision sessions effectively and is willing to apply new psychological
knowledge and strategies immediately. Joy needs to build up her confidence in assessment
as she often underestimates her abilities in this area. I will be monitoring her workload and
ensuring that she has a good balance of direct client work and reflective opportunities
Supervisor Signature
M Smith
Date:
14/01/2011
Student Signature
Placement
Coordinator
Signature
J Bloggs
Date:
14/01/2011
My Name
Date:
14/01/2011
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Appendix D – Thesis by Publication
See: http://mrgs.monash.edu.au/research/examination/thesis-bypublication/thesis_publication.html
All doctoral and MPhil candidates, including staff candidates, are permitted to submit a
thesis by publication. The thesis by publication is not a different degree; rather, it is a thesis
format that includes papers that have been prepared, or accepted, for publication. They may
have more than one author, in which case signatures from co-authors are required. The
papers do not have to be rewritten for the thesis; they can be inserted in their published
format (see under Formatting Requirements below). The papers are not required to have
been published or accepted for publication; it is sufficient that they have only been submitted
for publication.
The thesis must reflect a sustained and cohesive theme, and framing or substantial linking
text is normally required in introducing the research and linking the
chapter/papers/manuscripts. Faculty-specific requirements are listed below. We advise you
to consult good examples of theses by publication. You can contact the Academic Registrar
for examples of past DPsych theses submitted by publication. Workshops on the thesis by
publication are also run through the exPERT series, if you require more information.
Candidature Conditions
Papers must have been researched and written during the course of candidature. The
MRGS Handbook section 7.3.3 states the requirements.
Extent of Candidate's Contribution
The initiation, key ideas, development and writing up of each of the works within the thesis
should be the primary responsibility of the candidate. Overall, the material presented for
examination needs to equate to that which would otherwise be presented in the traditional
thesis format. (This remains a matter of professional judgement for the supervisor and
candidate.)
Formatting Requirements
General
Consult the Doctoral Handbook Chapter 7, Section 7.3, Preparation, presentation and
submission of doctoral theses for general information about presentation of a thesis.
Formatting of papers comprising thesis chapters
Candidates are permitted to renumber sections of the thesis either submitted for publication
or published, in order to generate a consistent presentation within the thesis. However, this
is at the discretion of the candidate.
Declarations
All theses by publication must include declarations which specify the extent and nature of
your contribution to the publications. If you are the sole author, this still needs to be
172
specified. There are two declarations that you must include which acknowledge the
contribution made to the research work and/or authorship by you and other parties:

General declaration (part A): this is placed at the front of the thesis and replaces
the standard general declaration. It lists the work/s written by you in collaboration
with other authors and shows the publication status of those works. If you are the
sole author, you only need refer to the publication status.

Specific declaration (part B): this is required for each work in the thesis that you
wrote in collaboration with other authors and contains their signatures as well as
yours. It is not required for sole-authored work. We strongly advise you to arrange for
the Part B declaration form to be signed by contributing authors as soon as the paper
is prepared or submitted for publication. This is preferable to trying to collect
signatures as you prepare your thesis for submission. You and any co-authors who
are students at Monash University also need to agree on your relative contributions
in percentage terms. Each declaration should be placed at the start of the thesis
chapter where the conjointly authored work appears. While the contributions of all
authors must be described, only you and any co-authors who are also students at
Monash University need indicate the extent of your contribution in percentage terms.
Template declarations are available for download. You need to customise the highlighted
statements.

General declaration (part A)

Specific declaration (part B)
Please note that completion of these forms does not negate the need to comply with any
other university requirements relating to conjointly authored works. If one of the contributing
authors is unable to sign, see our section on obtaining signatures. Note also that papers
(submitted/accepted/published) require a specific chapter declaration. Other components of
the thesis may be covered by a general declaration.
Guidelines for the Faculty of Medicine, Nursing & Health Sciences are listed below. These
guidelines should be read in addition to the University requirements for preparation of a
thesis based or partially based on published or un-published work. See the MRGS
Handbook - Chapter 7.
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Thesis by Publication: Faculty of Medicine, Nursing & Health Sciences
http://www.mrgs.monash.edu.au/research/examination/thesis-by-publication/medicine.html
Pagination
Inclusive pagination is to be used.
Bibliography
Partial: to cover general intro & integrated discussion papers and any
other framing text.
Framing text
Where necessary, including expanded methodology if appropriate. A
short introduction or commentary before each paper may be
appropriate. Thesis should include a conclusion.
No. of papers
No set number: The material presented for examination needs to
equate to that which would otherwise be presented in the traditional
thesis format. This remains a matter of professional judgement for the
supervisor and candidate. Discipline-specific variations apply.
Photocopies
Use PDF. Papers submitted for publication yet unpublished may be
included in manuscript format.
% Authorship
Initiation, key ideas, development and writing up of each of the papers
should be the primary responsibility of the candidate. Usually joint/ first
author and at least 50%.
Declarations
To be clearly specified & formatted according to MRGS templates. Coauthor signatures necessary on all papers in all thesis copies except
those in appendices. Rewritten, previously published papers require
acknowledgement of others' contributions.
Faculty guidelines No.
document
available
Status of papers
Papers must have at least been submitted for publication, though not
necessarily accepted.
Other
Appendix ok. List all papers published during candidature at front of
thesis.
Number of Papers required
There is no set number of papers. The number should be appropriate to the research
discipline and should equate to the research content of the “traditional” narrative style thesis.
This remains a matter of professional judgement for the supervisor and candidate.
Overall the thesis must represent a sustained theme of research.
174
Candidate’s Contribution to Authorship

Essentially, the initiation, key ideas, development and writing up of each work should
be the primary responsibility of the candidate. It is expected that papers submitted in
a thesis would therefore have a substantial and significant contribution by the
candidate (at least 50%). The candidate would therefore usually be first or joint first
author.

Papers where the candidate has less than 50% contribution may be included if
significant to the thesis but papers with minor contributions should be kept to a
minimum or included as appendices.

If several papers result during candidature where the candidate has a minor
contribution and where these relate to but are not vital to the argument of the thesis,
these papers may be appended to the thesis.

A list of all papers published during candidature should be included at the front of the
thesis.

Published papers that become the basis for thesis chapters in a revised and rewritten
form, require acknowledgement of the contributions of others and references where
appropriate to the original published paper.
Note: Candidates are strongly advised to arrange for the relevant authorship declaration
form to be completed by contributing authors as soon as the paper is prepared or submitted
for publication. This should facilitate the collation of authorship contribution when the thesis
is ready for submission.
General Introduction
A general introduction should be included which covers the background and literature review
of the overall research area, as well as hypotheses and aims.
Methodology (Materials and Methods)
Where methodology or a technique is critical or significant to the theme of the thesis it may
be appropriate to include a fuller description than what may be included in a published
paper.
Presentation of the Papers in the Bound Thesis

Photocopies of publications within the bound thesis should be avoided where
possible. Portable Document Format (.pdf) files should be printed or alternatively,
word documents. This may not be possible if the papers were produced some years
ago. Although this is a stylistic issue, issues of presentation may detract from an
otherwise good examiner's report

If papers are unpublished but have been submitted for publication the paper can be
inserted in manuscript format.

It may be appropriate to include a short introduction or other commentary before
each publication and therefore link the papers by paragraphs which introduce the
175
themes/ideas. It is not acceptable to merely "slot" the papers into the thesis, they
should ideally be "written in".
Thesis Pagination
The thesis should have inclusive pagination. Where copies of publications have their own
pagination, these pages should also have pagination added that pertains to the thesis. This
ensures that examiners can highlight the correct thesis pages(s) on which they are
commenting
Integrative Discussion
The thesis should have an integrative discussion which ties everything together. This could
be relatively brief and repeating discussion points from publications should be avoided.
Conclusion
The conclusion should include a synopsis of the original contribution the work has made to
the knowledge and understanding of the area with which the thesis is concerned. It may
include some indications of what the candidate sees as future directions for their particular
research on the field. This may also be incorporated within the integrated discussion
References/ Bibliography
The thesis should have a consistent form of referencing with a thesis bibliography included
at the back of the thesis. This should list in full the papers cited in the general introduction
and integrated discussion (and any other "framing text"). The works cited in the inserted
publications do not need to be included in the thesis bibliography unless these works are
also cited in the framing text.
176