Clinical Psychology Student Handbook.pdf - Health Sciences ...

Curtin University is a trademark of Curtin University of TechnologyCRICOS Provider Code 00301J (WA)

Table of ContentsGeneral Introduction ........................................................................................................................................ 2Master of Psychology (Clinical) Program ......................................................................................................... 2Doctor of Philosophy (Clinical Program)... ....................................................................................................... 5Description of Master of Psychology & Doctor of Philosophy UnitsPsychology 793: Clinical Child Psychology ............................................................................................ 13Psychology 795: Preparation for Professional Practice (Clinical) ........................................................... 15Psychology 711: Psychological Assessment ........................................................................................... 17Psychology 722: Adult Psychopathology ................................................................................................. 19Psychology 724: Child Psychotherapy and Developmental Disability .................................................... 21Psychology 702: Psychotherapy .............................................................................................................. 24Psychology 703: Research Methods........................................................................................................ 27Psychology 723: Social and Behavioural Health ..................................................................................... 29Psychology 725: Addictions, Clinical Neuropsychology .......................................................................... 31Psychology 699: Research DissertationResearch Dissertation ..................................................................................................................................... 34Ethics Committee Approval of Projects Involving Human InformationProjects involving Human Participants ........................................................................................................... 43Consent Form .................................................................................................................................................. 44Participant Information Sheet ......................................................................................................................... 46Guidance Notes for Examiners of DissertationsGuidance Notes for Examiners ....................................................................................................................... 47Examiner’s Report ........................................................................................................................................... 49Request for Binding ......................................................................................................................................... 51Practicum Placements ............................................................................................................................................. 52Guidelines for the Practicum Placements ...................................................................................................... 54Agencies and Settings .................................................................................................................................... 63Student Evaluation of Practicum Placements ................................................................................................ 73Curtin University Clinical Psychology Placement Checklist........................................................................ 76Insurance Information ..................................................................................................................................... 77Criminal Record Screening Information ......................................................................................................... 78Placement Supervisor Report - First Year Placement. .................................................................................. 85Placement Supervisor Report - Second Year Placement ............................................................................. 95Doctor of Philosophy (Clinical Psychology) ........................................................................................................ 105Curtin University Policies ....................................................................................................................................... 111AppendixAPAC Accreditation StandardsAustralian Psychological Society College Course Approval GuidelinesPage 1 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Page 2 of 113General IntroductionMaster of Psychology (Clinical) ProgramCourse ObjectivesThe Master's degree in clinical psychology provides advanced professional training to the sixth year level and hasbeen accredited by the Australian Psychology Accreditation Council (APAC). Its aim is to enable students tobecome thoroughly familiar with the theoretical and empirical knowledge base, skills and attributes required of aclinical psychologist in community and institutional health, mental health and rehabilitation settings. This courseprovides sound training in the application of psychological science to the prevention and treatment ofpsychological problems.Course RequirementsPlease note that all students are required to become registered with AHPRA as a provisionally registeredpsychologist for the duration of their entire degree, this must be done at the start of your degree andmaintained until you graduate, and all costs incurred are paid by the student. Failure to register withAHPRA as a provisionally registered psychologist is serious as it is a legal requirement for all Clinical Psychologytrainees, consequently students must ensure that they are registered at all times during their degree. To gainregistration, you will need to complete and submit the forms and pay the relevant fees as listed on thefollowing website http://www.psychologyboard.gov.au/Registration/Provisional/Higher-Degree/Forms.aspxPlease note that item 12 asks that you “… arrange for evidence of your current enrolment to be sent directly toAHPRA by the issuing institution.” To complete this step you are required to go to Student Services Centre atStudent Central (building 101), and request an official copy of your enrolment be sent directly to AHPRA.There is a fee for requesting a copy of this document to be sent. Student Services Centre is open between thehours 9:00am and 4:45pm Monday to Friday (credit card, EFTPOS, cash, cheque payments accepted). Pleasealso note that a) AHPRA will not accept copies from any other source (i.e., you cannot simply print it offyourself, even if it is certified), and b) FSSO and the Head of School are not able to provide this document.Furthermore, it is a condition of entry into the programme that all students have a police clearance which must beprovided at the start of the course, and a working with children check prior to starting their first placement.Overarching OutcomesA graduate of the Master of Psychology (Clinical) has the:1. Knowledge, skills and practical experience necessary for competent practice as a clinical psychologistin both the mental health and physical health domains.2. Competence at an entry level as a scientist-practitioner of clinical psychology.3. Commitment to abide by the code of ethics of the Australian Psychological Society.Program StructureThe program consists of three main components: coursework, practicum placements, and a research dissertation.The coursework provides intensive training in clinical psychology. Coursework seminars focus on theunderstanding and management of significant mental and physical health problems with approaches ranging fromindividual-oriented to community-based. While the main focus of training is on individual treatment approaches,there is also a focus on larger scale interventions, particularly those involving primary prevention methods. Thecoursework seminars involve an integration of theory, specific intervention skills training, and the development ofanalytical skills.Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Trainees also participate in three practicum placements, which complement the coursework and enable theapplication of theory and skills training to clinical practice. These placements cover adult and child problems,institutional and non-institutional settings, acute care and rehabilitation with the disabled, in both medical and nonmedicalagencies. Practicum placements total 135 days or 1,020 hours of supervised practise conducted by aregistered clinical psychologist.A major aim of the research component is to acquaint trainees with research and evidence-based practice inclinical and health psychology and for them to develop the capacity to review research reports critically, and todevelop and conduct their own research project. Coursework material and assignments will encourage traineesto think critically and to evaluate theories, research, and case reports. The training will provide a framework andbasis for a publishable research dissertation to be completed by each trainee in an area of clinical psychology.Page 3 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

The Master of Psychology Course is structured as follows:Study Package: 1073 School of Psychology and Speech Pathology and Speech Pathology307074 v. 1 Clinical Psychology MajorIndex Version Unit Title UnitNumberCoordinatorYear 1 Semester 1ContactHoursCredits309511 v. 1 Clinical Child Psychology 793 Trevor3 25Mazzucchelli309513 v. 1 Psychology Professional Practice 795 Rosie Rooney 4 25(Clinical)309516 v. 1 Psychology 711 - PsychologicalMonika Wiedig- 3 25AssessmentAllison309517 v. 1 Psychology 722 – Adult Psychopathology Clare Rees 4 25Year 1 Semester 2309518 v. 3 Psychology 724 – Child Psychotherapy & Trevor3 25DisabilityMazzucchelliOR309520 v. 1 Psychology 702 – Psychotherapy Clare Rees 4 25309519 v. 1 Research Methods 703 Robert Kane 3 256726 v. 4 Psychology Practicum 696 (Clinical) Rebecca 18 25Anderson309522 v. 1 Psychology 723 – Social & BehaviouralHealthRosie Rooney 4 25Year 2 Semester 1309521 v. 1 Psychology 725 – Addictions, Clinical Sarah Egan 4 25Neuropsychology & Pharmacology6727 v. 4 Psychology Practicum 697 (Clinical) Rebecca 18 25Anderson6729 v. 8 Psychology Dissertation Preparation 1 699 Trevor8 50MazzucchelliYear 2 Semester 2309518 v. 1 Psychology 724 - Child Psychotherapy & Trevor3 25DisabilityMazzucchelliOR309520 v. 1 Psychology 702 – Psychotherapy Clare Rees 4 256728 v. 4 Psychology Practicum 698 (Clinical) Rebecca 18 25Anderson6730 v. 7 Psychology Dissertation Preparation 2 699 TrevorMazzucchelli8 50Total Course Credits 400Page 4 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

General IntroductionDoctor of Philosophy (Clinical Psychology)Course ObjectivesThe Doctor of Philosophy (Clinical Psychology) course combines advanced professional training in clinicalpsychology with the opportunity to carry out a specialised research program at the traditional PhD level. Thiscourse prepares students for careers in the professional practice of clinical psychology, for research in clinicalpsychology, and for an academic career. The coursework component of the course provides professionaltraining to the ‘sixth year level’ and has been accredited by the Australian Psychology Accreditation Council(APAC). This course aims to enable students to become thoroughly familiar with the theoretical and empiricalknowledge base and skills required of a clinical psychologist in community and institutional health, mentalhealth and rehabilitation settings, as well preparation for a research career.Course RequirementsPlease note that all students are required to become registered with AHPRA as a provisionally registeredpsychologist for the duration of their entire degree, this must be done at the start of your degree andmaintained until you graduate, and all costs incurred are paid by the student. Failure to register withAHPRA as a provisionally registered psychologist is serious as it is a legal requirement for all Clinical Psychologytrainees, consequently students must ensure that they are registered at all times during their degree.To gain registration, you will need to complete and submit the forms and pay the relevant fees as listed on thefollowing website http://www.psychologyboard.gov.au/Registration/Provisional/Higher-Degree/Forms.aspxPlease note that item 12 asks that you “… arrange for evidence of your current enrolment to be sent directly toAHPRA by the issuing institution.” To complete this step you are required to go to Student Services Centre atStudent Central (building 101), and request an official copy of your enrolment be sent directly to AHPRA.There is a fee for requesting a copy of this document to be sent. Student Services Centre is open between thehours 9:00am and 4:45pm Monday to Friday (credit card, EFTPOS, cash, cheque payments accepted). Pleasealso note that a) AHPRA will not accept copies from any other source (i.e., you cannot simply print it offyourself, even if it is certified), and b) FSSO and the Head of School are not able to provide this document.Furthermore, it is a condition of entry into the programme that all students have a police clearance which must beprovided at the start of the course, and a working with children check prior to starting their first placement.Overarching outcomesA graduate of the Doctor of Philosophy (Clinical Psychology) has the:1. Knowledge, skills and practical experience necessary for competent practice as a clinical psychologistin both the mental health and physical health domains.2. A competent entry level scientist-practitioner of clinical psychology.3. Abide by the code of ethics of the Australian Psychological Society.4. An effective beginning level independent researcher in psychology.Specific learning outcomes1. Construct an adequate psychological case conceptualization.2. Think critically, creatively and reflectively3. Test hypotheses related to the case conceptualisation and develop management plansPage 5 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

4. Think creatively and apply knowledge to new situations5. Analyse problems logically from different theoretical viewpoints and propose resolution betweenapparent conflicts of different theories6. Communicate effectively with individuals and groups7. Write effectively for clients, professionals, management and scientific publications.8. Use evidence persuasively to construct and defend an argument9. Learn and use technologies safely and appropriately for the diagnosis and management of clients andinformation.10. Accept responsibility and demonstrate initiative and leadership in developing clinical and researchskills.11. Apply global perspectives and standards in clinical practice12. Apply global perspectives and standards of practice in meeting the needs of ethnic and other minoritygroups13. Work professionally both individually and collaboratively, accepting responsibility and direction asnecessary to achieve an effective team outcome.14. Abide by the code of ethics of the Australian Psychological Society.Course Entry Requirements/PrerequisitesThe minimum requirement for admission to the Doctor of Philosophy (Clinical Psychology) program is anHonours degree (IIA or higher) or equivalent. Applicants will be evaluated on academic merit, referees' reports,proposed course of research, performance in interviews, and relevant work experience. For studentsalready/previously enrolled in the Master of Psychology (Clinical) course or equivalent, a high standard ofperformance in Master of Psychology units will also be required for entry into the program.Program StructureThe program consists of three main components: coursework, practicum placements and a research thesis. Thecoursework provides intensive training in clinical psychology. Coursework seminars focus on the understandingand management of significant physical health and mental health problems with approaches ranging fromindividual-oriented to community-based. While the main focus of training is on individual and group treatmentapproaches, there is also a focus on family interventions and interventions involving primary prevention methods.The coursework seminars involve an integration of theory, specific intervention skills training and the developmentof analytical skills.Trainees also participate in three practicum placements, which complement the coursework and enable theapplication of theory and skills training to clinical practice. These placements cover adult and child problems,institutional and non-institutional settings, acute care and rehabilitation with the disabled, in both medical and nonmedicalagencies. Practicum placements total 135 days or 1,020 hours of supervision by a practising clinicalpsychologist.The coursework acquaints trainees with research in clinical and health psychology, clinical guidelines fortreatment and prevention of mental health problems, and empirically based interventions for children and adults.Students develop the capacity to review research critically, and to develop and conduct their own researchproject. Coursework material and assignments will encourage trainees to think critically and to evaluate theoriesand research reports.Page 6 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

The research component involves the development and execution of a substantial program of research thatcontributes substantially to the knowledge or understanding in a field. This work indicates that the student iscapable of carrying out independent research. For the PhD in Clinical Psychology the project must have somerelevance to clinical psychology. Doctoral research degree candidates should uncover new knowledge eitherby the discovery of new facts, the formulation of theories or the innovative re-interpretation of known data andestablished ideas.The thesis research should include a program of inquiry, which is practically oriented and useful in developingan effective understanding, providing for the application of solutions to problems associated with clinicalpsychology.Duration and AvailabilityThe course is available on a full-time (minimum of four years) and on a part-time (maximum of eight years)basis. Students are expected to spend eleven months per year on the program for the duration of the course.Course OrganisationThe program consists of three main components: course work, practicum placements, and a doctoral thesis.The coursework component provides training in clinical and health psychology. The practicum componentcomprises three professional placements (a total of 1020 hours). The research component is the mostsubstantial part of the course, and represents almost three quarters of the total course of study.Professional RecognitionThe professional component of this course is identical to the Master of Psychology (Clinical) program, which isaccredited by APAC. Because it incorporates fully the accredited program, the course satisfies theaccreditation requirements of APAC.Course ExpensesStudents enrolling in this course are generally awarded a RTS place or an Australian fee paying place. In thelatter case, Curtin provides a full tuition fee waiver for a period of four years full time equivalent study.Page 7 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

The Doctor of Philosophy (Clinical Psychology) Course is structured as follows:314234 v. 1 Doctor of Philosophy (Clinical Psychology)Index Version Unit Title UnitNumberCoordinatorYear 1 Semester 1ContactHoursCredits99173 v. 2 Doctoral Thesis – Psychology Neville575Hennessey309511 v. 1 Psychology 793 – Clinical Child Trevor4 25MazzucchelliOR309517 v. 1 Psychology 722 – Adult Psychopathology Clare Rees 4 25309513 v. 1 Psychology Professional Practice 795(Clinical)Rosie Rooney 4 25Year 1 Semester 299173 v. 2 Doctoral Thesis – Psychology NevilleHennessey309519 v. 1 Research Methods 703 Robert Kane 3 25309522 v. 1 Psychology 723 – Social & BehaviouralHealthRosie Rooney 4 25Year 2 Semester 199173 v. 2 Doctoral Thesis – Psychology NevilleHennessey309516 v. 1 Psychology 711 – PsychologicalAssessmentMonika Wiedig-Allison314100 v. 1 Psychology Practicum 796 (Clinical) Rebecca(Related to the child/adult Unit completed Andersonin Year 1 – Semester 1)3 2518 25Year 2 Semester 299173 v. 2 Doctoral Thesis – Psychology NevilleHennessey309520 v. 1 Psychology 702 – Psychotherapy Clare Rees 4 25OR309518 v. 1 Psychology 724 – Child Psychotherapy &Disability (Unit related to the practicumplacement completed in Year 2 –Semester 1)314101 v. 1 Psychology Practicum 797 (Clinical)Disability/RehabTrevorMazzucchelliRebeccaAnderson3 2518 0Page 8 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Index Version Unit Title UnitNumberCoordinatorYear 3 Semester 1ContactHoursCredits99173 v. 2 Doctoral Thesis – Psychology NevilleHennessey314102 v. 1 Psychology Practicum 798 (Clinical) Rebecca 4 25Anderson309511 v. 1 Psychology 793 – Clinical Child Trevor4 25MazzucchelliOR309517 v. 1 Psychology 722 – Adult Psychopathology Clare Rees 4 25Year 3 Semester 299173 v. 2 Doctoral Thesis – Psychology NevilleHennessey309520 v. 1 Psychology 702 - Psychotherapy Clare Rees 4 25OR309518 v. 1 Psychology 724 – Child Psychotherapy &Disability (Unit related to practicumcompleted in Year 3 – Semester 1)TrevorMazzucchelli314102 v. 1 Psychology Practicum 798 (Clinical) RebeccaAnderson3 2518 0Year 4 Semester 199173 v. 2 Doctoral Thesis – Psychology NevilleHennessey309521 v. 1 Psychology 725 – Addictions, ClinicalNeuropsychology & PharmacologySarah Egan 18 0Year 4 Semester 299173 v. 2 Doctoral Thesis – Psychology NevilleHennesseyTotal Course Credits 800AssessmentPage 9 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Assessment includes a combination of class participation, written reports, case studies, substantive papers, andformal examinations. Students must also satisfy attendance requirements for each unit. All written assignmentsmust be submitted in accordance with Publication Manual of the American Psychological Association: SixthEdition (2009) (http://www.apastyle.org/). To complete the requirements for award of the degree, the trainee mustpass each and every unit in the program.Recognition of Prior LearningComparable units taken at APS accredited Psychology Masters programs may be exempted. Units takenoverseas may also be exempted but will be evaluated on a case-by-case basis. (see Assessment and StudentProgression Manual (http://policies.curtin.edu.au/policies/viewpolicy.cfm?id=38f26378-dfb4-11de-85e7-13ec46c711be)Policy on Plagiarism and Related Academic ConductAll work submitted must be the original work of students unless otherwise specified. All work must conform to theCurtin University policies on Academic Conduct (see Academic Misconduct Procedure and Plagiarism Policy andProcedures at the web address below or the Curtin Courses Handbook.)http://policies.curtin.edu.au/policies/students.cfmComputing FacilitiesThe School of Psychology and Speech Pathology provides a computer laboratory for postgraduate students inBuilding 401, room 151. Computer hardware and printing problem support can be directed to the HealthSciences Faculty ICT Web Support number ( 08 9266 1888) or a support request can be made becompleting the online form at http://healthsciences.curtin.edu.au/cits/supportform.cfmPsychology Test LibraryThe Psychology Test Library contains an extensive range of psychological tests as well as some books andaudiovisual resources. The test library is run by a part-time test library officer who organises the hours when thelibrary is open, based on when students would most likely need the library’s facilities (approximately 9 hours perweek during semesters). Details on the library’s hours, holdings, and borrowing terms and conditions can beaccessed from the Test Library Officer ( 08 9266 3037). http://psych.curtin.edu.au/location_facilities.cfmOverarching OutcomesA graduate of the Master of Psychology (Clinical) has the:1. Knowledge, skills and practical experience necessary for competent practice as a clinical psychologistin both the mental health and physical health domains.2. Competence at an entry level scientist-practitioner of clinical psychology.3. Commitment to abide by the code of ethics of the Australian Psychological Society.Enrolment and Re-enrolmentThe University has in place policies and procedures that prescribe enrolment and re-enrolment procedures anddeadlines. For smooth administrative functioning these procedures are enforced rigidly by the University throughthe imposition of standard fees and enrolment policy limitations. Some important features of the procedures,based largely on the Curtin Handbook, (http://handbook.curtin.edu.au/) are outlined below.Page 10 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Students enrolling at the beginning of the year, who are intending to study for the full year, are required to enrol forboth semesters. Full-time students enrol for 100 credit points per semester, while half-time students enrol for aminimum of 50 credit points (on average, given the need to complete the course within a maximum of four years).New students are required to manage their own enrolments online. Information is provided on how to accept theoffer and how to enrol either full or part-time in the Master of Psychology (Clinical) course. Additional advice isprovided at the following web address: http://students.curtin.edu.au/administration/enrolment/howto.cfmApplications for Non-standard Enrolment or Amendment to Enrolment (when a student adds or deletes courseunits after the initial enrolment, including withdrawal), should be discussed with the Course Coordinator and aresubject to approval by the Course Coordinator (Dr Sarah Egan: 08 9266 2367 email s.egan@curtin.edu.au).For re-enrolling students, enrolments can be completed online at the following Curtin web address below. Allforms can be downloaded from http://students.curtin.edu.au/Each student is responsible for ensuring that every detail of the enrolment is correct. The student is urged early inthe semester to check for accuracy the Enrolment Advice. The Enrolment Advice is the formal acknowledgementto a student that the Enrolment application has been accepted by the Academic Registrar’s Office. TheEnrolment Advice details a student’s enrolment as recorded by the University. A student who does not receive anEnrolment Advice within ten days of lodging a form with the Academic Registrar’s Office should communicateimmediately with that office. Students should check for accuracy of a unit’s title including the unit index codenumber, early each semester. If a student is not enrolled in a unit, or studying the wrong unit, no entitlement to aresult in that unit is possible.Once enrolled in the Masters or PhD programs, students shall enrol continuously for the course of study inaccordance with the University Enrolment Rules. Leave of Absence may be granted to a student under specialcircumstances (e.g. serious illness).To be considered for a Leave of Absence, students must apply to the Head of School of Psychology and SpeechPathology by completing the prescribed form available for http://students.curtin.edu.au/administration/forms.cfm.Students who have not been granted Leave of Absence will automatically lose the right of re-enrolment, and willhave to compete for places in the program with new applicants. To regain the right to re-enrol, the approval of theCourse Coordinator and the Head of School of Psychology and Speech Pathology will be required. Re-enrolmentunder these circumstances may be subject to certain conditions as specified by the Head of School. Leave ofAbsence is also required for students who re-enrol and then withdraw from all units in a semester.Management of Progress through the MPsych and PhD ProgramsEach trainee is supervised in her/his studies by a committee composed of the clinical psychology course faculty.This committee may meet with the trainee from time-to-time and will monitor her/his progress through all facets ofthe program. The doctoral component will be monitored through the School Postgraduate Committee.Page 11 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

2013 Clinical Program Staff Dr Monika Wiedig-Allison, Associate Lecturer, PhD Dr Rebecca Anderson, Lecturer, MPsych (Clinical), PhD Dr Sarah Egan, Senior Lecturer, MPsych (Clinical), PhD (Course Director) Dr Robert Kane, Senior Lecturer, PhD Dr Clair Lawson, Lecturer, MPsych (Clinical), PhD Dr Trevor Mazzucchelli, Lecturer, MPsych (Clinical), PhD Associate Professor Clare Rees, MPsych (Clinical), PhD Associate Professor Clare Roberts, MPsych (Clinical), PhD Dr Rosanna Rooney, Senior Lecturer, MPsych (Clinical), PhD2013 Sessional Teaching Staff Mr Peter Clissa, MPsych (Clinical) (Sessional Lecturer) Dr Alison Dale, MPsych (Clinical), PhD (Sessional Lecturer) Dr Brendon Dellar, MPsych (Clinical), PhD (Sessional Lecturer)Liaison with the Professional CommunityA Course Advisory Committee meets regularly to confer on matters related to the clinical program. It assistsannually in the selection of students for the following year's intake. The committee consists of Curtin clinicalfaculty, student representatives and senior clinical psychologists from major Government authorities. During 2013,these senior clinicians include:Ms Annette Paul – Clinical Psychologist; Department for Child ProtectionDr. Monique Nesa - Clinical Psychology Supervisor; Disability Services CommissionMs Margaret Jones - Consultant Clinical Psychologist; Child & Adolescent Mental HealthMr John Perera, Senior Clinical Psychologist, Department for Child ProtectionMs Teresa Stevenson – Senior Clinical Psychologist, Adult Services Department of HealthPage 12 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Description of Master of Psychology & Doctor of Philosophy UnitsPSYCHOLOGY 793: CLINICAL CHILD PSYCHOLOGYUnit Index Numbers: 309511Tuition Pattern: 3 hours per week seminar and clinical skills practiceTuition Time: Monday 9 - 12noon; Building 401, Room 123Credit Points: 25Prerequisites: Admission to the MPsych (Clinical) orPhD (Clinical Psychology) Coursesor permission of the Course coordinatorUnit Coordinator Dr Trevor MazzucchelliRoom 401:330, Tel: 08 9266 7182Email: trevor.mazzucchelli@curtin.edu.auSyllabusThis unit provides theoretical knowledge and practical experience in clinical child psychology. The unit exploresthe etiology, assessment, diagnosis, conceptualisation, and treatment of clinical problems of children andadolescents. These problems will be considered within the relevant social context, such as the family, the school,and children's friendships. The unit covers the most common child clinical problems as well as best practiceguidelines and empirically validated interventions.Unit OutcomesThe primary aim of this unit is to provide students with the knowledge and skills to assess, formulate, andintervene in a variety of child and adolescent clinical problems.Learning OutcomesOn completion of this unit, students can:1. Identify and resolve legal and ethical issues relevant to working with child and adolescent clinical problems2. Interview children, adolescents and their families.3. Conceptualise the biological and psychosocial factors influencing the development and maintenance ofclinical problems in children and adolescents.4. Use knowledge and skills in effective assessment, intervention and prevention strategies with children,adolescents and their families.Unit OutlineWEEK 1:WEEK 2:WEEK 3:WEEK 4:WEEK 5:WEEK 6:Models of intervention I: Interviewing parents.Models of intervention II: Interviewing children and adolescents.Models of intervention III: Interventions with children and adolescents.Models of intervention IV: Interventions with parents and families.Developmental DisabilitiesLearning difficultiesPage 13 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

WEEK 7:WEEK 8:WEEK 9:WEEK 10:WEEK 11:WEEK 12:Attention Deficit/Hyperactivity DisorderHealth Related DisordersChild Abuse.Conduct DisordersChildhood & Adolescent Depression and SuicideAnxiety disorders in children and adolescentsAssessment1. Parent/Child Interview—Case Conceptualisation (50%).Students view a videotaped initial parent/child interview relating to a child client. The interview willinclude a developmental history and specific details of parental concerns regarding their child. Basedon this interview, students prepare a case conceptualisation of the presenting problem/s and anassessment plan. A format for the case conceptualisation will be provided in class.2. Exam (50%).Students complete an exam during the official university exam period. The exam consists of short answerquestions relating to the conceptualisation, assessment, diagnosis, and treatment of child and adolescentproblems.ReferencesStudents are asked to read one or two references before each lecture. These will be provided on Blackboard, inthe e-Reserve or closed reserve at the Robinson Library. Reference lists suggesting chapters, articles andintervention materials will also be provided for each lecture topic. It is advised that students examine a range oftexts, that cover both theoretical and applied issues, and in addition, familiarise themselves with relevant journalssuch as Journal of Child Psychology and Psychiatry, Child Development, Journal of Clinical Child and AdolescentPsychology, Journal of Abnormal Child Psychology, and Journal of Consulting and Clinical Psychology.Unit TextsThe following are recommended texts: Herbert, M. (2006). Clinical child and adolescent psychology: From theory to practice. New York, NY:Wiley. Kendall, P. C. (Ed.) (2012). Child and adolescent therapy (4 th ed.). Cognitive-behavioral procedures. NewYork, NY: Guildford Weisz, J. R., & Kazdin, A. E. (Eds.) (2010). Evidence-based psychotherapies for children andadolescents (2 nd ed.). New York, NY: Guildford.Other Useful Texts Herbert, M., & Harper-Dorton, K. V. (2002). Working with children, adolescents and families. (3 rd ed.).Oxford, England: BPS Blackwell. Sanders, M. R., & Dadds, M. R. (1993). Behavioural family intervention. Boston, MA: Allyn and Bacon.Page 14 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PSYCHOLOGY 795: PREPARATION FOR PROFESSIONAL PRACTICE (CLINICAL)Unit Index Numbers: 309513Tuition Pattern: 4 hours per week seminar and clinical skills practiceTuition Time: Friday, 9am - 1pm; Building 401, Room 123Credit Points: 25Prerequisites: Admission to the MPsych (Clinical) Course orpermission of the coordinatorUnit Coordinator Dr Rosie RooneyRoom 401:319, Tel: 08 9266 3050Email: r.rooney@curtin.edu.auSyllabusThe aim of the unit is for trainees to become adept at conducting an initial intake interview using appropriatecounselling skills, to be able to write a case formulation, and to become familiar with ethical issues related tothe professional practice of a clinical psychologist.Learning OutcomesOn completion of the unit, students can:1. Identify and resolve professional and ethical issues involved in the practice of clinical psychology.2. Undertake a competent clinical assessment.3. Write a case report and formulate a case conceptualisation for adults and children.4. Competently use the range of counselling micro-skills.OutlineThere are three main components to this unit.1. Professional and ethical issues.2. Interviewing and clinical/counselling skills.3. Case reports and case formulation.Unit OutlineWeek 1: Overview and introduction to counselling skills (I)Week 2: Counselling skills (II)Week 3: Counselling skills (III)Week 4: Counselling skills (IV)Week 5: Structured Clinical Interview for DSM-IV (SCID)Week 6: Case Formulation I and SCID consolidationWeek 7: Case Formulation II and culturally appropriate psychotherapeutic approachesWeek 8: Ethical and legal issues (I)Week 9: Ethical and legal issues (II)Week 10: Ethical and legal issues (III)Week 11: Ethical and legal issues (IV)Week 12: Self Care, private practice, motivational interviewingPage 15 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Assessment:1. Videotaped interviewTrainees are required to conduct a role play which will be an assessment with a client (in role play), tobe videotaped in the clinic and handed in for marking and feedback. For an adult client, the video willinvolve two sessions, firstly involving a general intake interview followed by a diagnostic interview. Thevideo should be approximately two hours duration and will be assessed for demonstration of the skillscovered in this unit. A checklist of skills to be assessed will be provided. A role-play for a client andfurther details will be provided (50%).2. Case reportTrainees are required to write a case report containing a formulation of the client you have assessed. Alist of headings for the case formulation will be provided (50%).ReferencesStudents will be asked to read one to three references before each seminar. There are two recommendedtexts to purchase or read in the reserve collection that have been outlined below.Unit texts Cormier, S., Nurius, P. & Osborn, C. (2009). Interviewing and change strategies for helpers (7 th Ed.).USA: Australia/ Cengage. Teyber, E. (2010). Interpersonal Process in Therapy: An Integrative Model (6 th Ed). USA: ThomsonBrooks/Cole.Page 16 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PSYCHOLOGY 711: PSYCHOLOGICAL ASSESSMENTUnit Index Numbers: 309516Tuition Pattern: Seminar, 3 hours/weekTuition time:Wednesday 2-5pm, Building 307, room 102.Credit Points: 25Unit Requisites: Admission to Master of Psychology orPhD Clinical course orpermission of the Unit CoordinatorUnit Coordinator Dr Monika Wiedig-AllisonRoom: 401.332; Tel: 08 9266 7990Email: monika.wiedig-allison@curtin.edu.auLecturersMr Peter Clissa, Dr Sarah EganDr Clair Lawson, Dr Natalie GassonDr Lynn Priddis, Mr Darren GarveySyllabusThis unit provides students with the practical skills to complete comprehensive psychological assessmentswithin adult and child clinical contexts. Students will learning skills required to select, administer, score andinterpret the results of commonly used psychological tests, and to integrate assessment results and presentfindings in client-focused reports.Learning OutcomesOn successful completion of this unit students can:1. Integrate a number of assessment strategies in the completion of comprehensive psychologicalassessments.2. Administer, score, and/or interpret the some of the most frequently used tests of intellectual functioning,personality and psychological/emotional symptoms in adults and/or children.3. Present an integrated summary of test results in a client-focused, problem-oriented report.Unit OutlineWeek 1: The art, science and ethics of psychological assessmentWeek 2: Assessment of Adult Intellectual Functioning IWeek 3: Assessment of Adult Intellectual functioning IIWeek 4: The Assessment reportWeek 5: Assessment of children and adolescents IWeek 6: Assessment of Children and adolescents IIWeek 7: Assessment of Personality IWeek 8: Assessment of Personality IIWeek 9: Assessment of clinical severity and changeWeek 10: Assessment of older adultsWeek 11: Assessment with Indigenous clientsWeek 12: Projective assessmentPage 17 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Assessment:1. Administration and scoring of a standardized test of intellectual functioning (20%)Students complete a videotaped administration of a standardised assessment of intellectual functioningwith a peer. Video-tapes and test protocols will be peer assessed for accuracy or administration,scoring and score computation.2. Child Psychological Assessment and Report (50%)Students complete a psychological assessment of child client and present the findings in an integratedreport.3. Adult personality assessment scoring and interpretative report (30%)Students score and interpret a personality profile for an adult client and present the results in a writtenreport of a maximum of 5 A4 pages.Recommended Texts Groth-Marnat, G. (2009). Handbook of psychological assessment. (5 th ed.). New York: Wiley. Prifitera, A., Saklofske, D.H., & Weiss, L.G. (2008). WISC-IV clinical assessment and intervention.Burlington, MA: Elsevier Academic Press.Other Useful Texts: Dudgeon, P., Garvey, D., & Pickett, H. (2000). Working with indigenous Australians: A handbook forpsychologists. Perth: Gunada Press. (Available on eReserve) Flanagan, D.P. & Kaufman, A.S. (2004). Essentials of WISC-IV assessment. New Jersey: John Wiley andSons. Lichtenberger, E.O., Mather, N., Kaufman, N.L., & Kaufman (2004). Essentials of assessment reportwriting. New Jersey: John Wiley and Sons. Kaufman, A. & Lichtenstein, E.O. (1999). Essentials of WAIS-III assessment. New York: John Wileyand Sons. Nichols, D.S. (2001). Essentials of MMPI-II assessment. New York: John Wiley. Prifitera, A., Saklofske, D.H., & Weiss, L.G. (2005). WISC-IV clinical use and interpretation: Scientistpractitioner perspectives. Burlington, MA: Elsevier Academic Press. Ranzjin, R., McConnochie, K., & Nolan, W. (2009). Psychology and Indigenous Australians: Foundationsof cultural competence. South Yarra: Palgrave Macmillan. Sattler, J.M. (2008). Assessment of children: Cognitive foundations. San Diego: Jerome Sattler Publisher. Sattler, J.M. & Hoge, R.D. (2006). Assessment of children: Behavioural, social and clinical foundations.San Diego: Jerome Sattler Publisher.Page 18 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PSYCHOLOGY 722:ADULT PSYCHOPATHOLOGYUnit Index Numbers: 309517Tuition Pattern: 4 hours per week seminarTuition Time: Mon 1pm – 5pm; Building 401, Room 123Credit Points: 25Prerequisites: Admission to Master of Psychology orPhD Clinical course orpermission of the Unit CoordinatorUnit Coordinator Associate Professor Clare ReesRoom: 401:317; Tel: 08 9266 3442Email: c.rees@curtin.edu.auLecturerAssociate Professor Clare ReesSyllabusThis unit aims to increase students' understanding of common psychological disorders, including their aetiology,maintaining mechanisms, and effective treatment.Learning OutcomesOn completion of the unit, students can:1. Provide accurate and comprehensive diagnostic formulations of persons with complex clinicalpresentations.2. Formulate theory-based conceptualisations of psychological disorders and develop accurate,comprehensive, and theoretically-coherent conceptualisations of persons with complex clinicalpresentations.3. Select treatments that are effective with specific psychological disorders and develop feasible andappropriate treatment plans for persons with complex clinical presentations.Unit OutlineWeek 1: Introduction and Panic Disorder/AgoraphobiaWeek 2: Social Phobia and Specific PhobiasWeek 3: Obsessive-Compulsive DisorderWeek 4: Generalised Anxiety DisorderWeek 5: Post Traumatic Stress DisorderWeek 6: DepressionWeek 7: Bi-polar DisorderWeek 8: PsychosisWeek 9: Eating DisordersWeek 10: Personality Disorders IWeek 11: Personality Disorders IIWeek 12: Impulse Control DisordersPage 19 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Assessment1. Literature Review: students are required to choose an Axis I disorder and review the latest literatureregarding how this disorder is currently conceptualised (major theories), assessed and treated. (50%)2. Formulation and Treatment Plan Case Study: Based on case information, students will formulate acase and devise a comprehensive evidence-based treatment plan. (50%)Unit Required Texts American Psychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders (FourthEdition), Washington: American Psychiatric Association.or American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: Textrevision (4th ed.). Washington, DC: Author. Barlow, D.H. (2008) Clinical Handbook of Psychological Disorders: A step-by-step treatment manual.(Fourth Edition) New York: Guilford. Rees, C.S. (2009) Obsessive-Compulsive Disorder: A practical guide to treatment. Melbourne: IPCommunications.Note: Additional readings will be suggested.Page 20 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PSYCHOLOGY 724: CHILD PSYCHOTHERAPY AND DEVELOPMENTALDISABILITYUnit Index Numbers: 309518Tuition Pattern: 4 hour weekly seminar and clinical skills practiceTuition Time: Monday 9-12am; Building 401, room 123Credit Points: 25Prerequisites: Admission to Master of Psychology orPhD Clinical course orpermission of the Unit CoordinatorCo-requisites: Clinical Child Psychology 693 or Psychology 793 – Clinical ChildPsychology Practicum Units 696/796, 697/797, or 698/798Conducted in a child/adolescent Setting (or approved alternativesource of current child/adolescent clinical cases)Unit Coordinator Dr Trevor MazzucchelliRoom 401.330, Tel: 08 9266 7182Email: trevor.mazzucchelli@curtin.edu.auSyllabusThe first part of this unit provides students with child and adolescent psychotherapy skills and processes. Itincludes: (a) core principles of child, adolescent and family psychotherapy processes; (b) skills development inthe application of psychotherapy processes; and (c) review of student videotaped psychotherapy sessions.The second part of the unit provides students with an understanding of the physiological, behavioural and socialconsequences associated with developmental disabilities, and strategies to assess, intervene and support thequality of life of individuals with a disability and their families.Unit OutcomeThe overall aim of the unit is to enhance participants’ understanding, skills, and self-confidence in the processof psychotherapy with children/adolescents, and interventions for people with developmental disabilities.Learning OutcomesOn the completion of the first part of the unit, students can:1. Conduct psychotherapy with children, adolescents and their families.2. Respond appropriately and effectively to different client presentations.3. Manage their relationship with a client.On completion of the second part of this unit, students can:1. Identify conditions that hinder the social, emotional and physical development of individuals withdevelopmental disabilities.2. Assess and implement treatments designed to improve the quality of life for individuals with developmentaldisabilities and their families.3. Construct an individual service plan for an individual with a developmental disability.Page 21 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Self -DisclosureSelf-disclosure is expected as part of this course. This unit will be conducted in accordance with the APS Code ofProfessional Conduct; in particular Section D. no 2, as follows:It is unethical for psychologists who are providing supervision or training, to require or coerce supervisees ortrainees to disclose personal information either directly or in context of any training procedure. Where selfdisclosureis a normal expectation of a given training procedure, participation must be genuinely voluntary andinformed consent must be obtained from participants prior to training.Self-Disclosure:1. Is always under the control of the participant. She/he may choose to stop any process or procedure at anytime. No further discussion of the incident may occur without the expressed consent of the person.2. The person acting as a client is expected to use “real” material unless a role-playing situation isprescribed.Unit OutlineWEEK 1:WEEK 2:WEEK 3:WEEK 4:WEEK 5:WEEK 6:WEEK 7:WEEK 8:WEEK 9:WEEK 10:WEEK 11:WEEK 12:Introduction to process of child psychotherapy.A framework for child therapy.Techniques and processes in psychotherapy with children.Techniques and processes in family therapy.Technique and processes in adolescent psychotherapy.Behavioural techniques.Techniques and processes in working with groups.Introduction to intellectual disabilitiesEarly interventionIndividual program planning and quality of lifeChallenging behaviourFamily supportAssessmentPerformance in child and adolescent psychotherapy will be assessed by means of two case studies, asoutlined below:1. A Case Study of Content and Process (50%)This assignment requires you to select a client you have treated or are currently treating and describesboth the content and process aspects of the treatment process. The assignment should cover thefollowing: A case summary of the basic presenting issues and most pertinent client information. A description of the most pertinent content issue important in the client’s progress. A literature review focusing on the theory and research relating to that content issue. A description of the most pertinent process issue important in the client’s progress. A literature review focusing on the theory and research relating to that process issue. A discussion of how both the content and process issues identified above inform our understandingof the progress/outcome of the case.Page 22 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

2. A Developmental Disability Case Study of an Individual Service Plan (50%)Students will be given a case study relating to the developmental disability course content. Students arerequired design an appropriate intervention strategy taking into account individual, family andsystems/community variables. The intervention strategy should include both short term and long-termgoals, and any indicate any possible negative consequences. Empirical evaluation measures should alsobe provided.Unit TextsStudents are asked to read one or two references before each lecture. These references are available from thereserve section of the Robinson Library and through e-reserve.Reference lists suggesting chapters, articles and intervention materials will also be given for each lecture topic.No formal textbook is required for this unit. The following general texts are recommended:Child Psychotherapy Brems, C. (2008). A comprehensive guide to child psychotherapy. (2 nd ed.). Long Grove, IL: Waveland. Friedberg, R. D., & McClure, J. M. (2002). Clinical practice of cognitive therapy with children andadolescents: The nuts and bolts. New York, NY: Guildford. Gelard, K., & Gelard, D. (1999). Counselling adolescents. London, England: Sage. Geldard, K. & Geldard, D. (1997). Counselling children: A practical introduction. London, England: Sage. Herbert, M. & Harper-Dorton, K. V. (2002). Working with children, adolescents and families (3 rd ed.).Oxford, England: BPS Blackwell. Kazdin, A. E., & Weisz, J. R. (Eds). (2003). Evidenced-based psychotherapies for children andadolescents. New York, NY: Guildford. Mash, E., & Barkley, R. A. (2006). Treatment of childhood disorders. (3 rd ed.). New York, NY: GuildfordPress. McClure, F. H., & Teyber, E. (2003). Casebook in child and adolescent treatment: Cultural and familialcontexts. Orlando, FL: Harcourt Brace.Developmental Disability Davis, H. (1993). Counselling parents of children with chronic illness or disability. Leicester, England: BPSBooks. Dodd, S. (1994). Managing problem behaviours. Sydney, Australia: MacLennan and Petty. Emerson, E., Hatton, C., Bromley, J., & Caine, A. (1998). Clinical psychology and people with intellectualdisabilities. Chichester, England: Wiley. Graziano, A. M. (2002). Developmental disabilities. An introduction to a diverse field. Boston, MA: Allyn &Bacon. Harris, J. C. (2005). Intellectual disability: Understanding its development, causes, classification,evaluation and treatment. New York, NY: Oxford. Jacobson, J. W., & Mulick, J. A. (1996). Manual of diagnosis and professional practice in mentalretardation. Washington, DC: American Psychological Association.Page 23 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PSYCHOLOGY 702: PSYCHOTHERAPYUnit Index Numbers: 309520Tuition Pattern: 4 hours per week,Monday 1- 5pm; 401:123Credit Points: 25Prerequisites: Admission to Master of Psychology (Clinical);Psychology 722Co-requisites: Psychology Practicum Units 696, 697, or 698 (orapproved alternative source or current clinical cases)Unit Coordinator Associate Professor Clare ReesRoom 401:317, Tel: 08 9266 3442Email: c.rees@curtin.edu.auSyllabusThis unit provides for the participants to develop all aspects of their competence as psychotherapists. The unithas three main components: (i) a theoretical component in which core principles of the psychotherapy processare introduced and discussed and in which research on the components of effective therapy are reviewed; (ii)a skills development component in which the application of psychotherapy processes are modelled, practiced,criticised, and rehearsed; and (iii) a supervision component in which videotapes of participants’ psychotherapysessions are reviewed.Unit OutcomeThe overall aim of the unit is to enhance participants’ understanding, practical competence, and selfconfidencein the process of psychotherapy.Learning OutcomesOn completion of the unit, students can:1. Accurately monitor the quality of therapeutic relationships when observing videotapes of psychotherapysessions;2. Describe how specific psychological disorders affect a client’s behaviour in psychotherapy;3. Describe how a psychotherapist’s behaviour needs to vary to meet the needs of different clients inpsychotherapy and different needs at different stages of psychotherapy;4. Demonstrate understanding of their own characteristic interpersonal style by enacting new ways ofrelating to clients that are more appropriate to the clients’ needs.Self-disclosureSelf-disclosure is a part of this course. This unit will be conducted in accordance with the APS Code ofProfessional Conduct; in particular Section D. no 2, as follows:It is unethical for psychologists who are providing supervision or training, to require or coerce supervisees ortrainees to disclose personal information either directly or in context of any training procedure. Where selfdisclosureis a normal expectation of a given training procedure, participation must be genuinely voluntary andinformed consent must be obtained from participants prior to training.Page 24 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Self-Disclosure: Is always under the control of the participant. She/he may choose to stop any process or procedure at anytime. No further discussion of the incident may occur without the expressed consent of the person. The person acting as a client is expected to use ‘real’ material unless a role-playing situation is prescribed.Unit OutlineWeek 1:Week 2:Week 3:Week 4:Week 5:Week 6:Week 7:Week 8:Week 9:Week 10:Week 11:Week 12:Content, Process, and Interactions in PsychotherapySelf-practice and the therapy training groupEmpathy, genuineness and the working allianceGroup PsychotherapyTransference and CountertransferenceRepeating the pastSupervisionInterpersonal ThemesIntegrating Content and ProcessClient motivation, resistance and insightClass debate and discussionPersonal practice integration and reviewRequired Texts: Beck, J.S. (2011). Cognitive therapy: Basics and Beyond (2 nd ed). New York: Guilford. Bennett-Levy, J., Butler, G., Fennell, M., Hackmann, A., Mueller, M., & Westbrook, D. (eds) (2004).Oxford guide to behavioural experiments in cognitive therapy. Oxford, UK: Oxford University Press. Bieling, P.J., McCabe, R.E., & Antony, M.M. (2006). Cognitive-behavioral therapy in groups. NY:Guilford Press. Teyber, E. (2006). Interpersonal Process in Therapy: An Integrative Model (5 th Ed). USA: ThomsonBrooks/Cole.Other readings will be suggested.AssessmentPerformance in psychotherapy will be assessed by means of two case studies, one of which focuses on“content” and the other of which focuses on “process” issues. Each case study will include: (i) a casesummary; (ii) a review of relevant theory and research; (iii) a discussion that integrates case material with theprofessional literature; and (iv) a videotape of a relevant psychotherapy session.Cases should be chosen for the assignments because they illustrate how one or more process issues or oneor more content issues have been fundamentally important to the outcome of the psychotherapy.Content will be covered as follows: the case summary will describe the assessment and caseconceptualisation; the literature review will focus on theory and research germane to case conceptualisationissues; the discussion will highlight how theory and research inform our understanding of the eventualoutcome of the case (whether the outcome was good or less good); the videotape will provide an example ofthe content issue under discussion.Page 25 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Process will be covered as follows: the case summary will include a description of the relationship betweentherapist and client and the course of psychotherapy; the literature review will focus on theory and researchgermane to the specific process issue(s); the discussion will highlight how theory and research inform ourunderstanding of the eventual outcome of the case (whether the outcome was good or less good); thevideotape will provide an example of the psychotherapy process under discussion.Note: It is unfortunately true that we frequently learn more from our “failures” than from our “successes.” Forthis reason, I wish to emphasise that these case studies will be graded according to what they reveal aboutyour critical understanding of psychotherapy rather than what they may reveal about your performance as apsychotherapist with a particular client.NON-GRADED REQUIREMENTS:Participants are required to provide a videotape of a recent clinical interview for presentation during the“supervision” component of the unit.Participants are also required to engage in ongoing self-examination in terms of some of the issues andapproaches covered in class, and to participate in in-class discussion of their experiences of engaging in thisself-examination.Page 26 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PSYCHOLOGY 703: RESEARCH METHODSUnit Index Numbers: 309519Tuition Pattern: On-line WebCT unitCredit Points: 25Unit Requisites: Admission to the Master of Psychology program orPhD Clinical Psychology programUnit Coordinator Dr Robert KaneRoom: 401.208, Tel: 08 9266 7515Email: r.t.kane@curtin.edu.auLecturerDr Robert KaneSyllabusThe focus of this online unit is on quantitative, rather than qualitative, research methodologies. It consists ofeight core modules, and three elective modules. Students are expected to complete all the core modules plustwo of the three elective modules. On completion of the unit, students should be able to resolve the commonmethodological problems that have traditionally compromised research in the behavioural sciences.Core modules:1. Pitfalls for new (and not so new) researchers.2. Measuring, analysing and interpreting behavioural change.3. Correlation and causal modeling.4. Multivariate research methods: An applied approach.5. The analysis of data from intact social groups and dyads.6. Statistical power and sample size. An applied approach.7. Single-subject designs.8. Developing screening instruments.Elective modules:1. Structural equation modeling (SEM).2. Meta-analysis: An applied approach.3. Generalised linear mixed models (GLMM)This is an on-line unit, although two computer labs have been scheduled. The computer labs will show youhow to use SPSS and LISREL to implement some of the statistical procedures discussed in the modules. Oneon-onemeetings are available by appointment. Students who have recently completed 4 th year researchmethods will be well prepared for the unit. Unfortunately, there are an increasingly large number of studentsenrolling in the unit who have not recently completed 4 th year research methods. These students tend to findthe unit challenging.Page 27 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Learning OutcomesOn successful completion of this unit, you should be able to:1. Design and conduct research in applied settings.2. Critically evaluate research publications and reports.3. Discuss the factors that affect the success of applied research.4. Explain how research informs the practice of psychology.Learning ActivitiesThere are on-line reading materials for each of the 11 modules. You will have the opportunity to apply theknowledge that you have gained from these readings by:1 Answering the carefully selected questions on each module.2. Writing a research critique.3. Participating in the computer labs.AssessmentThere is one assignment worth 50%, and an in-class test worth 50%. You need to obtain a total mark of atleast 50% to pass the unit.1. Research critique (50%)Select a recently published research study in your area of interest and write a critical review of thepaper. The emphasis should be on the methodological adequacy of the study, and you should makerecommendations on how the methodological flaws that you identify can be rectified.The critique (2000 - 3000 words), which must conform to APA Publications Manual (6 th Edition) format,must be submitted to the School of Psychology and Speech Pathology office (or emailed to the unitcoordinator) no later than 5pm on the due date. A copy of the research paper must be attached to theassignment.2. In-class Test (50%)This is a closed book test. There will be two short-answer questions on each of the 11 modules (8 coremodules plus 3 elective modules). Students should answer questions for all the core modules (16questions), and for 2 of the 3 elective modules (four questions). Each of the 20 questions is worth threemarks, giving a maximum total score of 60. Some of the questions may require longer answers thanothers, but no answer should be longer than about half a page. You have three hours to finish the test,so there shouldn’t be any time pressure.Page 28 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PSYCHOLOGY 723: SOCIAL AND BEHAVIOURAL HEALTHUnit Index Numbers: 309522Tuition Pattern: 4 hours seminar per weekCredit Points: 25Prerequisites: Admission to the MPsych (Clinical) Course orpermission of the unit coordinatorUnit Coordinator Dr Rosie RooneyRoom 401:319, Tel: 08 9266 3050Email: r.rooney@curtin.edu.auSyllabusThe content of this unit has been designed to foster an understanding of both clinical health problems andhealth promotion in health psychology. There will be a strong emphasis on conceptualisation of clinical healthproblems as well as evidence based interventions. The unit starts with an overview of health psychology andthe first set of seminars cover the clinical health problems of postnatal depression and sexual dysfunctionwhere re-occurring issues concerning relationship problems are addressed and an introduction to coupletherapy is provided. Additional clinical problems covered include pain and obesity. Finally, health promotionand prevention issues, as well as cross-cultural and indigenous issues in health psychology will be presented.The content is structured so that theoretical perspectives of health psychology are integrated with practicalapplications of interventions.Learning OutcomesOn completion of the unit, students can:1. Describe psychological factors affecting health and illness.2. Identify appropriate conceptualisation, assessment procedures and interventions for clinical healthproblems.3. Describe the theory and practice of health promotion, prevention and cross-cultural and indigenousissues in health psychology.Unit OutlineWeek 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9Week 10Week 11Week 12Introduction to health psychology and postnatal depression and relationships IPostnatal depression and relationships IISexual dysfunction and relationships ISexual dysfunction and relationships IIBehavioural couples therapy and relationshipsObesityPain IPain IIMindfulness and viewing of the pain assessment DVDHealth promotion IHealth promotion IIIndigenous issues in health psychologyPage 29 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Assessment1. A videotaped session illustrating key aspects of a client with chronic pain will be shown in class. A briefcase history will also be provided. Students will then be required to answer questions concerning thevideotaped interaction, and to outline recommended assessment and intervention strategies, as well aslikely confounding psychosocial factors (50%).2. A take home exam on the lecture material covered during the semester (50%).Unit TextsThere is no set text for the unit as there is none that is suitable for a post-graduate Clinical Masters unit soreadings will be provided from a set of texts and journals prior to each seminar. The following are someexamples of material that provides an overview of health psychology.Bambling, M. (2006). Mind, body and heart; Psychotherapy and the relationship between mental andphysical health, Psychotherapy in Australia, 12, 52-59.Belar, C.D. (2008). Clinical Health in Psychology: A health care speciality in professional psychology.Professional Psychology: Research and Practice, 39, 229-233.Michie, M., & West, R. (2012). Behaviour change theory and evidence: a presentation to Government,Health Psychology Review, DOI:10.1080/17437199.2011.649445To link to this article: http://dx.doi.org/10.1080/17437199.2011.649445Murray, M. (2012). Social history of health psychology: context and textbooks, Health PsychologyReview, DOI:10.1080/17437199.2012.701058To link to this article: http://dx.doi.org/10.1080/17437199.2012.701058Page 30 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PSYCHOLOGY 725: ADDICTIONS, CLINICAL NEUROPSYCHOLOGYUnit Index Numbers: 309521Tuition Pattern: 4 hours per week, Thursday 4pm – 8pmBuilding 408, Rm.1501Credit Points: 25Prerequisites: Admission to Master of Psychology course orpermission of the Unit Coordinator.Unit Coordinator Dr Sarah EganRoom 401:334, Tel: 08 9266 2367Email: s.egan@exchange.curtin.edu.auLecturersDr Brendon Dellar, Dr Alison Dale, Mr Peter ClissaSyllabus:The unit is divided into two content areas: addictions and clinical neuropsychology.PART 1 – ADDICTIONS - LECTURERS Dr Brendon Dellar and Dr Alison DaleSyllabusStudents will be provided with an understanding of addiction behaviour and how to respond to it from apsychological perspective. The addiction seminars will focus on etiology, assessment, case conceptualizationand a range of responses to people with addiction problems. There will be particular emphasis on respondingto clients with addiction and other psychological difficulties.OutcomeTo enhance participants’ understanding of issues relating to clinical interventions with problem drug users, witha particular focus on responding to clients with complex psychological problems in addition to their problemdrug use.Learning OutcomesOn completion of the first part of the unit, students can:1. Conduct a motivational interview.2. Demonstrate knowledge of conditions affecting relapse and relapse prevention3. Demonstrate knowledge of psychological and pharmacological therapies for addictions.4. Demonstrate knowledge of the rationale for, and some strategies for achieving, harm reduction.5. Conceptualise cases involving comorbid drug and psychological disorders and discuss treatmentapproaches and process issues relevant to such cases.OutlineWEEK 1WEEK 2WEEK 3WEEK 4WEEK 5Why use? Why problems? Dependence, Process of change.Motivational interviewing review and practiceHarm reduction and brief intervention, pharmacological approachesRelapse and relapse prevention.Self help, case studiesPage 31 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Assessment: Examination: (50% of the total mark for the unit)The exam involves viewing, as a group, a recorded assessment session with a “client” with addiction-relatedproblems, and from this information writing a case formulation, making tentative diagnoses supported withevidence from the assessment, a tentative treatment plan, discussion of implications for the therapeuticrelationship, and noting what further information needs to be obtained. Students will have a week to write thecase up.Note:The course assumes knowledge of psychological disorders. All Masters students are welcome to take the unit,but students who have not completed an Adult Psychopathology unit, and who have had no experience atcase formulation can find the assessment somewhat difficult.Unit TextsMarsh, A., Dale, A., & O’Toole, S. (2013). Addiction counselling: Content and process, second edition.Melbourne: IP Communications.A literature review of evidence-based practice in alcohol and other drug treatment found on the Drug andAlcohol Office website at:http://www.dao.health.wa.gov.au/Publications/IndicatorsofBestPractice/tabid/109/Default.aspxOther Useful Texts: Beck, A., Wright, F., Newman, C., & Liese, B. (1993). Cognitive Therapy of Substance Abuse. NewYork: Guildford Press. DiClemente, C.C. (2006). Addiction and change: How addictions develop and addicted peoplerecover. NY: Guilford. Marlatt, G.A., & Donovan, D.M. (2005). Relapse prevention: Maintenance strategies in the treatment ofaddictive behaviors. NY: Guilford. Miller, P.M. (2009). Evidence-based addiction treatment. NY: Elsevier. Miller, W.R., & Rollnick, S. (2002). Motivational interviewing: Preparing people for change. NY:Guilford. Ward, J., Mattick, R. & Hall, W. (1998) Methadone maintenance treatment and other opioidreplacement therapies. Amsterdam, Netherlands: Harwood Academic Publishers. Witkiewitz, K.A., & Marlatt, G.A. (2011). Therapists guide to evidence based relapse prevention. NY:Elsevier.PART 2 – CLINICAL NEUROPSYCHOLOGY - LECTURER Mr Peter ClissaSyllabus:The clinical neuropsychology seminars aim to develop generalist skills and knowledge related to theunderstanding, assessment, and intervention of brain related disorders. It will include a review of neuroanatomy,neurological disorders, neuropsychological assessment, and various methods of intervention includingrehabilitation, cognitive retraining and counselling.Page 32 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

OutcomeTo introduce students to the general concepts and methods of neuropsychological assessment andrehabilitation, within a framework of Clinical/Health Psychology practice.Learning Outcomes:On completion of the second part of the unit, students can:1. Describe methods of neurological assessment, including the neurological physical examination, neuroimagingtechniques (CT, MRI, PET, SPECT), and EEG2. Describe major Adult and Older Adult neurological disorders of the brain, including traumatic brain injury,cerebrovascular disorders, dementia & tumours3. Demonstrate understanding of the use of the Wechsler tests and other common neuropsychological testsin screening for and assessment of brain injury in the Adult and Older Adult4. Develop an appropriate management plan for the Adult or Older Adult based on a client's past history, testresults, and current situationOutlineWEEK 6:WEEK 7:WEEK 8:WEEK 9:WEEK 10:WEEK 11:WEEK 12:Introduction to Clinical Neuropsychology within Australia.Current concepts & contemporary issues.Principles of assessment & referral issues.Functional neuroanatomy: An overviewThe Neurological Examination. Neuro-imaging techniques. Introduction to NeurologicalDisorders.Neuropsychological assessment: Part I. Neuropsychological tests & screening toolsNeuropsychological assessment: Part II.Test Interpretation/Case Studies/Report WritingNeuropsychological assessment of the Older AdultCurrent concepts & contemporary issuesCommon neurological disordersNeuropsychological assessment of the Older Adult: Assessment issues & clinical interventions.Neuropsychological InterventionsFeedback, Cognitive rehabilitation and Clinical ManagementAssessment: 50% of the final markThis assignment requires students to write an assessment report /intervention plan based on a provided casestudy.Recommended TextStrauss, E., Sherman, E., & Spreen, O. (2006). A Compendium of Neuropsychological Tests (3 rd Edition). NewYork: Oxford University Press.In addition, it is highly recommended that students ensure access to a recent anatomy and physiology referencebook, such as:Blumenfeld, H. (2002). Neuroanatomy through Clinical Cases. Sunderland, MA: Sinaurer & Associates (ISBN:0-87893-060-4)Page 33 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PSYCHOLOGY 699: RESEARCH DISSERTATIONUnit Index Numbers: Psychology Dissertation Preparation I 699 – 6729Psychology Dissertation Preparation II 699 - 6730Tuition Pattern: 1 hour individual supervision per weekCredit Points: 100 (50 pts each for 699-I and 699-II)Prerequisites: Admission to the MPsych course orpermission of Unit CoordinatorUnit Coordinator Dr Trevor MazzucchelliRoom 401:330, Tel: 08 92667182Email: trevor.mazzucchelli@curtin.edu.auSyllabusThese two units involve the planning, execution and reporting of a suitable applied research project, relating to thecoursework undertaken.Learning OutcomesOn completion of these units, students can;1. Plan and execute a substantial applied research investigation.2. Maintain ethical standards in the collection and reporting of research data.3. Report on a substantial applied research investigation at a publishable level.Full time students should complete the dissertation over one year, part time students over two years.PolicyThe research dissertation must conform to a number of requirements:1. The dissertation must not have been submitted previously as a requirement for another degree.However, similar methodology may be adopted if a new piece of research is carried out.2. Archival data from previous research will only be accepted as part of the dissertation requirement if thestudent carries out additional research/data collection as part of the dissertation.3. Students are encouraged to carry out research where they already have contacts or resources, suchas the student's place of employment. However, the research carried out and presented as thedissertation must be an original piece of work. For example, if you are already carrying out a researchproject in your position as Research Assistant, you might develop an additional area of interest withspecific hypotheses, and collect these data at the same time. However, a research project that hasbeen designed and developed by others must not be presented as your dissertation proposal.4. You may analyse data that have already been collected, but you must show that you have developed aspecific research proposal and that you are using the data to explore your own specific hypotheses.5. As with all pieces of work presented at Curtin, the student must abide by the plagiarism guidelines.Please familiarize yourself with these prior to submitting any work. Academic disciplinary/plagiarismissues are referred to the School's Disciplinary Committee.6. The research project should be written up as outlined below, and should follow the guidelines set out inthe American Psychology Association’s (2009) 6th Edition Publication Manual.Page 34 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Finding a SupervisorIt is the student's responsibility to approach and select a supervisor. You should begin thinking about yourdissertation research area at least a semester prior to developing the proposal and carrying out the research.Many students discuss research interests with several people before deciding on their research area. Theprimary dissertation supervisor must be a staff member from the School of Psychology at Curtin, however,students may also have a co-supervisor who is either internal or external to the School. You can approachstaff members from a number of perspectives:(a) Knowing the area in which you would like to conduct research, and approaching an appropriate staffmember with a request for supervision,(b) Having a few general areas of interest and discussing these with one or more members of staff,(c) Possibly fitting into an ongoing research project being carried out by a staff member or(d) Having no idea what you want to research and seeing if you get interested in one whilst talking to astaff member.It is important that you select a supervisor with whom you can work effectively. It is useful to discusssupervision styles and see how they fit in with your working pattern. For example, a good “fit” would be asupervisor who is comfortable with weekly meetings, and a student who likes regular contact and discussion.A bad "fit" would be a supervisor who lets the student set the pace (meetings etc), with a student who prefersa more structured, consistent working relationship (or who knows they need a bit of pressure!). It is alsoimportant to consider supervisor availability with regard to long service leave and study leave.The Supervisor’s RoleThe role of supervision is to provide academic guidance, advice and support for the research dissertation to beprepared by the student. It is expected that the supervisor will assist with directing the student to appropriatereference reading, discuss the theoretical and practical issues associated with the development of theproposal and carrying out the research, and provide feedback on draft copies of the proposal and dissertation.Supervision sessions should be carried out regularly. These are likely to vary depending on phase of theresearch. For example, a supervisor could meet with a student for an hour a week as they prepare theproposal and discuss the feedback from draft documents. This may reduce to half an hour every two weeks asdata are being collected, then an hour every week as data are analyzed and the dissertation written up. It isexpected that the supervisor will provide feedback on two written drafts of each section of the dissertation,although supervisors may vary on the number of times they eventually read the dissertation.Once the student has completed the dissertation, it is the responsibility of the student to forward it to theDissertation Coordinator. The Dissertation Coordinator will then forward the dissertation to the marker. Uponcompletion of marking the Dissertation Coordinator will return the dissertation to the supervisor, who will thencontact the student to discuss the outcome. In the case of changes being necessary, it is expected that thestudent will liaise with the supervisor until the changes have been completed in a satisfactory manner and thefinal grade (PASS/FAIL) awarded.AssessmentPsychology Dissertation I – 699Dissertation Proposal MeetingA requirement of your enrolment in the Research Dissertation-I Unit is your attendance at the dissertationmeeting held towards the end of second semester in the previous year. Students enrolled in Dissertation-I willPage 35 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

e notified of the dates, time and location of these meetings. This will provide you with information aboutpotential research projects, and also information related to the development of your dissertation proposal, andlater work on your dissertation. Ethical issues and information regarding development of the Ethics proposal,as well as structural information on writing a proposal are covered.Dissertation ProposalThe format should not exceed nine single spaced pages (excluding references and appendices). The proposalneeds to demonstrate that the student understands the area of research he/she is undertaking (reflected in theliterature presented), that an appropriate rationale for the research is offered, clear hypotheses or researchquestions, and expected statistical analyses or qualitative analysis have been considered, and a realistictimetable is offered.DUE DATE: 20 th April, 2013. (For those part-time students who choose to do Psychology 699-I in Semester 2,the due date is the 6 th September, 2013)FormatLiterature overviewHypotheses or research questions, aims, and significance of the projectResearch plan, including Participants, Research Design, Apparatus/Measures, Procedure, Proposed analysisBudget - funding required and justification of budget (discuss with supervisor)Timetable for the projectReferencesSummary of Ethical issuesOnce the proposal has been fully developed in conjunction with your supervisor, please submit it to theDissertation Coordinator, who will submit the proposal to the clinical staff for approval. The DissertationCoordinator will return your proposal to your supervisor so that you may discuss any changes that arerequired. If necessary, the student may be asked to revise and resubmit the proposal. Feedback to the studentconcerning the proposal will be along the following guidelines: “Approved”, “Approved: make minor changes tothe satisfaction of the supervisor” or “Resubmit: make suggested changes and resubmit to the clinical staff forapproval”.All students should seek the advice of the statistical expert associated with the program (Dr Bob Kane) onresearch design, methodology and appropriate statistical analyses before submitting the proposal.If the project requires the cooperation of another organisation, approval MUST be obtained from thatorganisation prior to submitting the proposal.Ethics ProposalAn ethics proposal must be prepared in conjunction with the dissertation proposal and submitted at the sametime. Some projects will require a Form A (Application for Ethical Approval of Research Involving Humans)which needs to be submitted to the Secretary, Human Research Ethics Committee (HREC) for review. A FormC (Application for Approval of Research with Minimal Risk) application is especially designed for researchprojects that are considered to be minimal risk. 'Minimal Risk' projects are those in which "the probability andmagnitude of harm or discomfort anticipated in the research are not greater in and of themselves than thosePage 36 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

ordinarily encountered in daily life". For example if the project is part of a larger one, which has alreadyobtained ethical approval through the HREC, then only Form C would be required. Form C applications arereviewed by the School of Psychology ethics committee. The Dissertation Coordinator will submit your Form Cethics application for approval, once it has been passed by the clinical staff. All projects that are not 'minimalrisk' will require submission of a Form A.Please refer to the following website for details on the preparation of the ethics proposal and to download theappropriate forms: http://research.curtin.edu.au/guides/human.cfm. Some guidelines that may be useful, andexamples of a Consent form and a Participant Information Sheet, are appended to this outline.It is important to note that even if the student’s research has been approved by another institution (such asThe University of Western Australia, Princess Margaret Hospital, Sir Charles Gairdner Hospital); Curtin ethicsapproval must also be obtained prior to the research commencing. A copy of ethics approval must then besent to the Ethics Chairperson for the School of Psychology (Dr Lyndall Steed).Ethics approval must be obtained prior to commencing any research. The student should allow at least amonth for approval to be granted from the HREC. If ethics approval is not granted, the student may need tomake some amendments before resubmitting the ethics proposal and commencing the research.Using Students as ParticipantsIf you plan to recruit students via lectures, this requires contacting lecturers from various schools in theUniversity. You need to get University permission to do this. Once you have ethics approval, you need to letthe dissertation coordinator know that you are planning to approach lecturers, and provide your ethicsapproval number.Test LibraryThe Test Library (located in 401:117) stores a number of psychological tests and research instruments. DavidGarratt-Reed is the Test Librarian. He can be contacted at specified times on 9266 – 2559.When planning theresearch, the student should examine what is available in the Test Library before deciding on appropriatequestionnaires, surveys or other instruments. If the student wishes to use a particular instrument that is notavailable from the Test Library, there are a number of options: the student may purchase the test from theirown funds, approach the supervisor regarding the possibility of purchasing the test from research funds, ormake a case to the Test Library Committee (Chair of this committee is Dr Melissa Davis) for purchasing thetest. A test or instrument would only be purchased by the Test Library if a case can be made that otherstudents would be likely to utilize the test in subsequent research.Extended Literature ReviewA 5,000 word (approximately 20 pages, double spaced) extended literature review, with its own reference list,should be prepared in accordance with the usual guidelines regarding dissertations, and should end with theresearch questions or hypotheses for the project. This document, which provides a basis for the introduction tothe research article, should appear as an appendix in the final dissertation document.DUE DATE: 24 th May, 2013. (For those part-time students who choose to do Psychology 699-I in Semester2, the due date is the 11 October, 2013).Page 37 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Psychology Dissertation II – 699DissertationStudents are required to submit their dissertation as a journal article, with an extended literature reviewattached as an appendix. This format provides experience in writing journal articles, and also, the final productis in a format that can be sent to a journal to be considered for publication.The completed dissertation consists of the following:1. A title page, declaration, acknowledgments and contents page, as per the traditional dissertation format(see attached example of title page).2. An abstract presented at the beginning of the dissertation, situated just before the journal article.3. A journal article no more than 5,000 words long. This should be prepared in APA format and consist ofthe following: An introduction that provides a brief review of the background for the project, the rationale for theresearch and the research hypotheses. Method, results and discussion sections. Figures and tables should be in the main body of the text(as per normal dissertation format). A separate reference list.4. Supplementary material should be provided at the end of the dissertation as appendices. This includesany additional material needed by the examiner to assess the dissertation, such as copies of testmaterials, and a copy of the SPSS output files. Although this material will not need to be referred to inthe main text of the journal article (as is usual for appendices) it should have a separate Table ofContents at the beginning of the dissertation.5. The 5,000 word extended literature review with its own reference list.Although the journal article must be prepared to a standard which the supervisor believes is publishable, itsgrading will be based on the work presented and is NOT contingent upon actual publication of the article.Dissertation DraftsAs you are probably aware, your supervisor is likely to be supervising a number of research projects, includingPhD, Masters and Honours students. It is therefore important to give your supervisor sufficient time to read thedraft versions of your dissertation. Please allow at least two weeks’ turn around time for receiving feedback onyour drafts. You will need to plan this time into your submission timetable. The Clinical Staff have made acommitment to reading two full draft versions. If you would like to make use of this feedback, please ensurethat you begin submitting drafts allowing enough time for the feedback process. This principle will bediscussed with other staff members who are supervising Masters’ Clinical dissertations. Naturally, supervisorsmay use their discretion about reading further drafts of the student’s work. Students are strongly encouragedto use Turnitin, to avoid the potential for inadvertent plagiarism.Dissertation SubmissionOn completion of the dissertation, ONE temporarily bound copy needs to be forwarded to the dissertationcoordinator. This should be either spiral or heat bound. If spiral binding is used, the width of the left marginneeds to be increased to accommodate this.Date of Submission The date of submission for the dissertation is October 18 th , 2013 for people enrolled to complete thecourse at the end of semester 2), or June 1st, 2013 (for part time students enrolling to complete thedissertation/article at the end of semester 1). Submission by these dates makes it more likely that thePage 38 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

dissertation will be marked by the end of semester, which is likely to result in an earlier final completiondate.If the student does not think they will be able to submit their dissertation by the due date, then they shouldwithdraw from 699-II by the last withdrawal date of that semester to avoid penalties. The student shouldthen re-enrol in 699-II a second time to complete the dissertation (for example, in semester 1 of thefollowing year). This may only be carried out with the knowledge and approval of your supervisor.If the dissertation is not submitted by the due date, a F-IN (fail-incomplete) will be recorded against thestudent’s grade for Dissertation 699-II. If this occurs, the student must then re-enrol in 699-II and completethe unit in order to ensure a PASS grade is awarded.Deferrals will only be considered when an application is made to the Head of School, accompanied bymedical and/or psychological evidence which indicates that it would be impossible for the student to submitthe dissertation on the due date. Applications for deferral should be made on the relevant forms, wellbefore the end of semester. If the student receives a deferral, a D (Deferral) grade will be awarded for 699-I or 699-II and this will be changed to a P (Pass) once the student has successfully completed.IMPORTANT NOTEAs the marking, feedback and modifications process can sometimes take up to six weeks, students need to beaware that this has implications for employment and supervision as a Clinical Psychologist (Registrar).If dissertations are submitted by an earlier date, it is likely that you will be able to complete the dissertation unitby the end of that semester. The University has no control over, and is not responsible for, any registrationproblems incurred as a result of not having fully completed the dissertation component of your degree.AssessmentFollowing completion, the dissertation will be marked by an internal examiner who is a member of staff fromthe School of Psychology. An external examiner may also mark your dissertation, to ensure that the quality ofstudents’ work is consistent with what would be expected of practitioners in the field. The external examinermay be anyone who has a proven track record in the area in which the research was conducted. Bothmarkers must possess at least a Masters degree, normally in psychology. Markers are provided withstandardised forms detailing dissertation requirements, criteria for the possible grades, and dissertationfeedback forms (copies of these are attached).Examiners are asked to return the marked dissertation within one month. Upon receipt of the examiner’sreport, the Dissertation Coordinator together with the Clinical Staff decides on the initial grading of thedissertation:A. Unconditional Pass – contains only minor, typographical errors which must be corrected prior topermanent bindingB. Conditional Pass - contains deficiencies other than minor typographical errors, which require minoramendments. These need to be corrected to the satisfaction of the student’s supervisor(s) prior topermanent binding.C. Resubmit – major amendments are required. Once recommendations from both examiners have beenaddressed, the thesis is then resubmitted for examination by the examiner(s) who requested a resubmit.This must be within one month of receipt of the examiners’ initial reports. The revised thesis will then bemarked either a PASS or FAIL.D. Fail – where additional work or modification will NOT raise the dissertation to an acceptable standard.Page 39 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

As with the other units in the course, the student must achieve a Pass for the dissertation before he/she canbe awarded the Master of Psychology degree.Appeals:If a student believes that she/he has received an inappropriate grading for the dissertation, they may appeal inwriting to the Dissertation Coordinator. This will then be discussed by the Masters Committee, which decideswhether the student has grounds for an appeal. If this is the case, a second examiner (chosen by the student’ssupervisor, in consultation with the Dissertation Coordinator) will examine the dissertation. The secondexaminer will mark the dissertation in accordance with the above guidelines.BindingAt least two permanently bound copies of the dissertation are required - one for the supervisor and one for theSchool of Psychology archives (students usually order a personal bound copy as well). The student isresponsible for organizing permanent binding of the dissertation. You need to fill in a Request for Binding form,which is available from the Dissertation Coordinator (a copy is also appended here), and which needs to besigned by a staff member. The dissertation is bound in official School colours and is presented with a Curtinlogo. (Please note that if spiral binding is used for the temporary binding, these copies cannot then bepermanently bound. New copies will need to be printed.) Binding is done at the Guild Copy & Design shop.The dissertation unit will NOT be passed until evidence of binding is presented to the DissertationCoordinator. This may be either the two bound copies of the dissertation or a receipt for the cost ofbinding two copies of the dissertation.GraduationAlthough every effort will be made to facilitate dissertations being marked and processed to enable graduationin the ceremonies for each semester, it is not possible to guarantee a date by which a grade will be provided.This is due to availability and time constraints of individual dissertation markers, and the rate at which thestudent is able to make any changes that have been recommended by the markers.CostsThe student needs to be aware of the costs that may be incurred by their research. The student, thesupervisor's research funds, alternative funding bodies, or place of employment where the research is carriedout, may need to finance some of the research costs. This point should be kept in mind when developing theresearch proposal. The Research Centre for Applied Psychology (ReCAP) may meet some costs. Applicationsfor support should be made through the supervisor to the Manager, ReCAP.Publication of Research FindingsStudents should think seriously about publishing their work. This is an area that should be negotiated with thesupervisor. In most instances, the person who writes up the research in publishable format will have theirname on the paper first, followed by other authors with input into the paper (usually the supervisor/s). If thejournal article that has been submitted as part of the dissertation is suitable to submit to a journal without majorchanges, then in most cases the student would be the first author. However, if substantial changes arerequired before submission then author order needs to be discussed BEFORE these changes are made.Page 40 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

References/ResourcesFor some excellent information on the development of a research proposal & dissertation, two references are: Rudestam, K.E. & Newton, R.R. (1992). Surviving Your Dissertation. New York: Sage Publications.(Available from the Test Library). Van Wagenen, R. K. (1991). Writing a thesis: Substance and style. Englewood Cliffs: Prentice Hall. Yates, B. T. (1982). Doing the dissertation: The nuts and bolts of psychological research. Springfield,Illinois: Charles C Thomas. (Available from the Test Library).Page 41 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

The title page of the dissertation is to be presented as follows:STRESS AND COPING AMONGST CLINICAL MASTERS STUDENTSbyStudent NameThis dissertation is submitted in partial fulfilment of the requirements for the degree of Master of Psychology(Clinical) at Curtin University of Technology.October, 2013Page 42 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

ETHICS COMMITTEE APPROVAL OF PROJECTS INVOLVING HUMAN PARTICIPANTSPROJECTS INVOLVING HUMAN PARTICIPANTSEach research project at the University, which involves the collection of data from human participants, requiresethical approval of the project before any data are collected. This ethics approval will give you the endorsementof the University to conduct the research and demonstrates to people outside the University (including potentialparticipants) that participants’ rights are treated seriously. Although there are many ethical issues in research, theissues on which applications are currently assessed are, whether or not:1. Your participants were adequately informed about the project before agreeing to participate,2. Participants agreed to participate of their own free will,3. The data on individual participants and organisations will remain confidential, and4. The costs of any invasive procedures to be used are appropriate, given the gains expected from theresearch and competence of the researcher.Currently, all projects above postgraduate diploma level have to be assessed by the University Human ResearchEthics Committee. MPsych students need approval before commencement of data collection.The guidelines for submission and relevant forms can be found at the following website:http://research.curtin.edu.au/guides/human.cfm#guidelineshttp://research.curtin.edu.au/forms/ethicsforms.cfmIn summary, the Ethics proposal should contain the following:1. Project aims, objectives and methods: A summary of the aims and methods is required. MPsychstudents should either use their research proposal (if a proposal has been developed for the project) or anoverview of the background, rationale and aims of the project, plus a detailed description of the methodsand procedures to be used in the project.2. Informed consent of the participants: You need to demonstrate that the participants will be adequatelyinformed about the project before taking part and that they will take part of their own free will. In manycases, you may be able to use a separate information sheet and a consent form to demonstrate informedconsent. The use of a consent form is required unless you argue that by asking a subject to sign a consentform you would be seriously affecting the study, or the willingness of the subject to participate. If a consentform is not used, you need to argue why you believe your participants will have voluntarily taken part in thestudy. If you intend to use a consent form, a typical form is attached, which you can adapt for your study.Also attached is an overview of information that might go onto an information sheet. Adapt these as youthink is appropriate for your study. You should attach a copy of the information sheet and consent form tothe ethics application if used.3. Confidentiality: You need to state how you will maintain the confidentiality of the participants, both inpresenting results to other people and in storing data for processing.4. Other ethical considerations: If you believe that your project has other ethical considerations, discussthem in detail (for example if you want to use invasive procedures such as injections).5. Compliance with NH&MRC guidelines: Read the NH&MRC guidelines on research available on theabove web-site and include a statement which says that you have read them and that the researchcomplies with them.6. Appendices: Attach copies of information sheets, consent form or non-standard questionnaires/materialsthat you will give to participants (if applicable).Page 43 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

The original plus two copies of the Ethics Proposal, including Form A should be forwarded to:Secretary, Human Research Ethics CommitteeC/- Office of Research & DevelopmentCurtin University of TechnologyGPO Box U1987PERTH, WA 6845Proposals are normally processed within two weeks; although the process may take longer, depending on theavailability of ethics reviewers. If you have not heard from the committee within two weeks, or if you urgentlyrequire ethics approval, then contact the University Secretariat directly. Initial ethics approval is granted for oneyear. The HREC will contact you at a later date to check if your project is still ongoing and if so, whether anysignificant changes have been made to the project since ethics approval was granted.Note: Ethics Forms C should be submitted to the internal ethics reviewer for the School of Psychology.CONSENT FORMThe Human Research Ethics Committee requires all applicants to submit a Consent Form or to show why thisis inappropriate. An adequate consent procedure is necessary to ensure that the interests of the researcher, theinstitution, and the participants are properly protected. In other settings, the most common cause for delay inconsideration of projects has been an inadequate consent procedure. Examples of suitable information andconsent forms are available from the following website.http://research.curtin.edu.au/guides/human.cfm#guidelinesThe participants’ consent is required for all procedures and treatments undertaken on them of a research nature.If the Ethics Committee has agreed that written consent is impractical then there must be adequate provision inthe subject’s introduction to the research project for him/her to decline to be involved or to withdraw at any pointwithout prejudice to either party.It is intended that the consent form remain a simple document and that only basic items of a procedural nature belisted. The information that is required to give informed consent is to be discussed and given in the ParticipantInformation Sheet.On the advice of the solicitors, it has been recommended that in any case where a research participant is toreceive payment for his or her assistance, the required consent form should include the following statement:“Acknowledge that I have been informed of my right to withdraw from participation (in thisexperiment) at any time and that any payment made to me is by way of a gratuity for assistance.”An outline for the approved Consent Form is as follows. The witness should be someone other than theresearcher where confidentiality, anonymity and practicality allow.Page 44 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

CONSENT FORMI, ............................................................................................................................................................authorise ...............................................................................................................................................to ...........................................................................................................................................................I acknowledge that the nature, purpose and contemplated effects of these procedures have been explained to mysatisfaction.I have been provided with a Participant Information Sheet.I understand that the procedure may not be of any benefit to myself, and that I may withdraw my consent atany stage without affecting my rights or the responsibilities of the investigator in any respect.(Any other appropriate statements)I declare that I am over the age of 18 years.Signature: .................................................................... Date ........................................Signature of Witness .............................................................. Date .....................................Page 45 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PARTICIPANT INFORMATION SHEETA Participant Information Sheet must accompany each Consent Form. It must be written in simple language andmust not contain technical terms or jargon. It is to be given to, and remain the property of the volunteer.The information necessary to provide informed consent will include, if relevant, the following:The purpose of the study.The benefits that can be expected from the study (either for the subject or for the community).An account of all procedures to be performed.The risks and adverse effects, if known, that are likely to be experienced by the subject.What to do and who to contact in the unlikely event of distress that may occur as a result of participation onthe studyA comparison of the likelihood, their nature, and probability of adverse effects from the procedure proposed bythe researcher, as against other procedures used for the same purpose.An explanation that a placebo is involved.The discomforts, inconveniences and restrictions, both immediate and subsequent, that will be involved, e.g.,travel, absence from work.A statement that the subject may withdraw from the study at any time with prejudice, i.e.,“Your involvement in this study is entirely voluntary. Your non-participation or a decision to withdraw fromthis study may be done freely and will not affect your rights or the responsibilities of the researchers in anyrespect”.Assurance of confidentiality.The name and telephone number of at least one member of the research group who can be contacted by thesubject if any problems arise, i.e.,“Should you require further details about the study, either before, during or after the study you may contactPage 46 of 113.................................................................. Tel ..............................The information contained in the Information Sheet must be discussed with the participants before theyare asked to sign the Consent FormCurtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

GUIDANCE NOTES FOR EXAMINERS OF DISSERTATIONSThe written report of a dissertation is partial fulfilment of the requirements for the degree of Master of Psychology(Clinical) and is expected to enhance scientific knowledge. This is different from the research thesis, which isexpected to be a piece of original research and make a contribution to knowledge in the area. The dissertationshould meet the following criteria:1. It should define a problem.2. The essential components should be summarised and put into context of a critical review of relevantliterature.3. The research hypotheses should be clearly defined.4. The methods used to investigate the problem should be appropriate and clearly described.5. The results should be properly reported and interpreted.6. The discussion should show how the results are evaluated.7. Appropriate conclusions and recommendations should be presented.The dissertation should be assessed against the seven criteria identified above.Dissertation FormatThe dissertation consists of the following:1. A title page, declaration, acknowledgments and contents page, as per the traditional dissertation format(see attached example of title page).2. An abstract presented at the beginning of the dissertation.3. A journal article no more than 5,000 words long. This should be prepared in APA format and consist ofthe following:4. An introduction that provides a brief review of the background for the project, the rationale for theresearch and the research hypotheses.5. Method, results and discussion sections. Figures and tables should be in the main body of the text (asper normal dissertation format).6. A reference list.7. Supplementary material should be provided at the end of the dissertation as appendices. This includesany additional material needed by the examiner to assess the dissertation, such as copies of testmaterials, and a copy of the SPSS output files. Although this material will not need to be referred to inthe main text of the journal article (as is usual for appendices) it should have a separate Table ofContents at the beginning of the dissertation.8. A 5,000 word extended literature review with its own reference list, presented as an appendix. Theliterature review should be prepared in accordance with the usual guidelines regarding dissertations,and should end with the aims of the project.The marker should use the same standards as for a traditional dissertation. Grading of the journal articleshould be based on the work presented and is not contingent on the actual publication of the article. Thegrading criteria are the same as that for the traditional dissertation – that is Unconditional Pass, ConditionalPass, Resubmit or Fail.Page 47 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

SCOPEThe scope of a project may be:1. A critical examination of a methodological problem in the clinical, laboratory or fieldwork setting.2. Research covering study design, data collection and analysis, interpretation and evaluation of theresults and discussion. (For a dissertation, this would be on a limited scale compared with a thesis).3. The analysis of archival data, together with an interpretation and discussion of results.4. The development and/or evaluation of an intervention program.It is essential that the dissertation is the student’s own work.Page 48 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

In ConfidenceCURTIN UNIVERSITYMASTER OF CLINICAL PSYCHOLOGY DISSERTATIONEXAMINER’S REPORT1. Name of Candidate2. Title of Dissertation3. Date of Submission4. Name of ExaminerRECOMMENDATIONS OF EXAMINER (delete inappropriate paragraphs)1, After examination of this project, I recommend that:(a)The dissertation should be PASSED unconditionally without further examination;The examiner may specify this category for a project which contains minor, unimportanttypographical errors. The School of Psychology will require that the candidate correct such errorsas are pointed out by the examiner prior to permanent binding.OR(b)The dissertation should be classified as PASSED conditionally with minor amendments beingmade to the satisfaction of the Clinical Staff Committee as outlined in the Examiner’s Report;The examiner may specify this category for a dissertation which requires correction of deficienciesother than minor typographical errors but which are not of sufficient importance to warrant formalrevision and re-submission for examination;OR(c)The dissertation be RESUBMITTED in a revised form;The examiner may specify this category for a dissertation which requires major amendment andresubmission for examination. The examiner in their report should give detailed guidelines whichmay be given to the candidate to assist in revision prior to re-examination.Page 49 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

OR(d)The dissertation should be classified as FAILED.The examiner may specify this category when a limited amount of additional work or modificationwill not raise the dissertation to an acceptable standard.2. Examiner’s Report2.1 The examiner is requested to state concisely the grounds on which the recommendation is based,indicating fully the strengths and weaknesses of the dissertation and any amendments which maybe necessary. You may attach additional pages where necessary.2.2 The examiner is invited to indicate which part of the report may be released to the candidate, or towrite a separate report for the benefit of the candidate.Signature of ExaminerDateThe forms should be completed and forwarded to:Trevor MazzucchelliDissertation CoordinatorMaster of Psychology (Clinical) ProgramSchool of Psychology and Speech PathologyCurtin UniversityGPO Box U1987PERTH, WA 6845Page 50 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

REQUEST FOR BINDINGTo Memorandum Guild Copy and DesignFromSubjectRequest for Binding – AuthorisationDateFaculty of Health SciencesSchool of Psychology andSpeech PathologyTelephone +61 8 9266 7279Facsimile +61 8 9266 2464Web psych.curtin.edu.auCopySTUDENT NAME:...................................................................................................................................SurnameGiven NamesTHESIS TITLE: ........................................................................................................................................................................................................................................................................Number of copies supplied .....................................Number of copies to be permanently bound .....................................Number of copies to be temporarily bound .....................................CLOTHGreen □Maroon □LEATHERGreen □ Maroon □Award Abbreviation [e.g. MPsych (Curtin)] ............................................................. Year: ...........................One copy to be retained by LIS Yes □ No □Number of copies to be despatched to School ...............Contact Name: ............................................................... Phone No: ....................................................Area:School of Psychology and Speech PathologyMethod of Payment:Invoice to School of Psychology and Speech Pathology: □Student to Pay: □Authorised Signature: .....................................................................Page 51 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Practicum PlacementsMaster of Psychology:Unit Index Numbers:Doctor of Philosophy:Index Numbers:Credit Points:Prerequisites:Unit CoordinatorPsychology Practicums (Clinical) 696, 697, 6986726, 6727, 6728Psychology Practicums (Clinical) 796, 797, 798314100, 314101, 31410225 eachAdmission to the Master of Psychology (Clinical)/or Doctor of Philosophy(Clinical) course; satisfactory completion of Psychology 795 (Preparation forProfessional Practice) and satisfactory completion of Psychology 722 (AdultPsychopathology) for an adult placement, or Psychology 793 (ChildPsychopathology) for a child placement.Dr Rebecca AndersonRoom 404:220, Tel: 08 9266 3436Email: rebecca.anderson@curtin.edu.auSyllabusAll three practicum placements provide opportunities for participants to practice clinical skills such as,assessment, case conceptualization, treatment (individual, group and family), and rehabilitation, under thesupervision of registered clinical psychologists. The specific opportunities and learning outcomes will dependon the particular placement.Unit OutcomesThe student, on completion of these practicum units, will be able to demonstrate behaviour consistent with abeginning level of independent practice as a clinical psychologist.Learning OutcomesOn completion of each of these units, students can demonstrate performance of their individually specifiedlearning outcomes.Placements and hoursMasters and Clinical PhD students are required to complete three placements, one of which will be at theCurtin Adult or Child clinic, and two of which will be at outside agencies. Placements are 45 days each, witha day consisting of 7.5 hours. This means a total of 135 days are spent on placement (1020 hours). These1020 hours should aim to incorporate a minimum of 400 hours face-to-face contact with clients. This is equivalentto 134 hours of face-to-face contact with clients per placement. In addition to treatment sessions these clientcontact hours may include duties such as phone screening of potential clients, telephone calls toclients/parents/teachers etc, observation of children at schools, and other relevant work that is clinical contact.The face-to-face client hours does not include writing notes about the client or reading material in regards to thepresenting problem. All students must complete their first placement in the Curtin Clinic. All students are requiredto do 3 placements.Page 52 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Practicum experience for trainees is essential with both adult and child problems. Each trainee should haveopportunities to work in acute and rehabilitation settings, both inpatient and outpatient and in both medical andnon-medical settings within institutions and the community. The three placements that must be covered arechild, adult and rehabilitation. Example of rehabilitation placements are; disability placements, Hospital(inpatient) settings (e.g., mental health services, pain services), older adult services, drug and alcohol servicesetc.For part-time students to commence the practicum, previous completion of the following units is necessary: Preparation for Professional Practice 695. Adult Psychopathology 622 (for adult placement) or Child Clinical Psychology 693 (for child placement)Students doing a clinic placement generally spend 2.5 days over 18 weeks on placement. Students on internalplacement attend at least 1.5 hours of supervision per week and weekly team meetings of one hour duration.Throughout the placement students are expected to keep an ongoing diary (log) detailing activities in whichthey have been involved. This log can be used in assessing the placement, in planning future placements, andassessing the number of hours of face-to-face contact completed with clients. The log book should include noidentifying information about clients, but should be a summary of work done, e.g., types of problems assessedand treated. Supervision for both internal and external placements should involve no less than 1.5 hours perweek supervision.External placements occur in outside agencies and usually involve 2, 2.5 or 3 days per week (7.5 hour days),though there is often a degree of flexibility in these arrangements depending upon agreements negotiatedbetween trainees and supervisors. There are no placements that accept students for more than 3 days per week,and this is not encouraged. Students are expected to maintain a log of activities for these placements also. Allsupervisors should be registered Clinical Psychologists, and will be contacted regarding placements by theuniversity, not the student. It is important to note in regards to external placements that there are limitedplacements available. While all students will receive a placement, it is unlikely that you will receive a placementthat is your first preference, although every attempt is made to try and secure one of your placement preferences.This is the same situation faced by all Clinical Masters and Clinical PhD students in WA. There are alsosometimes options available if students are interested for rural placements (e.g., Albany, Bunbury, Geraldton),please speak to the placement supervisor if you are interested. Sometimes students may also have an interest incompleting a placement overseas if they have an opportunity provided to them (e.g., to complete a placement in aleading clinical research facility in the area of their PhD research) they may wish to discuss with the placement coordinator.However, students are not covered by Curtin University for indemnity or personal injury or accidentinsurance thus would need to take out their own insurance policy, and the supervisor must be a registered ClinicalPsychologist. Sometimes there are also opportunities for placements to be completed over summer, pleasespecify on your placement preferences if you would like a summer placement.Page 53 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

GUIDELINES FOR PRACTICUM PLACEMENTSRequirements for placement experiencesPracticum experience for trainees is essential with both adult and child problems. Each trainee should haveopportunities to work in acute and rehabilitation settings, both inpatient and outpatient and in both medical andnon-medical settings within institutions and the community. Students will also be encouraged to spend someproportion of their practicum in consultation, liaison, prevention or community intervention. Notwithstandingthis component, direct client contact must be a major component of each practicum. The APS recommendedminimum requirement is 3 hours of direct face-to-face client contact per placement day.Requirements for police clearance, working with children clearance and vaccinationsYou need to complete these requirements prior to starting your first placement. This applies to both newstudents who have not yet been on placement, and existing students who have some placements still tocomplete. Some individuals may have already completed some of these aspects (e.g., police clearance), ifyou have already completed these, you do not need to reapply, but copies must be provided to Nicole Yuen(Fieldwork Placement Officer, located in the School of Psychology and Speech Pathology administration)before you go on placement. If you are an international student you will need a police clearance from yourhome country before you can commence your placements. Please be aware this process may take 6-8 weeksdepending on the country, so please attend to ASAP.(1) Criminal Record ScreeningIt is compulsory that you must apply for an Australian wide Police Clearance. The form is available within thisplacement handbook. There is a charge for this service and this is incurred by the student. A criminal recorddoes not necessarily preclude a student from participating in a placement. However, convictions leading to 12months imprisonment (or more) for serious crimes of violence or a sexual nature, drug dealing, or fraud, arelikely to lead to refusal of any placements. Further information on police clearance is available at:http://www.health.wa.gov.au/publications/CRSU/crsguidelines.pdfIf you have concerns about obtaining police clearance, you are able to contact the Health Department’sCriminal Record Screening Support Unit on (08) 9222 2289 (on a confidential basis).(2) Working with Children CheckAs you may be aware, there is legislation that requires people working with children in either a voluntary orpaid capacity to undergo a separate record check for specified criminal offences involving children. You needto apply for this in addition to having a Federal police clearance. There is a charge for this service and this isincurred by the student. Application forms are available from Post Offices, and completed forms with 100 pointidentity check documentation are to be lodged in person at Post Offices with photographic facilities (similar tothe procedure for gaining a passport). A list of Post Offices where you can apply is available at:http://www.nowwhere.com.au/austpost/postofficelocator/default.aspxFor more information, please refer to the Working With Children Checks website at:http://www.checkwwc.wa.gov.au/default.htmPage 54 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

(3) Screening and Vaccination for Preventable Diseases: Requirement for Health DepartmentPlacementsIn 2006 an agreement was put into place between Universities and the Health Department of WesternAustralia. There are various clauses by which Universities and the Health Department need to comply.Section 4.17a of the agreement states that all University staff and students involved in placements at theHealth Department of WA need to be screened for and vaccinated against the following vaccinepreventable diseases – Hepatitis B, Measles, Mumps, Rubella, Varicella, Poliomyelitis, Diphtheria,Tetanus, Influenza, Pertussis and Tuberculosis (TB). Please note that this is a requirement of all HealthScience students at all Universities who are doing placements in the Health Department. This can be donethrough your general practitioner, or through a GP at the Curtin University Health Service; however the cost ofthis is to be covered personally by students. It is recommended where possible to use the University GPservice as they are aware of the needs of Health Sciences students going on placement with the HealthDepartment, thus it is the most efficient way of you gaining these requirements. You should retain originalcopies of your police screening check, working with children check, and disease screening and vaccinationrecords. Copies of these must be provided to Nicole Yuen (Fieldwork Placement Officer, located in theSchool of Psychology and Speech Pathology administration) prior to you starting your first placement, andwill be retained on your student file. http://healthsciences.curtin.edu.au/current_students/immunisation/Qualifications of supervisorsAll trainees should be supervised by an endorsed clinical psychologist who will receive an appropriateappointment by the University. Other health professionals may be involved in supplementing this supervision inlimited areas at the discretion of the main supervisor.Placement allocation processThe University placement coordinator will send an email to all students in the latter half of each semester askingfor placement requirements and preferences for the next semester. Students are welcome to discuss placementpreferences with the coordinator. Placement coordinators from the 4 Universities in Perth then meet to allocateplacements between them. As there is considerable competition for some placements, students will not alwaysget their preferences. After placements are allocated at the coordinators’ meeting, the university coordinatorcontacts placement supervisors, and then the students. Students then contact their supervisors and arrange tomeet them for an initial interview to ensure that they and their supervisors will suit each other. It is not until afterstudents have met their supervisors that placements are finally agreed upon. Once placements have beendefinitely arranged, each student will also be allocated a University supervisor who will act as a consultant to theestablishment and operation of the placement for that student.Setting up the placementAt the start of the placement the placement supervisor should meet the trainee for a detailed discussion ofwhat experience is to be provided in the placement. The aims of the placement will be set down in the form ofa contract. The University supervisor will be a joint signatory to the contract and will indicate the role of theparticular placement. Consideration should be given both to the range of opportunities available in theplacement, and to the needs, interests and previous experience of the trainee. Particular efforts should bemade to fill major gaps in the trainee's experience, and records of the trainee's previous experience should beavailable for this purpose.Page 55 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Placement contractFlexibility should be exercised in applying the following guidelines. The special characteristics of each placementpreclude the adoption of a rigid set of guidelines. It is important that the contract be developed and approved bythe student, clinical/agency supervisor and university supervisor before the placement begins or no later than thesecond week of placement. The student must return the placement contract to their University supervisorno later than the second week of placement.Drawing-up the Contracta) Identification of signatories to the contract (to include Field Supervisor, Trainee, and University Supervisor.b) Statement of intent to abide by the conditions of the contract.c) Conditions for re-negotiating the contract.d) Three copies: one for each of the three signatories.Agency Characteristicsa) Brief description of physical characteristics of setting/s.b) Identification of agency's service goals and operations.c) Statement of role of clinical psychologist within the agency.General Conditionsa) Specification of places/times for attendance.b) Consultation arrangements with Supervisor.Specific Goalsa) Description of proposed activities and experiences.b) Identification of specific skills to be developed.Reviewa) Mechanism for reviewing fulfilment of contract arrangements (e.g. review of case load,b) Written reports, completed projects, audio or video-taped sessions etc.).c) Mechanism for correcting deviations from contract arrangements.University supervisorThe University supervisor's responsibility is to assist in the arrangement of the placement, to monitor theprogress of the student and to assess together with the field supervisor, whether the requirements of thepracticum are being met. Students should ensure that the university supervisor signs and retains a copy of theplacement contract. The university supervisor meets with student and supervisor at the placement venue forthe mid-placement review. It is the responsibility of the student to arrange this meeting, and a mid-placementreview must be completed. Please be aware that if you are experiencing a problem on placement or insupervision (e.g., not receiving enough supervision), you should contact your University supervisor early todiscuss these problems. For students on their first clinic placement, it is recommended that you meet withyour University supervisor four weeks into your first placement to discuss how your placement is going.IndemnityStudents are covered on placement for personal accident and indemnity insurance. Please see detailsattached at the back of this section on what is covered under this insurance policy.Page 56 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Log booksStudents should keep a log book, which documents the type of client seen (relevant demographics, type ofproblem, etc.), how many sessions they were seen for and a summary of the intervention and outcome. This canbe used to document the placement experience when applying for specialty registration. It may also be necessaryif when applying to a foreign country for membership/registration (i.e. United Kingdom/British PsychologicalSociety). Furthermore, the log book will help to determine the number of face to face client contact hours that arebeing completed.Mid-placement reviewThere should be a meeting towards the middle of the placement: (a) to review how well the planned experiencehas materialised; (b) to give mid-placement feedback to the trainee concerning clinical performance, and (c) toallow the trainee to comment on the adequacy of the placement. Of course, these matters are likely to bediscussed on various occasions, but it is necessary to arrange a mid-placement review meeting between the FieldSupervisor, University Supervisor and student, which is held at the placement site. It is the student’s responsibilityto organise this placement with adequate notice for the parties (i.e., several weeks before the mid-placementreview is to be held). When contacting the University Supervisor to arrange a mid-placement review, the studentshould also provide a brief summary of the activities undertaken and experience gained on the placement thus far.This summary is to be provided via email.Supervision timesThe supervisor and trainee should meet each week for a formal scheduled supervision session. Thisshould be a minimum of 1.5 hours duration per week. The APS Clinical College have recommended no lessthan 70 mins supervision per day on placement. This supervision time may also include reading and providingfeedback on the student’s clinical reports and file notes. In addition, supervisors should try to make themselvesavailable for informal discussion of matters that arise between formal supervision sessions, and have somesystem for how students can contact them in times of a clinical emergency that may arise in the students’ work.Shared clinical workIn addition to discussing clinical work, it is essential that trainees and supervisors have opportunities of seeingeach other at work. Trainees can learn much from watching their supervisors. Also, it is essential if the supervisorsare to give the trainees accurate and constructive feedback that they should make first-hand observations of thetrainee's performance. Placements differ in the most appropriate opportunities for such direct contact. Some mayuse joint clinical work of some kind. Others may prefer audiotape, videotape or one-way screen. However, someform of mutual observation of clinical work should be regarded as essential, particularly video or audio tapesupervision of student’s clinical work.Video/Audio taping of client sessionsThe university requests that students negotiate with their placement supervisor to be able to video or audio tapeclient sessions. Students are required to submit case presentations as part of their assessment within unitstaught at the university. The case study will include: (i) a case summary; (ii) a review of relevant theory andresearch; (iii) a discussion that integrates case material with the professional literature; and (iv) a videotape ofa relevant psychotherapy session. Confidentiality of all video and audio material will be maintained and thesetapes will be erased immediately after the completion of the assessment process.Quantity of clinical workSupervisors should ensure that trainees do an appropriate quantity of clinical work. There are dangers in bothextremes. Trainees who are receiving limited amounts of clinical experience have little opportunity for learning. OnPage 57 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

the other hand, it is unhelpful for trainees to become so overburdened that they cannot give adequate time toplanning their work. Supervisors should be alert to the dangers of time being lost at the start of a placementthrough suitable work not being available straight away.Adapting supervision to the trainee's experienceSupervisors should be prepared to adapt their style of supervision to the stage of the course a trainee hasreached. New trainees require a considerable amount of the supervisor's time. It is necessary to ensure thattrainees have an adequate grasp of techniques they are asked to use. It may be necessary to describe the basicclinical procedures in detail. Such detailed training in techniques should be available to more experienced traineesif required. Supervisors should be prepared to assist in the adaptation of the student's skills to the setting. Adifferent style of supervision is needed for trainees reaching the end of their training. Though they should beencouraged to work with increasing independence, supervision should continue to have an educational, notmerely a monitoring function. Supervisors should also remember that they have the clinical responsibilities fortheir trainees.Differences of orientation between the supervisor and traineeTrainees and supervisor may find that they have different interests and orientations. Where this happens,tolerance should be shown on both sides. Trainees should be helped to see that they might learn much that isvaluable from a supervisor whose approach they may not ultimately wish to adopt. On the other hand, supervisorsshould see it as one of their functions to help trainees develop their own interests in an appropriate way. Wheresupervisors feel that they must overrule the way the trainee wishes to work, they should explain their reasons withcare, rather than simply asserting that this is how things should be done. On the other hand, if trainees canpresent sound reasons for adopting a different approach, supervisors should be prepared to support this unlessthey have serious doubts about its effectiveness or the possibility of harm to clients. In situations where seriousdifferences emerge, the University supervisor in conjunction with the placement supervisor and the student willseek to achieve a solution.Clinical reports and communication(a) Communication with other members of clinical teams and networks involves both written and verbal reports.Verbal reporting and discussion is often more important than formal written reports in terms of its effects onclinical decision and action. Since the relative importance of written and oral communication is likely to varybetween settings, supervisors will need to identify the most important channels of communication in theirplacement and to train the trainee to use these channels effectively and efficiently. Training in effectivecommunication will involve both observation of the supervisor's behaviour, and practice by the trainee withample opportunity for feedback.(b) There is a wide variation within the profession in how clinical reports are written and presented, particularlywith respect to the amount of detailed information that is provided. It is important to develop a policy aboutbasic and essential aspects of reporting and to avoid a situation where trainees are given contradictoryadvice by different supervisors. If there is agreement about minimal requirements of clarity and relevance inreports, exposure to individual differences between supervisors is more likely to be a constructive rather thana confusing aspect of training. Trainees should be encouraged to write reports that are appropriate to therecipient (whether this is a professional colleague or a client), avoid jargon, distinguish clearly between factand opinion and provide consistent clarity of expression. Both supervisor and trainee should be aware of thepotential conflict between communicating fully to the professional colleagues and maintaining confidentiality.Page 58 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Use of academic knowledgeSupervisors have a crucial role in contributing to the integration of the academic and practical aspects of thecourse. They should discuss literature relevant to the clinical work in hand, and suggest suitable reading andresources to the trainee. Supervisors should help trainees to develop a scholarly and critical approach to clinicalwork, and help trainees develop a scientist-practitioner approach to clinical practice in using the evidence base toinform assessment and treatment approaches.Relationship issuesSupervisors should be prepared to discuss seriously and sympathetically any general issues of relationships withpatients or staff that arise in the course of clinical work. They should also be sensitive to any personal issues thatarise for the trainee in relation to the clients and be prepared to raise these issues for discussion in a supportiveway when they are considered to affect the trainee's work. The range of personal problems that can be raised byclinical work is wide and includes, for example, over-involvement with clients and despair over work with chronicpatients. However, supervisors should not enter into a therapeutic relationship with the trainee whereby personalissues are addressed that are not directly related to the trainee's clinical work.Scope of involvement in the placementSupervisors should take care to involve trainees in all aspects of their role, not just in work with individuals.Trainees should have opportunities for participating in teaching, research, team meetings, and in organisationaland community work.AssessmentThe overall result for a placement unit is either pass or fail, the student will not receive a grade of High Distinction,Distinction, Credit or Pass as for other coursework units. The final assessment at the completion of eachplacement will be determined by the contract having been met and by a report completed by the field supervisoron the student's performance and skills. A number of areas of competency are listed for the supervisor to indicatewhether the student has performed satisfactorily or not (see “Placement supervision report” for first andsubsequent placements).The ongoing diary (log) of placement activities maintained by students will also contribute to the assessmentprocess. The student will also be required to complete a placement evaluation form at the conclusion of theplacement (see “Student evaluation of practicum placements” form). Copies of both the supervisors and studentsevaluation must be sent to the placement co-ordinator at the end of placement in order to pass the placement unit,and this is the student’s responsibility.In addition, there is a placement checklist that must be completed and signed by the Field Supervisor and studentat the end of placement and also sent to the Placement Co-ordinator in order to pass the placement. Thischecklist is available at the end of this handbook).Supervisors should try to set aside personal feelings about trainees, either positive or negative, in makingevaluations. In particular, if they are seriously unhappy about aspects of a trainee's performance they shouldregard themselves as under an obligation to the profession and indicate them to the trainee and the Universitysupervisor. Feedback should be detailed and constructive, and designed to help trainees improve theirperformance where necessary. Supervisors, as good psychologists, should avoid a situation in which they areproviding totally negative criticism, which does not encourage or guide the trainee to develop a range of effectiveand appropriate skills.Page 59 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

In cases where trainees have displayed unsatisfactory behaviour, such as regular and serious lateness for clinicalappointments, the trainee should be left in no doubt about the problem. The supervisor should discuss with theUniversity supervisor what action should be taken. Where the supervisor indicates significant inadequacies in thestudent's performance and/or substantial sections of the contract have not been met, the student will be requiredto undergo further training in this practicum for criterion to be achieved. Failure to do this will result in failure in thispracticum, although this should be a rare occurrence. The purpose of the mid-placement review will have been toremedy any ongoing problems or foreseeable shortfalls in experience or skills.Failure of a placementIf an external supervisor has concerns that a student’s performance is not adequate, the supervisor must notifythe student as early as possible of their concerns, and work with the student on ways to overcome the difficultiesand improve their skills. If the external placement supervisor believes the student is not improving sufficiently andthat they should be recommended to fail the placement they should contact the University supervisor as soon aspossible to discuss the situation. If there are concerns for a students progress, this should be discussed no laterthan at the mid placement review. The final grade of pass or fail is the responsibility of the University placementco-ordinator, which is made based on the recommendation of the field supervisor. The following procedures applyfor failure of a placement;Procedure for failure of a placementIn order to pass the whole placement unit, trainees are required to demonstrate that on the rating of their overallperformance they meet “satisfactory performance” (3). If their overall performance is deemed to be either belowstandard (2) or well below standard (1), students will be deemed to have failed the unit. Furthermore, all criteria inthe ratings of professional practice must be passed (all ratings at a satisfactory standard – 3), as these areconsidered essential. Failing any of these professional practice criteria will mean the student fails the unit.Students must abide by the APS Code of Ethics at all times on placement. Failure to follow the APS Code ofEthics could be grounds for failing the unit. Where a student fails the internal clinic placement (696), approval maybe given by the chair of the Clinical Psychology Program to repeat the unit.Grounds for appeal against the failure of a placementIf a student believes a placement supervisor who has recommended they should fail the unit has unfairlyassessed them, the first step for the student is to try an informal resolution of the matter in the form of a meetingbetween the student, field supervisor and placement co-ordinator. If after an informal resolution procedure astudent wishes to make a formal appeal against a grade of fail for the placement unit they may seek assistanceand advice from the University Counselling Services, the Curtin Student Guild, academic staff and/or StudentServices in preparing an appeal. A student may appeal the result in writing to the Head of the School ofPsychology and Speech Pathology no later than 10 working days after the grade has been given. A student mayappeal provided they can clearly demonstrate they have completed all the essential requirements of the workunder dispute, provide documentation confirming a medical condition or illness that has affected performance,demonstrate that the work has not been assessed in a fair and equitable manner, and carried out the work tasksrequired in the set time frame.Page 60 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Psychology 698/Psychology 798 (Placement 3): Requirements of oral viva examination to pass the unit:CORE CAPABILITIES ASSESSMENTAll students who are enrolled in an APAC accredited Clinical Psychology program are required to undergo acore capabilities assessment as per the requirements outlined in section 5.1.13-5.1.16 of the AustralianPsychology Accreditation Council (APAC) Accreditation Standards, version 10 of June 2010. The standardsstate that:5.1.13 No student must be permitted to graduate from the course without undergoing formal documentedassessment of his/her competence, proficiency and professionalism in each of the core capabilitiesand attributes listed in Standard 5.1.12 (a-f).5.1.14 No student must be permitted to graduate from the course unless he/she is assessed as havingattained a sufficiently high level of competence, proficiency and professionalism in each of the corecapabilities and attributes listed in standard 5.1.12. Documented evidence of this assessment mustbe available for inspection by APAC.5.1.15 The AOU must be able to provide clear documented evidence of the assessment procedures usedto assess the competence, proficiency and professionalism of each student for each of the corecapabilities and attributes listed in Standard 5.1.12 and in particular must be able to show therecorded outcomes of those assessment procedures for each student.5.1.16 The AOU must require that the passing grade for each and every assessment task relating to corecapabilities and attributes listed in Standard 5.1.12 is never lower than 50%.Core Capabilities Examination ProcessIn order to demonstrate this, all students enrolled in the Curtin University MPsych (Clinical) or PhD (Clinical)degree at Curtin University must submit a portfolio demonstrating evidence of how they meet the APACStandards 5.1.12 (a-f) (please see Appendix of student handbook for full set of APAC accreditation standards)which is to be submitted at a clinical viva examination. This clinical viva examination is an oral examinationwhich is used to assess these core capabilities outlined in section 5.1.12 (a-f) of the APAC accreditationstandards, along with the portfolio. This core capabilities examination is undertaken by all students when theyare enrolled in their final placement (Practicum 698 – 06728/Practicum 798 – 309528). This examinationconsisting of the clinical viva and portfolio will be graded as pass/fail and all students must pass both the vivaand portfolio component in order to pass their final placement and in order to graduate from the course. Nostudent will be able to graduate from the course who has not passed the Core Capabilities Assessment.PortfolioThe portfolio must consist of a written document clearly outlining demonstrated evidence of how the studenthas met each and every standard outlined in 5.1.12 (a-f). This should be written for example in the style usedwhen addressing selection criteria for a job, where demonstrated evidence is required. This may consist ofexamples given relating to assignments, practicum reports and thesis examination reports. When the studenthas referred to evidence relating to particular documents (e.g., assignments, reports), these must be includedas an appendix in the portfolio in order for the examination panel to assess that the student has met thecompetencies. The portfolio must be submitted at the clinical viva examination.Clinical viva examinationPage 61 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

The clinical viva examination is an oral examination which students enrolled in their final placement arerequired to attend, this is a nominated time and date that will be notified to students. This examination consistsof clinical case examples that will be presented to the student at the examination and the student will beexpected to answer questions relating to ethical and professional issues regarding the cases, details of thetype of assessment procedures they would recommend for the case, an outline of the intervention plan andstrategies they would recommend for the case and examples of how they would evaluate the outcome of theintervention.Examination panelThe portfolio and clinical viva examination will be graded as pass/fail by a panel consisting of no less than twoexperienced Psychologists who hold current registration, are endorsed in the practice area of ClinicalPsychology, and who have a minimum of 5 years clinical experience post graduation. This will consist ofmembers from the Clinical Psychology staff at Curtin University and where possible external representativesfrom the field who also have extensive experience as Clinical Psychologists.This assessment of competence is required not only to meet APAC accreditation Standards 5.1.13-5.1.16 butalso to meet Section 5.6 of the Clinical Psychology College Course Approval Guidelines for PostgraduateSpecialist Courses (see appendix of student handbook for copy of these guidelines) as follows:Clinical College Course Approval Guidelines Section 5.6:c). Assessment of competence should be achieved by assessing key capabilities and skills in each unit using(i) and end-of-course final exit examination which incorporates a clinical viva examination, or (ii) anobjective structured clinical examination (OSCE) which includes a range of test scenarios or stations or (iii)an assessment portfolio for each student which monitors the trainees attempts and satisfactory completionof a series of ecologically valid tasks at developmentally appropriate stages or (iv) any other assessmentprocess which clearly satisfies best practice in the assessment of trainee competence.d) It is highly desirable that viva and OSCE examination systems include suitably qualified, external examinersfor example senior clinical psychologists of at least five years clinical experience from an Area Healthauthority, or a clinical faculty member from another training program.Page 62 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

AGENCIES AND SETTINGSGraylands HospitalA placement at Graylands Hospital will only be considered if students meet the following criteria specified bythe Clinical Psychologists at Graylands.Essential Criteria:1. Professional practice and experience at least equivalent to a substantial period of paid employment asa registered psychologist in a counselling position (or other relevant applied psychology practiceposition) or one university placement in the field working with clients with major, or severe clinicalproblems.2. Substantial experience in test administration. This includes competency in administering the WAIS III,WMS III, and MMPI– 2 to a clinical population. The level of competency should be such that:3. The supervisor does not have to teach test administration method or scoring.4. The supervisor does not have to check more than one test protocol to confirm accuracy.5. The student has a good understanding of individual sub-scales of tests and competency in interpretingtest results.6. Competence in formulating and carrying out treatment plans. The level of competency should be suchthat the student requires little teaching in generally applicable skills such as analysis of clinical needs,desensitisation of anxiety, relaxation training, social skills training, design and implementation ofbehaviour management programmes, refining observational data into clinically meaningful summariesand drafting preliminary management plans for individual problem behaviours.7. Competency in preparing written reports.8. A willingness to adhere to Hospital and Departmental policies and practices.9. The ability to function as a member of a multi-disciplinary team with respect for the knowledge andexperience held by other professional staff in the hospital.10. Respect for patients and consideration of features of their illnesses. One consequence is that studentsmust give such factors serious consideration in relation to themselves e.g. one small but sometimesvery important aspect is the adoption of a sensible personal dress code.Desirable Criteria:1. Personal development, which has features of emotional robustness, combined with sensitivity; theability to respond to subtle cues in what could be an emotionally demanding workplace. This abilityneeds to be at a level sufficient for at least circumscribed in-patient clinical practice with persons whoare severely psychotic or depressed; have severe personality disorders and/or are suicidal.2. Commitment to the profession of Clinical Psychology with the firm personal intention of preparing forbecoming a practising clinical psychologist on completion of training rather than for possibleemployment in a different specialty or in research.3. Preparedness to attend placement for a minimum of 2.5 days per week.Department of HealthThis department has various requirements for clinical psychology students seeking training placements, inchild, adult and older adult mental health services, and child development centres.Page 63 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Reference: Department of Health Clinical Psychology Reference Group (March 2005)This document was prepared by the Student Placements Working Party in consultation with the PlacementCoordinators of the four universities. The document was ratified in principle at the Department of HealthClinical Psychology Reference Group meeting of 13 December 2004. Later drafting changes added the textfor Child and Adolescent / Child Development and Adult Mental Health Services, and the preamble toAppendix A was updated to refer to the current draft of the document to which it refers. This document shouldbe read in conjunction with:Appendix A: Extracts from Draft 10a “Agreement for the educational institution staff and students to haveaccess to the premises and facilities controlled by the minister of health for the purposes of the clinicalplacements program” Health and universities’ student placement agreement working party, January 2005.Appendix B: “Clinical psychology placement procedures” University placement coordinators, 2004.1. IntroductionThe Department of Health is responsible for the efficient provision of high quality mental health care viamultidisciplinary teams. Mental health consumers of DoH clinical services are in the severe part of thespectrum and typically have disorders that are complicated by co-morbidities and by problematic personalhistories. DoH Clinical Psychologists carry a high level of clinical responsibility and carry substantialcase-loads.Trainee clinical psychologists act as working members of the Health Service they enter. Their role is that of atrainee clinical practitioner rather than that of a university student. The role they assume has to accord withthe operational and professional requirements of that Health Service and the care they deliver to consumershas to meet that Service’s standards.Most trainee placements will be in one of the mental health Streams: Child and Adolescent, Adult, and OlderAdult Streams. In-patient services in each Stream differ in certain respects from outpatient services. Someplacements will be in more specialised services such as CCI, Next Step, State Wide Forensic, and YouthLink.a) Child and Adolescent Mental Health Services and Child Development Centres:CAMHS: Children 0-18 years are referred by schools, GP’s and other agencies where there areconcerns about the mental health of the child/adolescent. Referrals are not received directly fromparents. Examples of the sort of difficulties seen in these services include: depression and self harmbehaviours, severe anxiety disorders and complex school refusal, first psychosis presentations, severetrauma and PTSD, mixed conduct and emotional difficulties.CDCs: children 0-12 years with developmental delay or difficulty in one or more areas such as speech,motor skills, eating and toileting, generalised delay, attention deficit disorder, behavioural disorders,autism and accompanying psychological difficulties which often includes anxiety disorders andsocialisation difficulties.b) Adult Mental Health Services offer community based assessment and treatment to adults aged 18 andolder, with major mental health disorders. Services may also be provided to carers and families.Treatment is mainly voluntary but may be involuntary (community treatment order CTO).c) Older Adult Mental Health Services deal with mental illness that has its first presentation in an olderadult or with mental health issues that arise due to the process of ageing. The age group is generally65 years and above but services are also offered to families and carers of patients/clients.d) In-patient Mental Health Services: patients are admitted when their conditions require 24-hour care;many adult patients are admitted involuntarily under the Mental Health Act due to level of severity orrisk.Page 64 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

2. Technical preparationPre-placementThe intending trainee should have prepared for the pre-placement interview by preliminary reading appropriateto the particular health service. The amount of reading needed will vary according to the amount of relevantcontent already covered in their university courses. Trainees will need to satisfy the interviewer that they areaware of the basic types of clinical activities which that health service carries out, and that they have thepersonal initiative and ability to prepare them in a professional manner.On-placementThe trainee should carry out supplementary reading and skills practice, which supports their clinical activities.3. Essential criteriaStatus and experience1) Enrolment in a Clinical Psychology masters or doctorate program but not in some other specialtyprogram or in a research degree.2) Pass in university clinic placement: ECU, Murdoch, Curtin, UWA.Assessment1) Experience in test administration with the major tests used in the health service.Minimum requirements in each Stream are as follows. The trainee will be expected to develop skills withsome shorter tests while on placement.i) Child and Adolescent: WISC-IV, WPPSI-IIIii) Adult: WAIS-III, WMS-III, and one of the major objective personality tests e.g. MMPI-2iii) Older Adult: WAIS-III, WMS-IIIThe level of competency should be such that:i) The supervisor does not have to teach test administration or scoring procedure.ii) The supervisor does not have to check more than one test protocol to confirm scoring accuracy.iii) The trainee has a good understanding of individual sub-scales of tests and basic competency ininterpreting test results.2) Experience in conducting initial assessment interviews with consumers and their families and someknowledge of conducting functional analyses of challenging behaviours.3) Competence in forming and testing hypotheses in context of psychological assessment.4) Competence in formulating client/patient needs.Intervention1) Experience with psychological intervention in an applied setting:Competence in formulating and carrying out treatment plans.The level of competence should be such that the trainee requires little teaching in general clinicalpsychology skills but requires training and experience in those clinical skills, which are relatively specific tothe placement.2) Willingness and ability to develop new therapeutic skills and to develop understanding of therapeuticmodalities that are new to them.Page 65 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Communication and interpersonal skillsAbility to function as a working member of the Health Service, including:1) Ability to communicate effectively in written and oral form including:Advanced competence in written and oral communication such that the trainee can function effectively,and without linguistic limitations in English, in the context of applied clinical psychology practice.Evidence of satisfactory assessment of the trainee’s interpersonal skills in therapeutic interaction in aUniversity placement, in which the assessment has been carried out via videotape or direct observation ofthe trainee in clinical interaction with clients.While professional report formats vary across settings, the trainee should have competency in preparingwritten psychological reports in at least one setting. The trainee will be expected to develop competency inpreparing reports in formats specific to the placement.2) Satisfactory professional interaction skills including:Willingness and ability to function as a trainee professional in a team framework. Willingness and ability tofunction with respect for the different perspectives held by other clinical specialties. Willingness to attendrequired professional/clinical supervision meetings and clinical team meetings, and to undertake requiredpreparatory work. Willingness and ability to incorporate feedback from placement supervisors into thetrainee’s own psychological work and their professional presentation and behaviour.3) Respect for client / patient needs and consideration for features of their illnesses and disorders in relationto the trainee’s personal presentation and behaviour e.g. the adoption of a sensible personal dress code.4) Personal development, which has features of sensitivity, combined with emotional robustness: the ability torespond to clinical cues in what could be an emotionally demanding workplace. This ability needs to be ata level sufficient for at least circumscribed clinical practice with persons who may have severe disorders.AttendancePreparedness to attend placement for a sufficient number and spread of days and part days to be able toprovide designated clinical services in accord with the operational requirements of the health service and tomanage the caseloads expected.Page 66 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Extracts from Draft 10a of the document entitled:APPENDIX AAgreement for the educational institution staff and students to have access to the premises and facilitiescontrolled by the minister of health for the purposes of the Allied Health student clinical placements programHealth and universities’ student placement agreement working party January 2005.The above Agreement is a superordinate agreement between the Department of Health and all Allied Healthstudent clinical placement programs. Matters relating to certain items which first appeared in earlier versionsof this Agreement had been highlighted in DoH Clinical Psychology Reference Group Working Party meetingswith the Placement Coordinators of the four universities in 2004. It was agreed to proceed on the basis ofagreement in principle with these sections, which were then in the early draft of the parent document. The textbelow is unchanged from the drafts agreed to, but some items are re-numbered to conform to numbering indraft 10a.4.7 The EI Staff shall advise each Student that if the Student is aware of any personal matters whichcould impact upon the safety of Patients or the Student’s own safety or which could impact on theStudent’s capacity to meet the Health Service’s standards of Patient care the Student should disclosethe personal matter to the FCC.5.4 The EI will give the final decision regarding competence or the success or failure of the Student in theCP Program in the event of a dispute between EI Staff and FCC or FCE.5.5 The EI must ensure that the Student’s level of preparation is sufficient to meet the level ofcompetence required for the clinical placement undertaken by the Student.9.2 The EI shall ensure that the EI Staff acquaint the appropriate employees or agents of the Board at theHealth Service (FCC / FCE) with the Students’ levels of learning or curriculum covered, and thoseaspects of total patient care or professional service for which the Students have not been prepared orare unable to perform.9.3 The EI shall advise the Board and the appropriate employees or agents of the Board at the HealthService of the current level of training of the Student and the Board will not assign tasks to theStudent that are beyond the Student’s current level of training.9.4 The responsibility for Patient care lies with the Board, and the FCC / FCE can withdraw a Studentfrom the clinical area to maintain Patient safety.13.3 The Board reserves the right to withdraw or exclude individual Students from the clinical area. Anysuch exclusion shall be reported by the FCC / FCE to the Head of the School at the EI.EI = Educational Institute; CP = Clinical Placements; FCC = Facility Clinical Coordinator; FCE = FacilityClinical Educator; Board = “facility where the Student may be placed”.Page 67 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

APPENDIX BCLINICAL PSYCHOLOGY PLACEMENT PROCEDURESUniversity Placement Coordinators1. Placement Coordinators (PCs) contact field supervisors for availability of placements in the nextsemester, and details of any special requirements (particular days, number of days, etc.)2. PCs organise the number of students in their respective programs requiring a range of fieldplacements and bring those to a meeting of all PCs twice a year (usually November for summerplacements and Semester 1 placements for the following year, and May for Semester 2).3. PCs contact field supervisors with details of prospective trainees and an initial meeting is arrangedbetween each field supervisor and prospective trainee. The form of contact may vary according tohow well the PC knows the supervisor and the agency – some do this in person, some by email, somephone - and this can be negotiated. This is the point at which, if there were any concerns about atrainee’s performance, or any recommendation about particular areas for development, the PC wouldinform the supervisor. This would occur in the knowledge that, hopefully, most field supervisors wouldnot automatically decline to take a trainee where there has been frank discussion about areas wherethe trainee may need particular development. If there appear to be problems associated with thisprocess, PCs and Health Department representatives will review the situation. The PCs are generallyable to reassure field supervisors that any serious concerns that university clinical supervisors havehad about a trainee working in the University Clinic would lead to the trainee either failing the internalplacement or being given an opportunity for remediation before being progressed to an externalplacement unit.4. After meeting with the trainee, the supervisor has the option of declining to take the trainee if there aredoubts about their suitability. (Happily, this is not a common occurrence.)5. If the trainee is deemed suitable, an agreement is reached between the supervisor and the traineeabout the number of days of placement, the starting date and the end date, and the PC is notified bythe trainee. The process here may vary but usually there will be some kind of Placement AgreementForm with these details included. Although this locks the placement in, it is understood by all partiesthat the first 4-6 weeks of the placement are seen as a period in which to review the student’sprogress and to ensure that s/he is performing adequately on the placement.6. Within two weeks of starting the placement, if not before, specific placement objectives are agreedupon and sent to the PC. Again, the process may vary but the PC should ensure that the fieldsupervisor has information about insurance cover, and two evaluation protocols – one to be completedhalf way through the placement as a guide on progress, and the other for a final formal evaluation.Page 68 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

7. It is important that there is a mechanism that does not single any student out, but allows for a generalmonitoring of any student’s progress on placement. This may take the form of a phone call or visit bythe PC in the early part of the placement, after sufficient time for the field supervisor to have assessedwhether there are any major concerns about a student. If there are problems, further visits or phonecalls may be negotiated.8. If the trainee was concerned about any aspect of the placement and felt unable to discuss it with thefield supervisor, s/he would be expected to contact the PC to discuss the matter as soon as possibleand agree on a process for resolution.9. If the supervisor has any concerns at any other time, s/he is strongly encouraged to contact the PC assoon as possible if a resolution is not possible between the supervisor and the trainee.10. If the situation cannot be resolved satisfactorily then either the field supervisor may terminate theplacement, or the PC may withdraw the trainee from the placement.11. Any decision to fail the trainee’s placement rests ultimately with the PC but frank feedback from thesupervisor is considered a vital part of the information that is taken into account in that decision.Page 69 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Agencies and SettingsA description of agencies along with evaluations of these agencies can be found in the Curtin Psychology Clinic. Itis recommended that all students seeking a placement read these files before making their placementpreferences. The following agencies are potentially able to have student placements, subject to vacancies beingavailable, but note that agencies change from year to year. It is always advisable to check with the placementcoordinator about other possibilities as well.DepartmentCurtin Psychology Clinic- Adult Psychology Clinic- Child Psychology ClinicSiteCurtin UniversityHealth Department – Adult Placements‣ Armadale Clinic (outpatient)‣ Bentley, Mill St Centre Adult Mental Health (outpatient &inpatient) Geriatric Medicine (outpatient/inpatient) Mental Health Service for Older Adults (outpatient/inpatient)‣ Centre for Clinical Interventions - Northbridge‣ Fremantle Hospital Alma St Clinic (outpatient/inpatient) Pain (outpatient) Sexual Health Unit (HIV/AIDS, Hep C) Moss Street Older Adult‣ Graylands Hospital (inpatient)‣ Joondalup Health Campus (outpatient or inpatient - two separate placements)‣ King Edward Memorial Hospital (inpatient/outpatient)‣ Mirrabooka Clinic (outpatient only)‣ Osborne Park Outpatient Clinic (Adult Mental Health) Restorative Unit (older adults cognitive issues/memory clinic) Lodge (Older Adult Mental Health)‣ Peel Mental Health Service (Mandurah) (outpatient)‣ Rockingham-Kwinana Mental Health Service; Early Episode Psychosis Unit and general adult placement(outpatient)‣ Royal Perth Hospital Inner City Mental Health Service (outpatient/inpatient) Inner City Mental Health Service for Older Adults Consultation-Liaison Service (psychiatric treatment for medically ill patients at RPH) Sexual Health Unit (HIV/AIDS) (inpatient/outpatient)‣ Royal Perth Rehabilitation Hospital (Shenton Park) (inpatient/outpatient)‣ Selby Lodge (Older Adults) – Shenton Park‣ Sir Charles Gairdner HospitalPage 70 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Psychiatric unit (primarily inpatient work) Pain Clinic‣ Swan Clinic (Midland) (outpatient/inpatient)Other Adult Placements‣ Curtin University Student Counselling Service‣ ECU Student Counselling Service‣ Hollywood Private Hospital - Nedlands General (PTSD group work with Vietnam Veterans primarily)‣ Drug & Alcohol Services - East Perth/Fremantle‣ Occupational Services - Perth‣ Palmerston Farm (Drug & Alcohol) - Wellard‣ Perth Clinic – West Perth (primarily inpatient group CBT work for adults – 5 days per week)‣ Police Health Services – Perth (counselling for police)‣ Rockingham-Kwinana Division of General Practice – (2 day per week placement in a GP surgery inRockingham with supervision provided on site by Clinical Psychologist of your choice)‣ Sexual Assault Referral Centre - Subiaco‣ UWA Student Counselling Service‣ Vietnam Veterans’ Counselling ServiceHealth Department – Child PlacementsChild Development Centres (CDCs), see children from 0-12 years with suspected/known developmentaldifficulties, services include developmental & individual assessment and treatment of a range of problemssecondary to developmental problems (e.g., anxiety & mood disorders, behavioural problems, social deficits,parenting issues etc).Child & Adolescent Mental Health Service (CAMHS) placements in the North Metropolitan region cover arange of offices e.g., Clarkson, Warwick, Hillarys, Shenton Park). If you are allocated a CAMHS NorthMetropolitan placement it could be based at any of these offices, and that students must first attend an interviewto determine their suitability for the placement, and then if suitable, will be allocated to the appropriate office that isavailable to take a student for supervision. The contact person for North Metropolitan region CAMHS placementsis Paul Jeffery, who organises the interview and allocation process for supervision.Andrea Way CDC– Queens Park‣ Armadale CAMHS‣ Armadale CDC‣ Bentley CAMHS (Bentley Family Clinic)‣ Bentley Way Centre (inpatient child/adolescent)‣ Fremantle CAMHS‣ Joondalup CDC‣ Kalamunda CAMHS‣ Kelmscott CAMHS‣ Koondoola CDCPage 71 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

‣ Lockridge CDC‣ Midland CDC‣ North Metropoliton Region CAMHS‣ Clarkson CAMHS‣ Hillarys CAMHS‣ Selby CAMHS (in Shenton Park)‣ Warwick CAMHS‣ Princess Margaret Hospital General Eating disorders Consultation-Liaison (psychiatric input for medically ill children at PMH)‣ Rockingham CAMHS‣ Southwell Child Development Centre – Hamilton Hill‣ State Child Development Centre (West Perth)‣ Stubbs Terrace Hospital‣ Swan Child & Adolescent Mental Health Service‣ Youthlink (Adolescent) – NorthbridgeOther Child PlacementsRockingham-Kwinana Division of General Practice –Department for Community Development‣ Armadale office‣ Busselton office‣ Cannington office‣ Cloverdale office‣ Fremantle office‣ Joondalup office‣ Midland office‣ Mirrabooka office‣ Peel Office (Mandurah)‣ Perth OfficeMinistry of Justice‣ DOJ Community Justice Services‣ DOJ Offender Services Programs‣ Juvenile JusticeDisability Placements‣ Cerebral Palsy Association (Coolbinia)‣ Disability Services Commission (DSC) Accommodation Services (Dianella) Metro Autism Services (East Victoria Park) DSC North Metropolitan Region (Joondalup) DSC Southern Metropolitan Region (Myaree)Page 72 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Curtin UniversitySCHOOL OF PSYCHOLOGY AND SPEECH PATHOLOGYSTUDENT EVALUATION OF PRACTICUM PLACEMENTSNAME OF PLACEMENT__________________________________________________________________________________________________________________________________________________________NAME OF SUPERVISOR__________________________________________________________________________________________________________________________________________________________YEAR IN PROGRAM________________________________________________________________(e.g., Year 1, 2, Placement 1, 2, 3)DATE ________________The questions contained in this evaluation are designed to help us evaluate the quality of your practicumexperiences to date. This feedback will provide us with valuable information to enhance the quality of yourplacement learning experiences. Please remember to return this evaluation to the placement co-ordinator.Description of PlacementPlease provide a brief description of the agency, what tasks you did as a Trainee Clinical Psychologist, and otherrelevant info (e.g., models of therapy used, caseload expected to work with, types of problems seen etc).______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Please reflect back upon your clinical experiences in your last practicum as a student. Use the followingkey to answer the questions:1 = Poor 2 = Adequate 3 = Good 4 = Very good____________________________________________________________________________________________________________________________________________________________________________________Page 73 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

1. The orientation program at the facility/agencywhich I undertook my placement was 1 2 3 42. My field supervisor/s provided me with an opportunity to:a). Discuss and understand performance objectives 1 2 3 4b). Discuss and understand my role and responsibilities 1 2 3 4c). Discuss and understand the evaluation procedures 1 2 3 4d). Acquire new knowledge and clinical skills 1 2 3 43. During my last placement there were sufficientopportunities to practice:a). Assessment and problem-solving skills 1 2 3 4b). Application and planning of interventions 1 2 3 4c). Evaluation and progression of interventions 1 2 3 4d). Implementation of specific intervention programs 1 2 3 44. My clinical field supervisor/s:a). Provided me with appropriate supervision withinthe constraints of their workload. 1 2 3 4b). Served as a role model/mentor 1 2 3 4c). Provided me with progressive and appropriateindependence/responsibility 1 2 3 4d). Used effective methods to facilitate myacquisition or integration of skills 1 2 3 4e). Provided me with timely and appropriatefeedback in a constructive and discrete manner. 1 2 3 4f). Was available and receptive to questions 1 2 3 4g). Was able to assist me in identifying mystrengths and weaknesses 1 2 3 4h). Was open and receptive to my concerns orcomments 1 2 3 4Page 74 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

The most positive aspects of this practicum experience have been______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Some suggestions for adding to this practicum experience are:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Thank you for completing this questionnaire.Page 75 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Curtin University Clinical Psychology Placement ChecklistTo be completed at the end of placement, please note all areas must be completed to pass the placement.This form should be sent to Rebecca Anderson (Placement Co-ordinator)1. Sent copy of placement contract to University Supervisor within 2 weeks of start ofplacement, contract signed by student, supervisor and University supervisor (signed copiesgiven to all parties to keep).2. Field supervisor has completed a check of file notes on official agency files to checkadequate file records are kept.3. A mid placement review has been completed, which the student has arranged, involving theuniversity Supervisor, Placement Supervisor and student at the placement agency.4. Student has completed all reports on clients seen prior to the end of the placement(including initial assessment reports and termination reports).5. Student has arranged all follow up details, including outside referrals where necessary, forclients who they have to finish treatment with due to completion of placement or who havenot attended treatment sessions (where appropriate).6. Student has completed their evaluation of the placement and sent to Placement Coordinator.7. Student has given field supervisor a copy of the final placement supervisor report; ratingshave been completed, and sent a copy to both the University Supervisor and Placement Coordinator.8. Student has given field supervisor a copy of their completed Logbook, supervisor has signedLogbook, student has scanned and sent copy to Placement Co-ordinator.Signed:_________________________Field Supervisor________________________Student_________________________(Printed Name)________________________(Printed Name)Page 76 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Insurance provided for Students involved in Authorised ActivitiesEnrolled students of the University undertaking approved work/field experience and participating in approvedfield trip excursions, may be covered under the University’s Personal Accident Insurance Policy in the event ofinjuries sustained whilst involved in authorised activities.Cover under this policy is limited to Australia and may only be provided where: The work/field experience is a formal requirement of the student's course/unit or, if not a formalrequirement, approval has been specifically obtained from the Pro Vice-Chancellor Academic Services orthe relevant Executive Dean; The School/Department/Area has approved the work/field experience; The student is an enrolled student of the University at the time of the work/field experience; In the case of student field excursions, these involve a direct trip to and from the relevantcampus/home address and the site of the actual excursion; and The student does not receive any remuneration for the work experience placement or practicum (if thestudent is being paid, the student would be covered by the host organisation’s workers' compensationpolicy).The Personal Accident insurance provides the following benefits: Death and capital benefits: Volunteers aged 6 months to 17 years inclusive $15,000 Students aged 14 years to 17 years inclusive $15,000 Students & Volunteers 18 years and over, up to 80 years $100,000 Home tutorial benefits: $200 per week (maximum of 52 weeks) Loss of income (if employed): $200 per week Domestic help: $200 per week (maximum of 52 weeks) Medical expenses (if applicable): $10,000 (subject to a $50 excess any one injury). Funeral expenses: $5,000Principal exclusions:The policy is restricted to injuries sustained in Australia and is subject otherwise to the following principalexclusions: Intentional self injury or suicide or any attempt at suicide Flying or other aerial activity unless as a passenger in a properly licensed aircraft The injured persons criminal or illegal act Participation in or training for any professional sport Pregnancy, childbirth or miscarriage Sexually transmitted disease, or A.I.D.S. disease or H.I.V. infection (This exclusion does not apply tothe Accidental H.I.V. infection benefit.) War whether declared or not, invasion or civil war Nuclear weapons material or ionising radiation.Personal Accident ClaimsIn the event of injury to a student, which may entitle the student to a claim under the Personal Accident policy,a claim form (http://corporaterisk.curtin.edu.au/forms) should be completed by the student and forwarded toCorporate Risk together with any supporting certificates or documentation. The initial recovery of medicalexpenses must be made through the student’s private health fund, Medicare or overseas student health cover,whichever is applicable.Page 77 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

DUE TO SECURITY THIS FORM MUST BE POSTED IT WILL NOT BE ACCEPTED IN PERSONSTAFF-IN-CONFIDENCE (when completed)DEPARTMENT OF HEALTHCRIMINAL RECORD SCREENING CONSENT FORMUniversity Effective 1 st December 2005In accordance with the endorsed Criminal Record Screening Policy, this Consent Form is applicablefor those who require a Criminal Record Screening to work in, or provide services to, the Departmentof Health only. It should not be used for any other purposes.PLEASE COMPLETE IN BLOCK LETTERS.ALL QUESTIONS MUST BE ANSWERED AND THE CORRECT FEE ATTACHED BEFORE THE REQUESTWILL BE PROCESSED___________________________________Family Name (Current)_______________________________________Given Names (Current)PLEASE ENSURE YOU SIGN THIS CONSENT FORMAGENCY DETAILSUNIVERSITY NAME:_____________________________________________________________________________________FACULTY/COURSE:_____________________________________________________________________________________OTHER PERSONAL INFORMATION:_____________________________________________________________________________________MAIDEN NAME(S):_____________________________________________________________________________________ANY OTHER NAMES BY WHICH I AM, OR EVER HAVE BEEN, KNOWN (including changes by Deed Poll):_____________________________________________________________________________________Page 78 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

1._________________________________Surname__________________________________________Given Names2. _________________________________ __________________________________________SurnameGiven NamesRESIDENTIAL ADDRESSES:CURRENT________________________________________________________________(Number and Street Name – not PO Box)_______________________________ _____________ _________________Town/Suburb State PostcodePREVIOUS________________________________________________________________(Number and Street Name – not PO Box)_______________________________ _____________ _________________Town/Suburb State PostcodeSEX: M F DATE OF BIRTH: ______ / ______/ ________(Please Circle) Date Month YearPLACE OF BIRTH:_______________________________________________PASSPORT NUMBERS: (If Applicable)_______________________________________________NAME TO APPEAR ON CLEARANCE CARD (Please print clearly)Page 79 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

CHECKLISTBefore you forward this Consent Form to the Criminal Records Screening Unit for processing pleaseinitial the boxes provided below to ensure all relevant documentation is attached. An incompleteConsent Form will be returned YOUConsent Form completed and signed;Photocopies of Documentary evidence that has been signed by the person who has sighted theoriginals;Correct Cheque / Money Order made payable to The Department of Health;Name and contact number of the person signing the photocopies of the documentary evidence assighting the originals.Name: _________________________________________ (of the person who has sighted the originaldocumentation, which can be anyone who has known you for at least 12 months excluding familymembers)Contact Number:______________________Page 80 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

CRIMINAL HISTORY RECORD INFORMATIONa) Do you have any adult convictions or findings of guilt in relation to any offence that are NOTprotected by Commonwealth, State, or Territory spent convictions legislation or informationrelease policies? YES NO(If you answered YES please attach details on separate sheet.)b) Are you the subject of any criminal or traffic charges (not including parking infringements) thatare still to be determined or finalized? YES NO(If you answered YES please attach details on separate sheet.)YOU MUST SIGN THIS CONSENT FORM OR IT WILL BE RETURNED.Signature: ___________________________ Date ____/____/______Telephone: ________________ACCEPTABLE IDENTIFICATION FOR THE PROVISION OF SERVICES WITHIN THE DEPARTMENT OFHEALTH. You must submit photocopies of documentary evidence of Identification to the value of 100points together with the Criminal Record Screening Consent Form prior to commencing employmentwithin the Department of Health. Where you have changed your name (i.e. through marriage or deedpoll) evidence must be produced to support this. Only one item from each box is permitted to make upthe 100 point total.TYPES OF IDENTIFICATIONPOINTS Birth Certificate (original, certified copy or extract) Current Passport/international travel document Citizenship certificate (original or certified copy)Use only one of the above 70 Drivers licence/permit Public Service ID card Social Security benefits card Tertiary student ID cardName, signature and photograph where applicable must be supplied. Use only one of the above. 40A signed written reference from: a financial body an acceptable refereeThe reference must confirm a twelve month association with the recommended applicant. Use 40only one of the above.Medicare Card 25Membership Card Union or trade/professional bodies 25Recent arrival in Australia (less than six weeks) passport (resident) 100Isolated Area Aborigine A written statement of confirmation of identification signed by two acceptable referees. 100Page 81 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

I (Insert Name) ___________________________________1. Acknowledge that I have been provided with all of the information that I require about the Criminal RecordScreening Policy, details of the checking process and the grievance resolution mechanism available to me.All of my queries have been satisfactorily answered.2. Certify that the personal information I have provided on this form relates to me, is complete and is correct.3. Consent to the Department of Health being provided with the following information: Whether or not my name is recorded on the Police Reference System as having a criminal history in anyAustralian state or territory or the Commonwealth; and All disclosable court outcomes recorded against my name(s) in any Australian state or territory.4. Understand that, subject to paragraph 6, this information will be held in the strictest confidence and will notbe used by the Department of Health for any purpose other than to determine my suitability for theprovision of services to clients of the Department of Health. Outcomes of the criminal history recordchecking process will be held only by the Criminal Records Screening Unit in Perth.5. I acknowledge that any information obtained as part of this process may be used by Australian PoliceServices for law enforcement purposes including the investigation of any outstanding criminal offences.6. Understand that this information will not be disclosed by the Department of Health except as provided for inthe Criminal Records Screening Policy or as required by law (e.g. Freedom of Information Act).7. Hereby agree to release the State of Western Australia, the Department of Health, the Minister for Health,the Agency, and all of their respective officers, members, employees and agents, from any claim, action,proceeding, suit, demand, costs or expenses (“claims”) which I have now or may have at any time in thefuture in relation to the criminal history records checking process or its outcomes (except to the extent myclaims relate to a breach of confidentiality by any of these parties in breach of the Criminal RecordsScreening Policy)8. Understand that the Criminal Record Screening is in accordance with the endorsed Criminal RecordScreening Policy of the Department of Health.9. I consent to the CrimTrac Agency making enquires to Australian Police Forces and those Australian PoliceForces extracting from their records details of criminal and/or traffic records relating to me pending beforea court, and/or details of convictions or findings of guilt which have been recorded against me, andforwarding relevant information to CrimTrac.10. I consent to the Department of Health forwarding details obtained from this form to the CrimTrac Agencyand/or to the Australian Federal Police, State/Territory police services or other relevant law enforcementagencies.Page 82 of 113DUE TO SECURITY THIS FORM MUST BE POSTED IT WILL NOT BE ACCEPTED IN PERSONWHERE TO SEND YOUR COMPLETED CONSENT FORMYour completed Consent Form together with the $33.00 (please staple your cheque/money order madepayable to the Department of Health to the Consent Form), should be forwarded to:The Criminal Record Screening UnitDepartment of HealthLocked Bag 60PERTH BUSINESS CENTRE, WA 6849Phone: 08 9222 2353Fax: 08 9222 2143Email: CR.Screening@health.wa.gov.auCurtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Example of student Log bookNAME OF STUDENT:SUPERVISOR:AGENCY:NB: 1=Total hours claimed for the date specified; 2= Practicum hours not otherwise specified, i.e. not included under columns F,G,H, and I;CLIENT WORKSUPERVISIONCt.SUPERVISIONPracFACE-TO-FACE HOURSPLACpopnHOURSHrsWEEK DATEHRS 1Activity NOS 2Group Individual Group IndividualLogapprovedby Supr(date)Page 83 of 113

Curtin University Clinical Psychology ProgramClinical Supervision Rating FormsMaster of Psychology (Clinical)PhD (Clinical Psychology)Page 84 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Master of Psychology & PhD (Clinical)PLACEMENT SUPERVISOR REPORT – FIRST YEAR PLACEMENTTrainee: ...........................................................................................Student Number: ...........................................................................................Circle course: Clinical PhD (314234) Master of Psychology (187204)Field Supervisor: ...........................................................................................University Supervisor: ...........................................................................................Agency: ...........................................................................................Address: .......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Phone: .............................................................................................Date of Commencement of Placement: .................................................................Date of Interim Report: ................................................................Date of Final Report: ................................................................Page 85 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

NOTES FOR SUPERVISOR REPORT – FIRST YEAR PLACEMENTThis report is to be used for students in their first year of the Master of Psychology program. The aims of thisreport are:1. To provide information on whether the student has reached a satisfactory level of performance in the firstplacement.2. To provide the students with feedback on their performance and to point out areas of strength andweakness in their clinical work.This report covers a number of general areas on which to assess students completing a Clinical psychologyplacement. Please note that the first section on Professional Practice is mandatory and student must reach asatisfactory level of performance on all items in the section (rating of 3), to pass their placement. In thefollowing sections, not all areas of evaluation will be applicable to all placements. If an item is not relevantplease mark the column not applicable. In some placements the specific goals and objectives of thePlacement Contract will provide additional information about the activities, experiences and skills the studenthopes to complete. The objectives relating to these specialized activities and skills should be rated on thePlacement Supervisor’s Report.This report should be completed at the end of the student placement. The report should be discussed with thestudent prior to the final placement visit of the University Supervisor. The details of the report and thecompletion of the Placement Contract may then be discussed at the final placement meeting. Please contactthe Curtin supervisor if you have any concerns about the student’s performance on placement. It isvery important that we maintain the integrity of the placement and the programme. Such concerns maythen be addressed either prior to or at the mid-placement review.Evaluations should be made on a 5 point rating scale. The supervisor should evaluate students against thereferent group of first year Clinical Psychology Masters’ students. To assist the supervisor in making theseevaluations the following interpretations of the numerical ratings are provided.1. Well Below Standard – achieved few requirements; seldom equaled the performance level expectedfor a first year Masters’ student.2. Below Standard – achieved some but not all requirements; occasionally equaled the performance of afirst year Masters’ student experience.3. Satisfactory Standard – achieved all requirements; usually equaled the performance level expectedfor a first year Masters’ student.4. Above Standard – always equaled the performance level expected of a first year Masters’ student;occasionally exceeded this level of performance.5. Well Above Standard – always equalled the performance level expected of a first year Masters’student; frequently exceeded this level of performance.Page 86 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PROFESSIONAL PRACTICEWell Below Below Satisfactory Above Well Above N/A1. Punctuality/attendance 1 2 3 4 52.3.4.5.Work standards e.g., agencycommitments, adequatepreparation, workloadResponse to advice & feedbackfrom supervisorRelationship with otherprofessionals and staff of theagencyProtection of confidentialinformation1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 56.Knowledge and practice ofprofessional ethics1 2 3 4 5Comments________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 87 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

COMMUNICATION AND ORGANISATION SKILLSWell Below Below Satisfactory Above Well Above N/A1. General record keeping 1 2 3 4 52. Ability to organize material 1 2 3 4 53.4.5.6.7.8.Ability to communicate ideasand opinionsAbility to write in aprofessional mannerAbility to target reports tothe appropriate audienceOral communication skills,e.g., case presentationPerformance at meetingsand conferencesInitiative/independence,organization of time1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 59. Other (specified) 1 2 3 4 5Comments________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 88 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

ASSESSMENT SKILLS1.2.3.4.5.6.7.8.Selection of appropriateassessment methodsObtaining informationthrough observationDemonstrates knowledgeof test administration andtechnical aspectsEstablishes rapport withclients during testadministrationInterpretation of test resultsand/or protocolsUnderstanding of rationalefor assessment methodsusedIntegration of informationobtained in assessmentAbility to provideassessment feedback toclientsWell Below Below Satisfactory Above Well Above N/A1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 59. Other (specified) 1 2 3 4 5Comments________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 89 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

INTERVIEWING SKILLS1.2.3.4.5.6.7.8.Establishing early rapportwith clientsMaintains effectiverelationship with clientShows empathicunderstanding of the client’ssituationAwareness of ownstrengths limitations andimpact upon clientsDemonstrates appropriateblend of styles ofquestioningDemonstrates appropriatelistening techniquesShows good explorationand clarification of problemrelated informationShows congruencebetween non-verbal andverbal behavioursWell Below Below Satisfactory Above Well Above N/A1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 59. Other (specified) 1 2 3 4 5Comments________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 90 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

INTERVENTION AND THERAPY SKILLSWell Below Below Satisfactory Above Well Above N/A1.2.3.4.5.6.7.8.9.10.11.12.13.Demonstrates ability toidentify presentingproblemsDemonstrates ability toformulate & analysepresenting problemsDemonstrates ability toplan relevant interventionprograms for differentproblemsGood use of theory and/orresearch in choosinginterventionsUses interventiontechniques effectively intherapyDemonstrates goodmanagement of timeduring the sessionMaintains focus onrelevant problems duringthe sessionDemonstrates ability toimplement totalintervention programsRegularly monitors andreviews interventionprogressShows good use ofrelevant homeworkassignments betweensessionsWorks well with others inimplementing interventionsShows good attention tomaintenance and follow upDemonstrates ability toevaluate total interventions1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 514. Other (specified) 1 2 3 4 5Page 91 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Comments________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 92 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

ASSESSMENT OF SPECIFIED PLACEMENT GOALSWell Below Below Satisfactory Above Well Above N/A1. 1 2 3 4 52. 1 2 3 4 53. 1 2 3 4 54. 1 2 3 4 55. 1 2 3 4 56. 1 2 3 4 57. 1 2 3 4 58. 1 2 3 4 59. 1 2 3 4 5Page 93 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

OVERALL PERFORMANCE IN THIS PLACEMENT WASWell Below Standard Below Standard Satisfactory Standard Above Standard Well Above StandardComments on the student’s strengths________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________If you rate the student’s performance as Below Standard please complete the following section.The student requires further supervised experience in the following activities relevant to this placement.________________________________________________________________________________________________________________________________________________________________________________Signed (Supervisor): ______________________________________________Date: __________________________________________________________Page 94 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Master of Psychology & PhD (Clinical)PLACEMENT SUPERVISOR REPORT – SECOND YEAR PLACEMENTTrainee: ...........................................................................................Student Number: ...........................................................................................Circle course: Clinical PhD (314234) Master of Psychology (187204)Field Supervisor: ...........................................................................................University Supervisor: ...........................................................................................Agency: ...........................................................................................Address: .......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Phone: .............................................................................................Date of Commencement of Placement: .................................................................Date of Interim Report: ................................................................Date of Final Report: ................................................................Page 95 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

NOTES FOR SUPERVISOR REPORT – SECOND YEAR PLACEMENTThis report is to be used for students in their second year of the Master of Psychology program. The aims ofthis report are:1. To provide information on whether the student has reached a satisfactory level of performance in thesecond or third placement.2. To provide the students with feedback on their performance and to point out areas of strength andweakness in their clinical work.This report covers a number of general areas on which to assess students completing a Clinical psychologyplacement. Please note that the first section on Professional Practice is mandatory and student must reach asatisfactory level of performance on all items in the section (rating of 3), to pass their placement. In thefollowing sections, not all areas of evaluation will be applicable to all placements. If an item is not relevantplease mark the column not applicable. In some placements the specific goals and objectives of thePlacement Contract will provide additional information about the activities, experiences and skills the studenthopes to complete. The objectives relating to these specialized activities and skills should be rated on thePlacement Supervisor’s Report.This report should be completed at the end of the student placement. The report should be discussed with thestudent prior to the final placement visit of the University Supervisor. The details of the report and thecompletion of the Placement Contract may then be discussed at the final placement meeting. Please contactthe Curtin supervisor if you have any concerns about the student’s performance on placement. It isvery important that we maintain the integrity of the placement and the programme. Such concerns maythen be addressed either prior to or at the mid-placement review.Evaluations should be made on a 5 point rating scale. The supervisor should evaluate students against thereferent group of second year Clinical Psychology Masters’ students. To assist the supervisor in makingthese evaluations the following interpretations of the numerical ratings are provided.1. Well Below Standard – achieved few requirements; seldom equaled the performance level expectedfor a second year Masters’ student.2. Below Standard – achieved some but not all requirements; occasionally equaled the performance of asecond year Masters’ student experience.3. Satisfactory Standard – achieved all requirements; usually equaled the performance level expectedfor a second year Masters’ student.4. Above Standard – always equaled the performance level expected of a second year Masters’student; occasionally exceeded this level of performance.5. Well Above Standard – always equalled the performance level expected of a second year Masters’student; frequently exceeded this level of performance.Page 96 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

PROFESSIONAL PRACTICEWell Below Below Satisfactory Above Well Above N/A1. Punctuality/attendance 1 2 3 4 52.3.4.5.Work standards e.g., agencycommitments, adequatepreparation, workloadResponse to advice & feedbackfrom supervisorRelationship with otherprofessionals and staff of theagencyProtection of confidentialinformation1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 56.Knowledge and practice ofprofessional ethics1 2 3 4 5Comments________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 97 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

COMMUNICATION AND ORGANISATION SKILLSWell Below Below Satisfactory Above Well Above N/A1. General record keeping 1 2 3 4 52. Ability to organize material 1 2 3 4 53.4.5.6.7.8.Ability to communicate ideasand opinionsAbility to write in aprofessional mannerAbility to target reports tothe appropriate audienceOral communication skills,e.g., case presentationPerformance at meetingsand conferencesInitiative/independence,organization of time1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 59. Other (specified) 1 2 3 4 5Comments________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 98 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

ASSESSMENT SKILLS1.2.3.4.5.6.7.8.Selection of appropriateassessment methodsObtaining informationthrough observationDemonstrates knowledgeof test administration andtechnical aspectsEstablishes rapport withclients during testadministrationInterpretation of test resultsand/or protocolsUnderstanding of rationalefor assessment methodsusedIntegration of informationobtained in assessmentAbility to provideassessment feedback toclientsWell Below Below Satisfactory Above Well Above N/A1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 59. Other (specified) 1 2 3 4 5Comments________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 99 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

INTERVIEWING SKILLS1.2.3.4.5.6.7.8.Establishing early rapportwith clientsMaintains effectiverelationship with clientShows empathicunderstanding of the client’ssituationAwareness of ownstrengths limitations andimpact upon clientsDemonstrates appropriateblend of styles ofquestioningDemonstrates appropriatelistening techniquesShows good explorationand clarification of problemrelated informationShows congruencebetween non-verbal andverbal behavioursWell Below Below Satisfactory Above Well Above N/A1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 59. Other (specified) 1 2 3 4 5Comments________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 100 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

INTERVENTION AND THERAPY SKILLSWell Below Below Satisfactory Above Well Above N/A1.2.3.4.5.6.7.8.9.10.11.12.13.Demonstrates ability toidentify presentingproblemsDemonstrates ability toformulate & analysepresenting problemsDemonstrates ability toplan relevant interventionprograms for differentproblemsGood use of theory and/orresearch in choosinginterventionsUses interventiontechniques effectively intherapyDemonstrates goodmanagement of timeduring the sessionMaintains focus onrelevant problems duringthe sessionDemonstrates ability toimplement totalintervention programsRegularly monitors andreviews interventionprogressShows good use ofrelevant homeworkassignments betweensessionsWorks well with others inimplementing interventionsShows good attention tomaintenance and follow upDemonstrates ability toevaluate total interventions1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 514. Other (specified) 1 2 3 4 5Page 101 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Comments________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 102 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

ASSESSMENT OF SPECIFIED PLACEMENT GOALSWell Below Below Satisfactory Above Well Above N/A1. 1 2 3 4 52. 1 2 3 4 53. 1 2 3 4 54. 1 2 3 4 55. 1 2 3 4 56. 1 2 3 4 57. 1 2 3 4 58. 1 2 3 4 59. 1 2 3 4 5Page 103 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

OVERALL PERFORMANCE IN THIS PLACEMENT WASWell Below Standard Below Standard Satisfactory Standard Above Standard Well Above StandardComments on the student’s strengths________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________If you rate the student’s performance as Below Standard please complete the following section.The student requires further supervised experience in the following activities relevant to this placement.________________________________________________________________________________________________________________________________________________________________________________Signed (Supervisor): ______________________________________________Date: __________________________________________________________Page 104 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

DOCTOR OF PHILOSOPHY (CLINICAL PSYCHOLOGY)DOCTORAL THESIS - PSYCHOLOGYIndex Numbers:Teaching School:Contact Hours:Credit Points:Unit Coordinator99173School of Psychology and Speech Pathology1.5 hours individual supervision per week575 ptsDr Neville HennesseyRoom 404:212, Tel: 08 9266 2553Email: n.hennessey@curtin.edu.auIntroductionA Doctor of Philosophy (PhD) (Clinical Psychology) indicates that a student has contributed substantially to theknowledge or understanding in a field, and is capable of carrying out independent research. For the PhD inClinical Psychology the project must have some relevance to clinical psychology. Doctoral research degreecandidates should uncover new knowledge either by the discovery of new facts, the formulation of theories orthe innovative re-interpretation of known data and established ideas.Students enrolling in the Clinical PhD are strongly encouraged to read the comprehensive course handbook(Information for HDR Students), which is available from the course coordinator Dr Neville Hennessey and thepsychology main office.Subject to and in accordance with Curtin's Higher Degree by Research Regulations for Doctoral Degrees, aDoctor of Philosophy (PhD) in Clinical Psychology shall be awarded for a combination of a thesis andcoursework in which the coursework component does not exceed one-third of the total doctoral degreeprogram. In all cases the thesis must in the opinion of the Examiners be a substantial original contribution tothe knowledge or understanding of clinical psychology and demonstrate the capacity of the candidate toconceive, design and carry to completion independent research.University Entry requirements for a PhDGraduated with or qualified for the award of the degree of Master within the University which requires thecompletion of a publicly available thesis or research project to an acceptable standard;orGraduated with or qualified for the award of the degree of Bachelor with First Class Honours or Upper SecondClass Honours within the University;ori) Graduated with a Bachelor's degree and completed a Postgraduate Diploma or its equivalent, orcompleted a Master's degree by Coursework, with, in both cases, a course-weighted average of not lessthan seventy percent within the University; andii) Demonstrated the capacity to undertake significant research;Page 105 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

orObtained qualifications from another institution which are recognised by tertiary admission authorities inAustralia and which are deemed to be equivalent to, or a satisfactory substitute for, any of the qualificationsprescribed above;orEnrolled in a research Master's degree for the equivalent of at least one semester full-time, and shownexceptional ability in the conduct of the early stages of the research project which is clearly capable of beingextended and converted to Doctoral level. Conversion of enrolment from Master's to a Doctoral programrequires the approval of the Faculty Graduate Studies Committee.Selection of Potential Doctoral Students by the SchoolIn addition to the University application form, the School of Psychology and Speech Pathology requiresapplicants to submit examples of their previous research endeavours, together with academic references anda written account of their skills, objectives and motivations for undertaking the PhD (Clinical Psychology)program. The application also requires a brief description of the proposed research (maximum of two pages).Applicants are required to approach suitable staff members prior to submitting their application todetermine if they are willing to be on the supervision team. The Postgraduate Coordinator can provideinformation on who may be appropriate for a particular topic. Further information is provided on the School’swebsite (http://psych.curtin.edu.au/).The application will be reviewed by the School’s Graduate Studies Committee, and/or other staff membersconsidered appropriate for the applicant and their proposed area of study. Consideration of whether anappropriate supervisory panel can be provided, and whether facilities necessary for research in the areasignalled by the applicant can be made available, will affect the selection of suitable postgraduate students.The Federal government now funds postgraduate research places at each University on a complex formulawith penalties for students who fail to complete and rewards for students whose completion is “timely”. Thepotential of the student to complete the thesis and the potential of the project to be done in the minimum timeare considered when determining the suitability of a student to the program.Postgraduate ScholarshipsFull-time students enrolled in the PhD (Clinical Psychology) program who have first class Honours or theequivalent are eligible to apply for a Commonwealth Research Award (Australian Postgraduate Award; APA)or a Curtin University Postgraduate Scholarship (CUPS) for a three year period of doctoral study. However ifstudents have a 2a class of Honours but also publications in peer reviewed journals they could also considerapplying as this may be considered to be ‘equivalent’ to a first class honours. Students can apply at any timethroughout their PhD. Further information is available at the following web site:http://scholarships.curtin.edu.au/External scholarships are also available from granting bodies such as: Healthway WA, NHMRC and theAustralian Rotary Health Research Fund. For information on these, students should contact the University’sResearch & Development Office, or visit the appropriate organisation’s website. Additional scholarships arealso available from the School of Psychology and Speech Pathology.Page 106 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Forms for Postgraduate StudiesAs you progress through your postgraduate studies you will require many forms throughout the various stagesof your program. These are available on the University website, at:http://research.curtin.edu.au/graduate/forms.htmlThese can be downloaded to a PC or Mac for completion. Forms are often updated and it is much safer todownload the most recent ones than to rely on ones that may have been printed off some time ago.The forms that you may need include:Admission to PhD Programs‣ Request for Extension of Time to Submit Candidacy Application‣ Application for Candidacy and Conversion -Higher Degree by Research‣ Ethics forms from the Human Research Ethics Committee (HREC)‣ Application for Variation to Candidacy Details - Nomination of Examiners‣ Application for Leave of Absence and Enrolment Amendment‣ Application for Conference Support - Doctoral StudentsWho Can HelpThe Faculty of Health SciencesDean Newman (08 9266-7652) is the Graduate Studies Administrator within the Faculty of Health Sciences:D.Newman@exchange.curtin.edu.au. You should speak to Dean directly regarding all matters of yourenrolment.Postgraduate CoordinatorThe position of Postgraduate (PG) Coordinator is currently held by Dr Neville Hennessey. The PG Coordinatoris usually the Chair of the Thesis Committee for each postgraduate research student.Supervisor/Co-supervisorIt is usually the student’s responsibility to find a supervisor. However, if the student is unsure, the PostgraduateCoordinator may assist in making recommendations based on the research topic of interest. The supervisormust be a member of the academic staff.Associate SupervisorsAssociate supervisors can be either internal or external to the University. Associate supervisors external to theUniversity must provide written confirmation of their willingness to take this role.CandidacyFor general information on candidacy, refer to University guidelines:http://www.curtin.edu.au/research/currentstudents/Application for candidacy must be made within six months of initial enrolment for full-time students and 12months for part-time students. Students must apply for candidacy at both the School and Faculty levels.Candidacy at the School level must be approved before it is submitted at the Faculty level.Page 107 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Requirements for Candidacy at the School levelOnce accepted into the course, the students’ first objective will be to produce a document consisting of: Abstract: provide a half page explanation of the research in plain English. Objectives: provide a clearly defined statement of the objectives of the research. Background: provide the background to the proposed research program including a review of theliterature that covers theoretical perspectives and previous research within the field you propose tostudy Significance: describe the significance of the proposed research program. Research Method: include the rationale, hypotheses, methodology and analyses to be adopted in theresearch program. Ethical Issues: provide a clear statement that demonstrates consideration of all ethical issues whichmay arise and the manner in which they will be addressed. Refer to the NHMRC National Statementon Ethical Conduct in Research Involving Humans, available at the following website:http://www.nhmrc.gov.au/guidelines/ethics_guidelines.htm Facilities and Resources: provide details of the facilities and resources required to complete theresearch. This includes a comprehensive annualized budget. Please note: the Head of School will notsign off on an application which has a large budget accompanied by the comment that external fundingwill be sought. In some cases, the budget is large because the project is part of an externally fundedgrant to the supervisor. In this case it is vital to spell out what questions are the intellectual property ofthe student and which were part of the supervisor’s grant. Time Line: include the period from the beginning of the research to submission of the thesis.ReferencesThis document must be in APA format (see APA publications manual). It should be no more than 35 doublespaced pages excluding references. Sections 4 to 8 above should take up a larger proportion of the documentthan sections 1 to 3. Once completed this document needs to be submitted to the School’s statistics committee(via the PG Coordinator) who will ensure that the data analysis is appropriate for the aims and hypotheses ofthe study. If there are any problems then the committee will make recommendations on how these problemscan be addressed. Once the statistics committee are satisfied with the data analysis section, then the studentcan organise their candidacy presentation. The candidacy document must be given to the PostgraduateCoordinator for distribution AT LEAST two weeks prior to the candidacy presentation. If this does not occur,the presentation will be rescheduled for a later date. The document will be circulated to staff who areencouraged to provide feedback to the student and supervisor on any issues of concern prior to the candidacypresentation.All staff and postgraduate students are invited to attend the candidacy presentations. These should take nolonger than an hour. Students are given approximately 30 minutes to present their research rationale andmethodology, followed by 30 minutes of question time. The student should not review the literature during thispresentation as it is assumed that staff will have read the candidacy document. However, the researchrationale should include models/theories/previous research that is essential for understanding the proposedstudy. Staff are encouraged not to ask questions throughout the presentation but to wait until students havecompleted their presentation. At the end of the presentation, the PG committee, supervisor(s) and interestedstaff have a brief meeting to discuss ways that the project can be enhanced. This constructive feedback isthen provided to the student via the supervisor(s). Please note: The aim of this presentation is to help thePage 108 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

student towards a project that is achievable in the time and budget, and that will have little difficulties at theexamination stage.Requirements for Candidacy at the Faculty LevelFaculty candidacy is sought following approval of the project presented to the School of Psychology andSpeech Pathology at the candidacy meeting. The initial candidacy document needs to be reduced by abouthalf to 10 page (+ references/ single spaced) for presentation at the Faculty level. Details of the requirementsby the Faculty and application forms are given at the following website:http://research.curtin.edu.au/forms/Once submitted, the applications are reviewed at the next DGSC meeting. If concerns have been raised,supervisors and students may be asked to attend this meeting. If they are not present, then the School’s PGCoordinator can defend the proposal.NOTE: there are very clear deadlines for the DGSC meeting agenda to close. Not getting your application inon time may result in it being held over for another month. The deadlines for the next meeting will bediscussed with you after your School candidacy presentation.Ethics ApprovalEthical clearance must be obtained from the University’s Human Research Ethics Committee (HREC),preferably after the proposal has been approved by the Faculty for candidacy, as NO research can beinitiated until the project has received HREC approval. The forms are available at the following website:http://research.curtin.edu.au/forms/ethicsforms.cfmResearch SeminarsThe Denis Glencross Memorial Student ConferencePhD students are required to make two presentations throughout the period of their studies at the DenisGlencross Memorial Student Conference, which is usually held in July. The first presentation is to be madeonce candidacy has been awarded and is of 10 minutes duration. The second presentation will be in the finalmonths of study and be of 20 minutes duration. Masters students are required to make one 20-minutepresentation towards the end of their studies.School of Psychology and Speech Pathology Research SeminarsPostgraduate students are also encouraged to attend the research seminars presented within the School ofPsychology and Speech Pathology. These are presented periodically during teaching weeks at 12.00noon onWednesdays in 401:329, the Psychology boardroom. Students will be notified of these via email.The Mark Liveris Health Sciences Research Student SeminarThis seminar is held by the Faculty of Health Sciences at the end of the each year. Students are encouragedto make an oral presentation if they are within 6 months of thesis completion, or present a poster if they are inthe earlier stages of their research.Page 109 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

ResourcesEssential facilitiesFrom 2011, PhD students will be situated in the Faculty of Health Sciences Student HDR Hub. This state-ofthe-artresearch facility provides all PhD and Masters by Research students with desk space, computing andother essential facilities. The Hub is located within Technology Park, at Sarich Way. The University hasinvested 2.5 million dollars into creating this dedicated facility for HDR students. Students will be provided withaccess to a computer, which has appropriate software packages and internet facilities.Test Library: Psychological tests are available at the test library (room 114). The Test Library Officer’s phonenumber is 08 9266 3037.Research FundsSchool Funds: Students have $1500 per year available for their PhD budget. Details as to which items can beincluded in the budget are available in the ‘Information for HDR’ booklet. A copy of the budget, once approvedat candidacy, is given to Maureen Bell in the office, who is responsible for managing the PhD funds.Other Grants/Scholarships: Relevant grants and scholarships are usually broadcast through email. Furtherinformation can be obtained from the Faculty office, or from the Office of Research and Development website:http://scholarships.curtin.edu.au/postgraduate/current.cfmConference SupportDoctoral students are encouraged to attend at least one conference throughout their studies. The Schoolcurrently provides $1,500 (subject to change) towards the cost of this, and the Faculty provides $2,000. Theymust also provide a written report on the conference to the HOS within a month of their return from theConference.School RequirementsOnce the student and supervisors consider that the thesis is ready to be submitted for examination, it mustthen be forwarded to the PG Coordinator for internal review by a staff member of the School of Psychologyand Speech Pathology who is not the student’s Supervisor or Associate Supervisor. This is not an examinationin the formal sense but more a means of letting someone who has not been involved with the project do qualitycontrol to decide if it is ready to go out for examination.University RequirementsAll thesis examination procedures are governed by the ‘Higher Degree by Research (HDR) Regulations forDoctoral Degrees’.These documents are available on the web at:http://research.curtin.edu.au/graduate/hdrguidelines/thesissub.cfm#submittingPage 110 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

CURTIN UNIVERSITY POLICIESYOUR ATTENTION IS DRAWN TO THE FOLLOWINGAll units, including this unit, for enrolled Curtin University students are subject to the following policies –1. The University statement on the nature and unacceptability of academic dishonesty including cheating,plagiarism and the fabrication or falsification of data.2. The University statement on individual rights and responsibilities regarding the proper use of copyrightmaterial.3. Student Charter.This Charter states the expectations of students and staff in their interactions as members of the Curtincommunity.4. Grievance ProceduresThis policy covers “Any real or perceived ground for complaint including perceived racial or sexualharassment; discrimination on the grounds of disability, race, religious belief, political viewpoint, sex,marital status or pregnancy; or any other unfair or improper treatment.”It is your responsibility to familiarise yourself with these policies, details of which can be found at the URLhttp://policies.curtin.edu.au/policies/students.cfmCopyright RequirementsAs a student of Curtin you must be familiar with the requirements of the University's Copyright Procedures.Guidance is available to you at the following web page (under the heading Information for All Students.Curtin's Copyright Procedures can be found under the heading Related Curtin Policies and Procedures whilstthe Copyright Act can be accessed from the Additional information heading at that web site should you wish tounderstand the source of the Procedures.Failure to comply with the University's policies and procedures on Copyright and IT/IS use may includesuspension or termination of enrolment, fines, withdrawal of privileges for use of the University's ICT facilitiesand services and, depending on what is copied, stored or communicated, may also render you liable toprosecution in the courts."Policy on Assignment Submission, Extensions, and Academic MisconductAssignments must be submitted to the Psychology office by 8.00am on the morning following the date due.Assignments submitted after this time will have 5% deducted from the assignment mark for every day late (asindicated by the date stamped on the assignment). Assignments will not be marked if they are submitted morethan two weeks after the due date (or revised due date if an extension has been granted).Note that due dates may only be altered with the consent of the majority of students.Page 111 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Remember - it is your responsibility to retain a copy of your assignment.Never hand in an assignment to anywhere other than the Psychology Office.ExtensionsPlease note that due dates are final and extensions or deferments will only be considered on –1. Medical grounds supported by a medical certificate2. Psychological grounds supported by a letter from a registered psychologist3. Special consideration by the Head of the School of Psychology and Speech PathologyIf you wish to apply for an extension then your application should be submitted in writing to the UnitController/Lecturer. Applications for extensions will not be accepted after the due date for an assignment.Supplementary ExamsThe School of Psychology and Speech Pathology does not give supplementary examinations.Academic MisconductThe School of Psychology and Speech Pathology and Curtin University considers academic misconduct a veryserious offence. Make sure that you are aware of the policies relating to academic misconduct (look at thisweb site for the University’s policy on academic misconduct and plagiarism and ask a staff member if you arenot sure about what constitutes misconduct. http://policies.curtin.edu.au/policies/students.cfmAn extraction of the Curtin University of Technology academic misconduct policy procedure reference no:B004/P1.1 document effective from 30/11/2001 follows:2.1 Academic misconduct is defined as acting dishonestly or unfairly in connection with anyexamination or other academic work. 1 It includesi) Withholding or falsifying information relevant for admission, advanced standing, deferredassessment or leave of absence;ii) Presenting copied, falsified or improperly obtained data as if it were the result of laboratory work,field trips or other investigatory work;iii) Including in the student’s individual work material, which is the result of significant assistancefrom another person if that assistance was unacceptable according to the instructions orguidelines for that work;iv) Assisting another student in the presentation of that student’s individual work in a way that isunacceptable according to the instructions or guidelines for that work;v) Cheating; orvi) Plagiarising.2.2 Cheating means dishonest conduct in relation to assessment. It includesi) Copying from other students;ii) Use of cheat notes and inappropriate use of graphic calculators in examinations;iii) Accessing inappropriate information, materials or equipment within an examination environment;iv) Falsification of identification; andv) Substitution of material.1 This is the definition in the Student Disciplinary Statute.Page 112 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

2.3 Plagiarism means knowingly presenting the work or property of another person as if it were one’sown without appropriate acknowledgment or referencing. It includesi) Word for word copying of sentences or paragraphs from one or more sources which are the workor data of other persons (including books, articles, theses, unpublished works, working papers,seminar and conference papers, internal reports, lecture notes, tapes or works of creative art);ii) Closely paraphrasing sentences, paragraphs or themes;iii) Using another person’s ideas, work or research data without due acknowledgment;iv) Submitting work which has been produced by someone else on the student’s behalf as if it werethe work of the student;v) Copying or submitting computer files in whole or in part without indicating their origin;vi) In the case of collaborative projects, falsely representing the individual contributions of thecollaborating students where individual contributions are to be identified.4.7 PenaltiesOn determination that academic misconduct has taken place, the penalty which may be imposed onthe student by a Head of School or Executive Dean is one or more of the following:4.7.1 A reduced or nil result for the assessment item affected by the academic misconduct;4.7.2 An ANN* grade for the unit in which academic misconduct occurred;4.7.3 An ANN grade for other units taken in that semester4.7.4 Suspension for up to 15 teaching days;4.7.5 A fine4.8 Referral to a Board of Discipline or the Academic Registrar under Statute 10, Student DisciplinaryStatute4.8.1 If the Head of School or Executive Dean believes a more serious penalty is warranted, they mayrequest the Vice-Chancellor to refer the matter to a Board of Discipline. A Board of Disciplinemay impose any penalty provided for in Statute 10, including exclusion and expulsion.4.8.2 Where the misconduct has been dealt with by a Head of School or Executive Dean, the studentmay appeal against the penalty to the General Manager, Student and Staff Services4.8.3 Where the misconduct has been dealt with by a Head of School or Executive Dean, the studentmay with the leave of the Academic Registrar appeal against the finding or the penalty to aBoard of Discipline.* ANN – result annulled due to misconductPage 113 of 113Curtin University is a trademark of Curtin University of Technology.CRICOS Provider Code 00301J (WA), 02637B (NSW)

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010ACCREDITATION STANDARDSTable of ContentsSECTION 1 DEFINITIONS 2SECTION 2 GENERAL ACCREDITATION STANDARDS 42.1 The Psychology AOU................................................................................................................................. 42.2 Multi-Campus Institutions .......................................................................................................................... 42.3 Degree Nomenclature ................................................................................................................................ 52.4 Academic Staffing ...................................................................................................................................... 62.5 Resources.................................................................................................................................................. 82.6 Teaching Materials and Methods: Managing the Learning Process ........................................................ 10SECTION 3 UNDERGRADUATE 3-YEAR SEQUENCE COURSES 113.1 Three year courses .................................................................................................................................. 11SECTION 4 UNDERGRADUATE 4 TH YEAR AND FOUR YEAR COURSES 144.1 Fourth year courses ................................................................................................................................. 154.2 Four year courses .................................................................................................................................... 174.3 Four year integrated bridging courses ..................................................................................................... 17SECTION 5 POSTGRADUATE PROFESSIONAL COURSES 175.2 Graduate Diploma of Professional Psychology (5 th year) ........................................................................ 265.3 Fifth and Sixth Year Masters Courses of Professional Education ........................................................... 285.4 Professional Doctorates........................................................................................................................... 325.5 Graduate Certificate or Diploma in Psychology (Area of Specialisation) (GCP)...................................... 34SECTION 6 HIGHER DEGREE BY RESEARCH (HDR) PROGRAMS 351

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010SECTION 1 DEFINITIONSACCREDITATION STANDARDSAcademic Organisational Unit (AOU) means a department or school, or other separatelyidentifiable academic organisational unit of an Institution providing tertiary education andresponsible for the psychology programs therein.Academic staff means all teaching staff in a course/s of psychology and includes continuing,contract and casual teaching staff.Accreditation Period means the period of time for which an AOU or course in psychology isaccredited by APAC as meeting all the Accreditation Standards. The Accreditation Period is usuallyfive (5) years commencing on 1 January of the year following the accreditation process and endingon 31 December four years later.Accreditation Withdrawn means the removal or revoking of the status of Full Accreditation orConditional Accreditation from an AOU or any of its courses.APA format means the rules for the publication of manuscripts described in the current Edition ofthe Publication Manual of the American Psychological Association (APA).APAC means the Australian Psychology Accreditation Council Limited.APAC website means the web pages accessed through http://www.apac.psychology.org.au/.Applicant means the Institution making an application for assessment for accreditation of an AOUand/or its course/s in psychology.Application Form means the appropriate application form published by APAC from time to time.APS means The Australian Psychological Society Limited.APS College means the constituent units within the Australian Psychological Society that areconcerned with specialist areas of practice in psychology.APS College (Course) Approval means professional course approval, given by the APS, to thoseprofessional courses that meet the APS College Course Approval Guidelines for the respectiveCollege/s.APS College Course Approval Guidelines means the guidelines developed by each APS CollegeCourse Approval Committee for the specification of education and training requirements formembership of the College.Assessment Team means the person or people appointed by APAC in accordance with clause2.11 of these Rules to assess the Applicant’s AOU and courses for accreditation.Board means the Board of Directors of APAC.Conditional Accreditation means that the accreditation of an AOU or one or more of its courseshas conditions attached, such conditions relating specifically to the AOU itself or to one or more ofits courses.Constitution means the Constitution of APAC.Core topics means content areas that all students must take in the course of studying for theirdegree. Core topics are taught in core units which are the compulsory parts of a course.Course means a series of Units or other program of study, formally approved by an Institution, thesuccessful completion of which results in the award of a degree, diploma, advanced diploma orcertificate as defined in Schedule 1 of the Higher Education Support Act 2003.CPRB means the Council of Psychologists Registration Boards (Australasia) Incorporated Limited,a representative body of Registration Boards from Australia and New Zealand.2

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010Dual Approval means course approval given by two APS Colleges to a specific professionalcourse that meets the APS College Approval Guidelines for each of those Colleges.Electives means units or subjects which are optional and while students are not required to takeany specific elective, they may be required to take a certain number of electives chosen from agreater number in order to complete their course.Extended Period has the meaning set out in clause 2.14 of the Rules.Full Accreditation means that an AOU or a course has been assessed as satisfying allAccreditation Standards.Head means Head of the psychology AOU.Institution means a University, Australian company, other incorporated body, unincorporated bodyor Institution established in Australia and registered with and accredited by the relevant state orterritory government or federal authorities, offering a course of tertiary study leading to a degree,diploma, advanced diploma or certificate and as defined in the Higher Education Support Act 2003,and including overseas Institutions.Offshore means not physically located in Australian territory.Overseas Institution means a tertiary academic Institution recognised by one or more of ‘TheWorld of Learning’ published by Europa Publications Ltd, the Australian Education International’s‘Country Education Profile’, or Local Regional Accreditation bodies, offering a course of studyleading to a degree, diploma, advanced diploma or certificate equivalent to those defined in theAuthority for Learning outcomes of the Australian Qualifications Framework 2002.PDAC means the Program Development and Accreditation Committee of the AustralianPsychological Society Limited. This Committee provides, on contract to APAC, certain expertaccreditation assessment and course development advice and services, making accreditationrecommendations to the Board of Directors of APAC and recommendations regarding Collegecourse approval of specialist postgraduate courses to the Board of Directors of the APS.Registration Board(s) means any applicable psychologist registration board established pursuantto legislation for the purpose of registering psychologists.Principal supervisor means the identified main supervisor who is responsible for the work of astudent and the majority of his/her supervision.Program means all of the requirements, formally approved by the Institution, the successfulcompletion of which results in the award of a degree, diploma, advanced diploma or certificate.Rules means these rules for accreditation of psychology AOUs and courses as prescribed byAPAC and amended from time to time.Sequence means a recognised set of units of study in psychology and the rules governing theircompletion including the order in which they must be undertaken.Site Visit Agenda means the schedule of activities during the site visit as approved by the APACSecretariat for the purposes of accreditation assessment.Society means The Australian Psychological Society Limited.Standards means these standards for accreditation of psychology AOUs and courses asprescribed by APAC and amended from time to time.Unit means a separate and identifiable component of an undergraduate or postgraduate course,usually with its own assessment components and with a member of the Academic staff responsiblefor coordination, as defined in Schedule 1 of the Higher Education Support Act 2003.Year in the context of course descriptions, for example “a four year course” means full time studyand is taken to involve two semesters or three terms/trimesters of work. Thus a four year course willinvolve eight semesters of full-time study. In addition, when reference is made to a specific yearlevel, for example third year, this should be read as the third full-time year of study in the course.3

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010SECTION 2 GENERAL ACCREDITATION STANDARDS2.1 The Psychology AOU2.1.1 The Psychology AOU must be an identifiable core of psychologists with a recognisedHead.2.1.2 The Psychology AOU must feature the term ‘Psychology’ in its title (eg, School ofPsychology, School of Psychological Science, Department of Psychology).2.1.3 The Psychology AOU must demonstrate it possesses a milieu of research andscholarship in which staff are actively involved in conducting and publishing their researchwork and where their research informs teaching.2.1.4 A Psychology AOU must demonstrate that it has(i) the necessary and appropriate level of staffing and other resources and facilities; and(ii) sufficient academic, financial and administrative controlto ensure provision of a high standard of education and training in psychology in allcourses for which it is seeking or has obtained accreditation.2.1.5 The Head of the Psychology AOU must be a senior, experienced and recognisedacademic who has postgraduate qualifications in psychology and publications in peerreviewedscientific journals, who has attained appointment as an academic at level C orhigher, or an equivalent rank.2.1.6 To obtain Full Accreditation, the AOU must have a Full-Time Level E appointment in thediscipline of psychology (APAC provides a set of benchmarking criteria for a Level Eacademic position on its website).2.1.7 The staff of an AOU must at all times comply with all applicable codes of ethical conduct,including any staff code of conduct which the Institution has in place.2.1.8 Grades of assessment employed in courses offered by the AOU should conform to theguidelines set down in the Australian Vice-Chancellors' Committee Grades forUndergraduate and Postgraduate Coursework Degree Subjects 2002 available fromUniversities Australia.2.1.9 No student may progress within the sequence of accredited psychology units if thatstudent receives any grade of less than 50% for a required psychology unit, without firstrepeating the unit and achieving the minimum grade of 50%. Grading systems in whichany student’s grade is dependent on the calculation of a median, aggregation oraveraging of the marks of multiple students must not be employed.2.1.10 The AOU must demonstrate that it has in place a documented process of regular qualityreview which focuses on the teaching and training in its psychology courses, as well asconsidering the qualifications and ongoing education of the staff who teach into them.2.2 Multi-Campus Institutions2.2.1 Where an Institution offers psychology courses across different campuses it must be ableto clearly demonstrate that:(i)(ii)(iii)(iv)there are appropriate staffing and resource levels on each campus;students on each campus have equivalent levels of access to units, courses andfacilities;students on each campus receive an equivalent standard of teaching and courseexperience;students on each campus are required to meet equivalent standards of academicperformance and have equivalent assessment requirements.4

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20102.2.2 The geographical locations of campuses relative to each other may be sufficiently close tofunction effectively as one in so far as students have direct access to units, courses andall resources on both, without any special arrangements being put in place.2.3 Degree NomenclatureAPAC will give consideration to the nomenclature for degrees which are awarded followingsuccessful completion of sequences of study in psychology offered by the AOU. APAC is of the firmview there should be consistency in the naming of degrees and that nomenclature must convey thelevel of a degree completed as well as giving an appropriate indication of the content. Course titlesmust be consistent with the current version of the Australian Qualifications Framework.2.3.1 Three year undergraduate courses of study should lead to a generic degree inpsychology. Acceptable titles are; Bachelor of Science; Bachelor of Social Science,Bachelor of Psychological Science and Bachelor of Arts. The degree title should not makereference to specialisation or application in psychology. Unacceptable titles includeBachelor of Applied Psychology and Bachelor of Educational Psychology. It is howeverpossible to embed the accredited 3-year sequence of psychology units within otherdegrees that do not include psychology in the title.2.3.2 Three year undergraduate courses available to existing graduates with a conferredbachelors (or higher level) degree (in any discipline) and which provide a psychologymajor Sequence should be termed Graduate Diploma in Psychological Science or somesimilar title, but without any reference to areas of specialisation or application.2.3.3 The nomenclature Bachelor of Psychology is to be reserved for integrated four yearsequences.2.3.4 Four year undergraduate courses of study should result in a degree in which the onlydiscipline name appearing in the degree title is ‘Psychology’ and there must be noreference to a specialisation or application. Acceptable titles include Bachelor of Sciencewith Honours in Psychology, Bachelor of Arts with Honours (Psychology) and Bachelor ofPsychology (Hons). Unacceptable titles include Bachelor of Science with Honours(Geography), Bachelor of Disability Studies, and Bachelor of Applied Psychology(Honours).2.3.5 Four year integrated undergraduate bridging programs which combine the three yearundergraduate major sequence in psychology available to graduates possessing aconferred bachelors (or higher) level degree (ie Graduate Diploma in Psychology) with afourth year course (as outlined in these Standards) must bear a generic Masters degreetitle appropriate to the AOU’s faculty, such as Master of Arts or Master of Science andmust not use the name Master of Psychology, which is to be reserved for professional 5thand 6th year programs. Examples of unacceptable titles are Master of PsychologicalStudies or Master of Educational Psychology (Pass).2.3.6 Bachelor degrees must require at least three years of full-time study or equivalent.Bachelor degrees with Honours must require at least at least four years of full-time studyor equivalent.2.3.7 Fourth year courses should exist only for the purpose of allowing students who havecompleted an existing accredited three year course, within the last 10 years, and whohave had their degree conferred, to complete the fourth year. These courses must beequivalent to Honours standard. Fourth year courses in psychology should lead to anHonours degree or a Graduate Diploma in Psychology so they are distinguishable fromthe Graduate Diploma in Psychological Science (or similar title) referred to in 2.3.2. Thistitle will make clear reference to the discipline and avoid reference to areas ofspecialisation or application within the discipline. Unacceptable titles are GraduateDiploma in Education, Graduate Diploma in Applied Psychology and Graduate Diploma inOrganisational Psychology. Where an AOU has adopted the title Postgraduate Diploma inPsychology it may retain the use of that title if preferred, but must also avoid reference inthe title to areas of specialisation or application within the discipline.5

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20102.3.8 Postgraduate fifth year coursework courses intended to prepare candidates for the 5+1pathway to registration must be no less than one calendar year of full-time study orequivalent and should lead to a Graduate Diploma or Postgraduate Diploma. The diplomatitle should include the term ‘Psychology’ but must not reflect any area of specialisation orapplication, either as part of the main diploma title or following the main title.2.3.9 Postgraduate fifth and sixth year coursework courses must be no less than two calendaryears of full-time study or equivalent and should lead to a Masters degree. Where thecourse can be undertaken in an accelerated mode, the minimum length of the coursemust be no less than 18 months in duration. The degree title should include the term‘Psychology’ and, where relevant, reflect an area of specialisation or application, either aspart of the main degree title or following the main title. Examples of acceptable degreetitles are Master of Psychology (Clinical), Master of Educational Psychology and Master ofPsychology (Organisational). Examples of unacceptable titles are Master of Arts andMaster of Science (Psychology).2.3.10 Postgraduate coursework courses (fifth and sixth years only) may also be offered asgeneralist courses, in which case no specialisation or application is implied. Theaccreditation requirements in Section 5 of the Standards will apply and it should be notedthat the APS has no parallel APS College approval process. A suitable degree title wouldbe Master of Psychology.2.3.11 Postgraduate doctoral level courses which include all the components of the postgraduatecoursework requirements for an accredited Masters course within that AOU shouldinclude clear reference to the area of specialisation or application in the degree title. Inaddition these doctoral courses can only be referred to as PhDs if they include a course ofresearch leading to a thesis equivalent in status to other PhDs by research. For thisreason it would be expected that such degrees would be the equivalent of no less thanfour years of full-time study. Acceptable titles for these degrees include PhD (ClinicalPsychology) and PhD (Educational Psychology).2.3.12 DPsych or PsyD courses must have a thesis or dissertation requirement which is of thehighest quality and which reflects the fact that the degree is at the doctoral level. Further,these degrees are required to include a research component which involves at least theequivalent of one year full-time spent on the thesis component of the course. Thesedegrees must be equivalent of no less than three years of full-time study and must give anindication of the area of specialisation or application. Examples of acceptable titles areDPsych (Clinical), PsyD (Organisational) and DPsych (Clinical and ClinicalNeuropsychology). Examples of unacceptable titles for such courses are PhD and PhD(Psychology).2.3.13 Postgraduate bridging programs (see Standard 5.5) should lead to a Graduate Certificateor Graduate Diploma. The diploma title should include the term ‘Psychology’ and reflectan area of specialisation or application, either as part of the main degree title or followingthe main title.Note: APAC advises that in order to reduce the potential for confusion, Institutions should take careto avoid a situation in which degrees for which accreditation is sought bear the same name as otherdegrees offered by the Institution which contain an unaccredited psychology major. APAC advisesthat in situations where doubt may arise, the Institution should identify on student transcripts wherean APAC accredited sequence has been completed.2.4 Academic StaffingThis section provides general information about academic staffing in an AOU. These accreditationstandards provide details of the requirements that are stated by APAC in order to ensure that aneducation in psychology is offered at a standard which merits accreditation. AOUs should note thatmeeting the staffing requirements does not necessarily mean that APAC will deem the level ofstaffing to be acceptable for the profile of a particular AOU. The staffing profile of an AOUcomprises the number of staff, the spread of appointments (Level A through Level E), theirqualifications and experience (including qualifications at a level which would confer eligibility for6

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010membership of the APS and for registration), and whether they are tenured or on fixed-termappointments.The actual staffing requirements will depend on the number and range of courses offered, thestudent:academic staff ratio, and the areas of expertise of the staff, which should provide adequatecoverage of all areas in which courses are offered.The requirements will also take account of the teaching commitments of staff, and in AOUs whichteach three trimesters in one year (that is, which offer courses during a summer and/or wintersemester in addition to the other two semesters), it is expected that staffing levels will be higher toensure that the staff have sufficient time for ongoing professional development, research, and forcourse development. These issues should be borne in mind when making a submission foraccreditation. In the case of multi-campus Institutions, these accreditation standards apply to eachcampus which has an AOU offering an undergraduate course and/or postgraduate coursework andresearch degrees.2.4.1 An AOU proposing to offer undergraduate and professional postgraduate courses inpsychology will only be considered for accreditation if there are 10 or more full-time (orfull-time equivalent) psychology academic staff members in that AOU. At least eight of thestaff must hold full-time appointments, be based full-time on the campus at which theHead and the administration of the AOU resides, and must possess qualifications whichmeet the eligibility requirements for full membership of the APS. (Note: this requirementshould not be read as stating that all academic members of staff in the AOU should be fullmembers or eligible for full membership of the APS. It is recognised that academic staffwith training in areas related to psychology can make a significant contribution to coursesin psychology. Although that contribution will be recognised and taken into account, suchstaff will not count towards the requirement of 10 members of full-time staff, or equivalent,who meet the eligibility requirements). If the Head is not located at the campus where themain administration of the AOU is located, the AOU must be able to demonstrateconvincingly that the head has direct responsibility for the running of the AOU as well aseffective and close operational oversight of the AOU including its courses.2.4.2 The requirement of 10 full-time equivalent staff is viewed as sufficient only for the AOU tooffer one full four year undergraduate sequence, one professional postgraduate course (atleast fifth and sixth year) and some postgraduate research supervision. The number ofstaff in the Psychology AOU should be greater than 10 if more courses are offered.2.4.3 The student:academic staff ratio calculated across all currently accredited courses withinthe AOU should be similar to other science-based disciplines, must never be greater than22 to 1, and should also meet the requirements set out in Standards 2.4.4 to 2.4.11, and5.1.2 to 5.1.3. The required method for calculating a student:academic staff ratio is set outin detail in the APAC student:staff ratio calculation form (available from the APACwebsite).2.4.4 The staffing profile must include at least one full-time Level E appointment in Psychology(APAC provides a set of benchmarking criteria for a Level E academic position on itswebsite).2.4.5 In an AOU with the 10 full-time equivalent psychology staff there should be at least threeappointments at Levels C or D and this number should increase in proportion to the totalnumber of staff so that the ratio of full time equivalent staff to level C and D staff is always10:3.2.4.6 In an AOU with the 10 full-time equivalent psychology staff with expertise relevant to theteaching of psychology, at least 80% of staff should have PhDs, established or promisingresearch records with demonstrated research activity in the forms of grants, conferencepresentations, and publications in peer-reviewed international journals, and should beinvolved in the teaching of undergraduate psychology.2.4.7 The psychology academic staff must have demonstrated teaching and researchsupervision experience. Whereas it would be expected that most would havedemonstrated ability in teaching at both undergraduate and postgraduate levels, including7

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010the supervision of honours and postgraduate research, each staff member should have ademonstrated ability at least at one of these levels. An AOU should be able todemonstrate systematic monitoring of teaching quality such as participation in regularformal teaching/unit evaluation and a staff performance management scheme.2.4.8 For each professional postgraduate program there should be at least three staff who holda doctoral degree in a relevant area of psychology and no less than half of the total staffEFT teaching into the program must have qualifications which make them eligible for fullmembership of the relevant APS College. Of these at least two staff members must befull-time appointments within the Institution and all should make a substantial contributionto the relevant program. Each program should be supported by appropriate Level D/Einvolvement with sufficient time available and relevant professional expertise to provideacademic leadership for the program. A program must be directed by a full time staffmember appointed at least at Level C, who has qualifications which clearly make her/himeligible for membership of the relevant APS College and also suitably qualified andexperienced to run a professional postgraduate program. In deciding on the suitability ofthe Level D/E leadership for the program, account will be taken of the number ofprofessional postgraduate programs offered within the AOU relative to the number ofLevel D/E appointments. It would be expected that a Level D/E would have responsibilityfor no more than two cognate programs, and that other Level D/E staff would be availablewhere more than two programs are offered. The onus is on the Psychology AOU todemonstrate that it has appropriate academic and administrative responsibility for thedelivery of the program. These requirements need to be met even in dual professionalcourses.2.4.9 The areas of expertise of the psychology academic staff must be sufficient to cover thecore subjects and some specialist options in the three and four year courses (seeSections 3.1.6 to 3.1.10 and 4.1.4 to 4.1.7 of the Standards). The expertise should alsocover most of the areas taught in any postgraduate coursework course(s) offered by theAOU, recognising that the AOU may employ, on a part-time or casual basis, individualswith particular expertise to teach in some specialist areas in postgraduate courses.Professional postgraduate courses should only be offered if the resources and staffingdedicated to them do not impact negatively on the capacity of the AOU to teach the coretopics in the three and four year undergraduate courses.2.4.10 Multiple professional postgraduate courses will be examined carefully with respect to theadequacy of their staffing and the impact that this staffing has on the capacity of the AOUto support the undergraduate curriculum adequately. Each AOU and its programs isassessed on individual basis, taking into account all of the factors relevant to theparticular AOU and courses in question. To meet accreditation Standards, the AOU maybe instructed by APAC that it needs to reduce the number of professional courses offeredbefore it could a grade of accreditation.2.4.11 In a multi-campus Institution where on one of the campuses only the three or four yearundergraduate sequence is taught, there must be at least eight full-time (or full-timeequivalent) psychology academic staff based on that campus or courses should besupplemented through distance education methods, consistent with the Standards inSection 2.6). At least one of the appointments must be at Level E or D and a further two atleast at Level C. At least fifty percent of these staff should hold research higher degreesand should have established research records with demonstrated research activity in theforms of grants, conference presentations, and publications in refereed journals. All staffshould also have demonstrated teaching experience at the undergraduate level, includingthe supervision of Honours research. The areas of expertise of these psychologyacademic staff should be sufficient to cover the core subjects and some specialist optionsin the three and four year undergraduate program (see Sections 3.1.6 to 3.1.10, 4.1.4 to4.1.7, of the Standards).2.5 ResourcesThe resources available in the AOU will be given careful consideration by APAC. The requiredresources include secretarial, administrative and technical support as well as adequately equipped8

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010teaching and research facilities, fully networked computing facilities, test library materials, andgeneral library resources. The following accreditation standards provide more information aboutthese resources. When interpreting the accreditation standards it is important that applicantsrecognise that the amount and extent of resources required will depend on the number of coursesoffered and the number of students enrolled in these courses. It is important that AOUs provideadequate resources and facilities for students with disabilities to undertake study within the AOU.2.5.1 The Psychology AOU must demonstrate access to adequate secretarial, administrative,technical and computing resources to support its research and teaching activities,including mixed mode and distance teaching. These may be dedicated or shared within aSchool or Faculty or other appropriate organisational unit.2.5.2 The Psychology AOU must have access to lecture theatres, tutorial rooms and computerfacilities that meet all of its teaching requirements. Specifically:Lecture rooms must be equipped with appropriate audiovisual facilities.Some rooms used for professional skills training must have video recording facilities.Units taught by distance or in mixed mode must be supported by an online learningmanagement system.2.5.3 The Psychology AOU must have assured access to adequate and guaranteed laboratoryspace, including at least one undergraduate laboratory with computer facilities forundergraduate classes.2.5.4 The Psychology AOU must have assured access to adequate and guaranteed laboratoryfacilities sufficient to meet the needs of the research programs of the academic staff andof the students completing courses with research components.2.5.5 Laboratories must be equipped with standard psychological apparatus, and/or computers,required for demonstrating and running a range of experiments and other exercises whichform part of modern, up-to-date psychology curricula.2.5.6 Students must have adequate access to computers beyond those required in formallaboratory sessions to support their research and teaching needs.2.5.7 The Psychology AOU must provide access for staff and students to a range of softwareincluding packages for statistical analysis, spreadsheets, data presentation and wordprocessing.2.5.8 The Psychology AOU must have access to a computer network which has full electronicmail facilities and is linked to the Internet and on-line databases.2.5.9 The Psychology AOU must have a test library which has up-to-date copies of the mostfrequently used psychological tests including copies of tests required to supportpostgraduate teaching programs and research programs in specialist areas. Sufficientcopies of tests and associated materials (e.g., response booklets) should be held to meetteaching and research needs. The AOU(s) making use of the facilities should be able todemonstrate that a portion of the budget commensurate with the size of the AOU(s) isallocated to the purchase of tests and associated materials. In the case of multi-campusInstitutions, there should be a test library with adequate holdings on each campus atwhich psychology courses are taught or an effective and satisfactory means of ensuringrapid and secure test/document delivery between campuses.2.5.10 A member of the psychology academic staff who is at Level B or higher should haveresponsibility for the test library and the AOU should be able to demonstrate thatprocedures are in place to restrict access to psychological test materials to qualifiedpsychologists and students enrolled in assessment and testing units who are under thesupervision of a suitably qualified staff member and who require access as part of thesyllabus for the unit in which they are enrolled.2.5.11 The Institutional library or libraries must provide ready access to a comprehensive and upto-daterange of psychology texts, monographs, journals and databases. Wherepostgraduate courses are offered, there should be sufficient specialist monograph and9

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010journal holdings to support each course. The library should also provide substantial andwidespread access to appropriate and commonly used Psychology electronic data basesand provide regular training to staff and students in their use. The AOU should be able todemonstrate that funding commensurate with the number of psychology courses offeredand the number of students enrolled is allocated to the purchase of library materials forpsychology.2.5.12 In the case of multi-campus Institutions, the onus is on the AOU to demonstrate that thereis guaranteed equity of access to these holdings for all students irrespective of thecampus at which they are based. APAC will give consideration both to the holdings oneach campus and to the total holdings with respect to the number of courses offered andthe arrangements in place to meet requests for library materials sent from anothercampus.2.6 Teaching Materials and Methods: Managing the Learning ProcessThe minimum required content for psychology courses is set out in the sections of these Standardsrelevant to the level of the course (see Standards 3.1.6 to 3.1.10, 4.1.4 to 4.1.7 and 5.1.12). APACrecognises that there are diverse ways in which the material can be taught, including face-to-faceteaching, distance education, and mixed modes. In evaluating an application for accreditation of acourse, the following Standards will be applied:2.6.1 Distance education and the use of online learning management systems must not beconsidered cheaper ways of teaching and they must be resourced at the same level asface-to-face teaching.2.6.2 For each unit, students must be provided with a unit outline specifying the content of theunit, the nature of the assessments, details of textbooks and readings and any otherrelevant information.2.6.3 Unit material should be regularly updated to ensure the information reflects the currentknowledge in the area.2.6.4 Where a unit is delivered in more than one mode, the content, objectives, and methods ofassessment should be the same for all modes of delivery.2.6.5 In undergraduate courses, there must be laboratory training offered. The laboratorytraining offered to off-campus students must be equivalent in content, duration and qualityand outcome to that undertaken by on-campus students.2.6.6 Undergraduate research units should have residential schools if they are offered to offcampusstudents (departure from this approach must be carefully justified with regard tothe quality and equivalence of the learning experience and outcomes).2.6.7 Where there is some practical skills training in undergraduate courses, opportunities mustalso be available for off-campus students to complete these components.2.6.8 All students should have some means of regularly gaining timely access to staff so thatquestions can be answered and difficulties resolved.2.6.9 At the fourth, fifth and sixth year level, each unit must offer a residential school for offcampusstudents.2.6.10 All units should provide the opportunity for formative assessment aimed primarily atfacilitating learning as distinct from contributing to the final assessment e.g., electronicquizzes, comments on essays and peer assessment, and marked according to the samecriteria and standards as those applying to on-campus assessments.2.6.11 Assessments which count for the final grade must be the same for all modes of delivery ofthe unit.2.6.12 Assignments and other forms of assessed work should be marked and returned in atimely manner.10

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20102.6.13 Student evaluations of coursework units should be obtained and academic staff shoulduse other additional methods to assess the adequacy of the student learning experience.These might include peer evaluations and external assessors.2.6.14 Where units are offered in different modes, periodic comparisons between theperformance of students in the different modes must be made to ensure the standard ofthe offerings is comparable.Special Arrangements for Offshore Teaching2.6.15 In addition to the conditions set out above, the following features are consideredparticularly important and must be clearly present in offshore delivery of courses:(a) the appointment of suitably qualified local tutors to assist with educational advice andsupport (i.e., eligible for Associate Membership of the APS)(b) local administrative assistance(c) direct access to staff members (i.e., not just through any agents)(d) where the home Institution does not intend to offer residential schools in the othercountry, written agreement be undertaken with the students that they can attendresidential schools in Australia(e) access to adequate library, test library and laboratory facilities in the other country,supplemented by the provision of and arrangements with local universities for library, testlibrary and laboratory access to the same standard as that provided to students at theAustralian AOU. This includes adequate electronic access to the home Institution’s libraryresources.(f) provision of local computer support(g) evidence of on-going scrutiny of students’ academic progress to ensure they aremeeting the same standards as those required of Australian students.Note: A site visit to an Offshore location is deemed essential to the accreditation assessmentprocess.SECTION 3 UNDERGRADUATE 3-YEAR SEQUENCE COURSESThis section provides accreditation standards for undergraduate 3-year sequence courses inpsychology.APAC only recognises for accreditation, courses designed to provide an education in psychology. Itdoes not recognise courses designed to provide education in another discipline or profession, evenif these have a substantial psychological content.It is necessary that students complete an integrated and planned four year sequence in psychologyto ensure that systematic coverage of the discipline is achieved. This may be accomplished eitheras a combination of a three year sequence plus a fourth year, or as an integrated four yearsequence within a single AOU. The following sections (3.1 and 4.1 of the Standards) describe theStandards where this four year sequence is undertaken in two separate components.3.1 Three year coursesThese standards apply to all three year courses in psychology which lead to a Bachelors degree orGraduate Diploma in Psychological Science (or similar), and to three year sequences which areintegrated into four year Honours or Pass degree courses. It is important to note that three yearsequences are expected to form adequate foundational preparation upon which later study at theadvanced level is built (see Standards Section 4.1).The main objective of the three year course or sequence is to provide students with a thorougheducation in the scientific discipline of psychology, while also providing students with some material11

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010of an introductory nature regarding the application of the discipline. Taking account of the nature ofthe discipline and its applications as well as developments in psychology and allied disciplines, athree year course in psychology should cover the core areas of the discipline including the maintheoretical positions; recognise the scientific bases of the discipline; and provide education in therange of methods and analyses that form an integral part of the scientific approach adopted by thediscipline as outlined in Standard 3.1.7. The course will also include laboratory work in which thestudents are expected to participate, and the APS Code of Ethics and the complementary EthicalGuidelines must be covered.Length3.1.1 The length of the course should be three years of full-time study, or the equivalent.Course Structure3.1.2 The first year of the course must include a minimum of 25% psychology.3.1.3 The second year of the course should include a minimum of 50% psychology. In AOUswhere structural limitations preclude this, then students must be able to average aminimum of 50% psychology across their second and third years (e.g., 33% in secondyear, followed by 67% in third year). In these cases, the acceptable minimum at secondyear is 33%.3.1.4 The third year of the course must include a minimum of 50% psychology and there shouldbe the option for students to enrol in more psychology units.3.1.5 The course must be structured to ensure that the core areas (see Standard 3.1.7) withinthe discipline are covered by all students, while also offering the opportunity throughelective components for students to study some areas in greater depth. It is recognisedthat the elective components in any AOU are likely to reflect the particular areas ofstrength and expertise of the AOU.Course Content3.1.6 The emphasis of the course must be on providing an education in the core discipline ofpsychology and not in one or more specialist areas of the discipline. Over the three years,students must be continuously introduced to the scientific study of psychology so as toprepare them to enter fourth year equipped to pursue advanced studies in a wide range oftopics and to design and conduct quality research in an area of their choice. They mustalso have developed skills in conducting a range of practical laboratory experiments(including with humans), and acquired appropriate report writing skills which conform toaccepted psychological standards.3.1.7 The accredited three-year sequence must provide students with a solid foundation in thecore psychology graduate attributes (based on the Graduate Attributes of the Four-YearUndergraduate Psychology Program, available from the APAC website) including, but notlimited to, each of the following:Graduate Attribute 1: Core knowledge and understandingAcquire an understanding of core topics in the discipline, including:abnormal psychologybiological bases of behaviourcognition, information processing and languageindividual differences in capacity and behaviour, testing and assessment, andpersonalitylearninglifespan developmental psychologymotivation and emotionperceptionsocial psychologyhistory and philosophy of psychology12

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010intercultural diversity and indigenous psychologyGraduate Attribute 2: Research methods in psychologydescribe the basic characteristics of the science of psychologydescribe, apply and evaluate the different research methods used by psychologistsdemonstrate practical skills in laboratory-based and other psychological researchdesign and conduct basic studies to address psychological questions: frame researchquestions; undertake literature searches; critically analyse theoretical and empiricalstudies; formulate testable hypotheses; operationalise variables; choose anappropriate methodology; make valid and reliable measurements; analyse data andinterpret results; and write research reportsGraduate Attribute 3: Critical thinking skillsapply knowledge of the scientific method in thinking about problems related tobehaviour and mental processesquestion claims that arise from myth, stereotype, pseudoscience or untestedassumptionsrecognise and defend against the major fallacies of human thinkingGraduate Attribute 4: Values, research and professional ethicsevaluate psychologists’ behaviour in psychological research and other professionalcontexts in relation to the Australian Psychological Society “Code of Ethics” and thecomplementary “Ethical Guidelines”, as well as the Australian “National PracticeStandards for the Mental Health Workforce”use information in an ethical manner (e.g., acknowledge and respect work andintellectual property rights of others through appropriate citations in oral and writtencommunication)Graduate Attribute 5: Communication skillswrite a standard research report using American Psychological Association (APA)structure and formatting conventionsdemonstrate effective oral communication skills in various formats (e.g., debate,group discussion, presentation) and for various purposesGraduate Attribute 6: Learning and the application of psychologyapply knowledge of legislative frameworks (including privacy, human rights)apply knowledge of consumer and carer participation in psychological careapply knowledge of psychology, society and the workplace/influencing systemsdescribe major areas of applied psychology (e.g., clinical, organizational)demonstrate a capacity for independent learning to sustain personal and professionaldevelopment in the changing world of the science and practice of psychology3.1.8 The AOU must clearly demonstrate that the course provides substantial coverage in thecore topics. Some core topics (such as research and professional ethics) may be naturallyintegrated within other topics, but must be clearly in evidence in the curriculum.3.1.9 The content of the lectures, tutorials and laboratories in the course must be supported byrelevant and up-to-date evidence-based scientific reference material. This material shouldinclude peer-reviewed empirical articles in the best international scientific journals,preferably at all year levels and certainly at all levels beyond first year.3.1.10 At all three year levels, students must have formal practical work as part of theircoursework in psychology, with much, though by no means all, of this practical worktaking place in laboratory sessions. It is recommended that consideration be given to theapplication of the science of psychology to real-world problems and issues. That is,science and application should be integrated wherever possible.13

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010Assessment3.1.11 The assessment of components of the course should involve coursework, submissions bystudents including essays and laboratory reports, and formal examinations. An AOU mustnot rely solely on multiple choice assessments in a course. If oral presentations areincluded as an assessment component of any course, then the basis upon which theseare graded should be clear. See also Standard 2.1.9.3.1.12 Assessment must ensure that the breadth and depth of knowledge and skills of the coresubjects in the discipline are assessed in accordance with the unit learning outcomes.3.1.13 Students should receive detailed and timely feedback on their assessments.3.1.14 Appropriate procedures must be in place (e.g., Boards of Examiners) to ensure thatstandards are maintained and that all assessment and awarding of final marks or gradesis treated with the utmost care and attention. Regular external independent moderationshould be undertaken at intervals to benchmark the assessment practices of the AOUagainst other APAC-accredited AOUs. The APAC Secretariat can assist with advice abouthow to set up a benchmarking exercise.3.1.15 Appropriate procedures which meet modern governance standards must be in place todeal with student appeals.3.1.16 Appropriate procedures must be in place to deal with cases of plagiarism or otherinstances of unethical conduct.Awarding of credit or advanced standing3.1.17 Any students transferring from one AOU to another in Australia while completing a threeyear course or entering an accredited course following the completion of a degree orstudies in another course must only be given credit for studies in psychology previouslyundertaken if the AOU at which they completed these studies is APAC-accredited and thecompleted units for which advanced standing is to be granted are part of an APACaccreditedsequence. The onus is on the AOU to which the student is transferring toensure that this is the case. AOUs should be prepared to justify such decisions shouldAPAC conduct an audit of the AOU’s transfer credit practices.3.1.18 Studies undertaken at non-Australian Institutions must be carefully evaluated by the AOUto determine their strict equivalence to the studies for which credit is to be granted, andthe AOU must be prepared to defend its decisions regarding the granting of credit shouldAPAC conduct an audit of the AOU’s transfer credit practices.3.1.19 It is the responsibility of the AOU to which a student is transferring to make sure that allcore areas of the discipline are covered by the point of completion of the degree. Becausethere is some flexibility in the structure of courses, and AOUs may vary in the way inwhich core subjects are covered, it is not sufficient to assume that completion of aparticular year at one Institution, (for example second year), will necessarily provideadequate preparation for what would usually be the next year’s work in the sequence atthe receiving Institution (in this example, third year). It may be necessary to prescribe anindividually tailored course to ensure that such students cover all core subjects. Thisprescription must enable students to complete the equivalent of an accredited course.Please note that APAC does not accredit individual students’ courses of study.SECTION 4 UNDERGRADUATE 4 TH YEAR AND FOUR YEARCOURSES14

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20104.1 Fourth year coursesThe main objectives of the fourth year psychology course are to provide for the completion of anintegrated and comprehensive education in the discipline of psychology, to permit advanced levelstudy in a range of areas, and to develop competence in conducting research. Fourth year topicsmust include education in the theoretical and empirical bases underpinning the construction,implementation, and interpretation of some of the more widely used cognitive and personalityassessments, and evidence-based approaches to psychological intervention.These Accreditation Standards apply to fourth year courses in psychology which lead to a degreeas specified in Section 2.3.7 of the Standards. It is recognised that, in some AOUs, students maytake out a three year degree (e.g., BSc) and then complete the fourth year and take out an Honoursdegree (e.g., BSc Hons) either at the same or a different Institution.Entry Requirements4.1.1 The entry requirement for a fourth year course is previous successful completion withinthe last 10 years, of an accredited three year sequence in psychology or the first threeyears of an integrated accredited four year course. The fourth year course is intended onlyfor those who have previously completed an accredited three year sequence and wish tocomplete the fourth year. The minimum entry standard must be a Credit average insecond and third year units, including Credit in the majority of the psychology units.Length4.1.2 The length of the course must be one year full-time or the equivalent part time.Course Structure4.1.3 The fourth year course should normally be 100% psychology, though it is recognised thatin some cases it may be appropriate to have up to a maximum of 20% of the course in acognate discipline. The onus is on the AOU to demonstrate the relevance of any cognatediscipline to the study of psychology at this level. In all cases there should be the optionfor students to take 100% psychology.Course Content4.1.4 The accredited fourth year must provide students with advanced education and training inthe core psychology graduate attributes (based on “Graduate Attributes of the Four-YearUndergraduate Psychology Program”, available from the APAC website) including, but notlimited to, the following:advanced theoretical and empirical knowledge in the core research areas of thediscipline (see Standard 3.1.7, Graduate Attribute 1)knowledge of the theoretical and empirical bases underpinning the construction,implementation, and interpretation of some of the most widely used cognitive andpersonality assessmentsknowledge of the theoretical and empirical bases underpinning evidence-basedapproaches to psychological interventionunderstanding and explaining how the science and practice of psychology isinfluenced by social, historical, professional, and cultural contexts4.1.5 The accredited fourth year may offer some opportunity for coverage of applied topics andbasic skills (e.g. interviewing skills, fundamentals of psychological testing). Appliedmaterial must be based on the scientist-practitioner model. The basis for subsequenttraining should be emphasized, rather than mastery of advanced professional skills.4.1.6 The content of all lectures, seminars and tutorials in the course must be supported byrelevant and up-to-date reference material which includes references to peer-reviewedscientific journal articles.15

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20104.1.7 A placement component may be included in the fourth year of the course consisting of nomore than 10% of the total fourth year credit points. Procedures should be in place toensure students on placement are adequately prepared, closely supervised, and that theyconduct themselves in an ethical and professional manner.Research Methods and Professional and Research Ethics4.1.8 Prior to undertaking any research or supervised testing and assessment and preferably inthe undergraduate course, students should be given sufficient grounding in relevantresearch methods and in professional and research ethics.Research Project4.1.9 The fourth year must contain a substantial research project.4.1.10 Students in the fourth year of a psychology course must undertake a research projectwhich carries a final assessment weight reflecting a minimum of one third of the creditpoint weight for the year. It is expected that the credit point weight will reflect thepercentage of the year’s work.4.1.11 The research project must include an individual research question, individual intensiveempirical literature review, individual data analysis, individual reporting of results anddiscussion, but may involve shared data collection. The research project should bestructured so that students participate in all of the steps involved in research including theformulation of research questions, the design of the study including selection ofappropriate methodology, the collection and analysis of data to test the research question,the interpretation of the findings and the writing up of the report.4.1.12 The research question being pursued must address issues specifically relevant to the fieldof psychology.4.1.13 The research project may be supervised either solely or jointly, but in all cases at leastone supervisor must be a member of the academic staff from the Psychology AOU.4.1.14 The research project should be written up, adhering to APA format, and presented as areport for assessment. The report should include a substantial literature review and maytake the final form of a traditional thesis, or a literature review accompanied by a report ofthe research presented in the format of a peer-reviewed scientific journal article.4.1.15 The total length of the text of the written research report should be between 9000 and15000 words. Data collected for the research project must be available for inspection byAPAC on request.Assessment4.1.16 The assessment of components of the course should involve coursework, submissions bystudents including essays and laboratory reports, and examinations. If oral presentationsare included as an assessment component of any course then the basis upon which theseare graded should be made clear. See also Standard 2.1.9.4.1.17 Students must receive detailed and timely feedback on their assignments.4.1.18 The research report or thesis must be assessed by at least two examiners. Thesupervisor should not normally be an examiner. If the supervisor is an examiner, then atleast three examiners are mandatory.4.1.19 Each examiner of a research report must provide a grade and a comprehensiveexaminer’s report. In addition, appropriate procedures must be in place to resolve anydiscrepancies that arise between examiners.4.1.20 Appropriate procedures must be in place (e.g., Boards of Examiners, external audits) toensure that standards are maintained and that all assessment and awarding of finalmarks or grades is treated with the utmost care and attention. Evidence of an externalaudit of students’ work conducted within the previous three to five years must be madeavailable for inspection by APAC, which may, if this has not been undertaken, require thatone be conducted.16

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20104.1.21 Procedures which comply with good governance practices must be in place to deal withstudent appeals.4.1.22 Procedures which comply with good governance practices must be in place to deal withcases of plagiarism or other instances of unethical conduct.Awarding of credit or advanced standing4.1.23 Students transferring from one AOU to another in Australia in order to undertake a fourthyear course in psychology can only be granted recognition for studies in psychologycompleted if the AOU(s) at which they completed the previous three years is(are) APACaccredited and the completed units were part of an APAC accredited sequence. Credit forany previous studies at the 4 th year or higher level and undertaken within Australia, cannotbe awarded toward an APAC accredited fourth year unless the units in question were partof an APAC accredited sequence.4.1.24 Studies undertaken at non-Australian institutions must be carefully evaluated by the AOUto determine their strict equivalence to the studies for which credit is to be granted, andthe AOU must be prepared to defend its decisions regarding the granting of credit shouldAPAC conduct an audit of the AOU’s transfer credit practices.4.1.25 Apart from exceptional circumstances, students should not be able to transfer from oneInstitution or AOU to another during the fourth year of a program and should completetheir fourth year at one AOU.4.2 Four year coursesThe three year undergraduate sequence and fourth year requirements set out in these Standardscan be integrated into a four year course. Such courses must meet all of the Standards set downherein for the three year undergraduate sequence as well as all of the Standards for fourth yearcourses. Where such a course is offered it is possible to relocate elements from the three yearsand fourth year within the four year period to provide additional flexibility as long as all standards arestill met (including nomenclature requirements for four year degrees which are set out in Standards2.3.3 and 2.3.4).4.3 Four year integrated bridging coursesA four year integrated bridging program which combines the requirements of the three yearundergraduate sequence in psychology available to graduates possessing a conferred bachelors(or higher) level degree (ie Graduate Diploma in Psychology) with a fourth year course (as outlinedin these Standards) must meet all of the requirements set out in the APAC Standards for both thethree year undergraduate major sequence as well as those for fourth year courses. The four yearintegrated bridging program must also require no less than two calendar years of full-time study orthe equivalent. These programs must bear a generic Masters degree title appropriate to the AOU’sfaculty, such as Master of Arts or Master of Science and must not use the name Master ofPsychology, which is to be reserved for professional 5th and 6th year programs.SECTION 5 POSTGRADUATE PROFESSIONAL COURSES5.1 This section (5) provides detailed requirements for all postgraduate courses in psychology (withsome exceptions where indicated) which are designed to prepare candidates for entry into theprofession of psychology, especially registration as a psychologist. It covers:5 th year Graduate Diploma of Professional Psychology courses;Masters courses which incorporate the fifth and sixth years of professional education andtraining;Professional Doctoral courses (which require additional years of study), and17

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010Certificate and Diploma courses which assist bridging from one specialty area of psychologyto another.All work in these professional courses should adhere to the scientist-practitioner model and alwaysdirect students to the relevant scientific empirical evidence base for each and every aspect of thecourse.For the purposes of specialist recognition APAC recognises the APS determination of approvedspecialist courses.It should be noted that the Board of the APS permits the development of doctoral degrees whichare dually approved, the completion of which enables membership of two APS Colleges.The requirements in this section apply to fifth year courses that lead to a Graduate Diploma ofProfessional Psychology, fifth and sixth year professional courses in psychology and professionalbridging courses leading to a Graduate Certificates (Diplomas).The primary objective of the fifth year Graduate Diploma of Professional Psychology should be toprovide a general education in the professional practice of psychology which would result in agraduate obtaining the basic skills needed to prepare for a final year of supervised practice underthe authority of the Registration Board before gaining full registration. This education must be at anadvanced level, building on and extending the knowledge and skills of the APAC-accredited fouryearundergraduate sequence and should not be highly specialised in nature.The primary objective of the fifth and sixth year courses offered either as a Masters degree or theequivalent part of a DPsych or combined Masters/PhD course, should be to provide an education inthe professional practice of psychology such that the graduate has the skills and knowledge to gainregistration and practice as a psychologist. This education must be at the advanced level, buildingon and extending the knowledge and skills of the APAC-accredited four-year undergraduatesequence It should include full coverage and mastery of the general knowledge and skills requiredby psychological practitioners as well as knowledge and skills in any applicable area ofspecialisation of the course. This should occur through the careful integration of coursework,research and practical placement experiences. For DPsych courses there is an additional objectiveof providing advanced level specialist knowledge and skills.The primary objective of bridging Graduate Certificates or Diplomas (Standard 5.5) should be tooffer additional education and training to psychologists who are already eligible for membership ofone APS college and have completed an accredited professional postgraduate coursework degreeto accumulate coursework and study which might assist when applying for membership of anotherAPS college, or for other professional purposes.These Standards set the requirements that must be met by all courses in order to establish andmaintain the highest standards of education and training. In addition, the accreditation of Mastersand Doctoral courses providing professional training includes approval by the appropriate APSCollege (where one exists for a particular specialisation). The APS College Course ApprovalGuidelines for each APS College should be read in conjunction with the Standards in this section. Itis highly desirable that a degree course with a specialisation reflected in the title and which meetsall accreditation Standards also meets the relevant APS College Course Approval Guidelines.Upon completion of Masters course requirements, the student should be eligible for AssociateMembership of the appropriate APS College. Note that APAC will not accredit coursework Masterscourses with dual specialisations in the one stream as it would not be possible to meet all therequirements of coursework, placement and research for two separate specialisations.Staffing5.1.1 All professional postgraduate courses must meet the staffing requirements set out inStandards 2.4.8 to 2.4.10.5.1.2 The student:academic staff ratio for postgraduate coursework Masters and Doctoralcourses must be no greater than 8 to 1 when calculated using the same method asrequired in Standard 2.4.3. Where there is more than one specialisation and/or a18

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010generalist course, the postgraduate coursework student:academic staff ratio is not to beaveraged across the different streams (eg Forensic, Counselling, Clinical). The academicstaff component of the ratio is calculated by totalling the Effective Full Time equivalent(EFT) staff contribution made by each staff member to the postgraduate Masters andDoctoral programs only. A second separate calculation using the same method should bemade for any 5 th year Graduate Diploma in Professional Psychology program, thestudent:staff ratio for which must never be greater than 15:1.5.1.3 Staff members who are responsible for any practical placement supervision associatedwith a course must be registered psychologists, and must also have at least two years’relevant full-time professional experience as a psychologist following completion of theirown specialist postgraduate qualifications. For Masters and Doctoral specialistprofessional courses, such staff must be members of, or eligible for full membership of,the appropriate APS College.Advisory/Liaison and Quality Review Committee5.1.4 The AOU must have in place for each course an effective quality review committeethrough which there can be full consultation with representatives of the field supervisorsand of organisations likely to employ the Institution’s graduates regarding the standards oftraining being achieved in the course. The committee must be able to show writtenevidence of activities aimed at auditing and improving the quality of the training offered(such as reports) and must be a formally constituted Advisory or Liaison Committeeinvolving staff representatives from the AOU responsible for the course(s), studentrepresentatives with at least one representative from each year of the course(s), and atleast four representatives from agencies providing practical placements and futureemployers.ResourcesThe following resource requirements should be read in conjunction with Section 2.5 of theStandards.5.1.5 There should be adequate facilities available to the School or Department for trainingstudents in interviewing, testing and assessment. These facilities should include roomswhich are sufficiently well sound-proofed to carry out training and confidentialassessments and which have video-recording equipment and/or one way viewingfacilities. These rooms should also be appropriately furnished for conducting formaltesting and for interviewing.5.1.6 The test library should hold a sufficient range of tests and sufficient copies in the area ofspecialisation for each course, where relevant, to meet the needs of that course.5.1.7 The Institutional library should have substantial holdings of, or electronic access to,journals, monographs and relevant peer-reviewed international journal databases in eacharea of course specialisation offered by the AOU.5.1.8 All students in each course should have access to computers with a range of software forword-processing and data analysis and presentation, as well as access to the Internet.Credit for Previous Study/Experience5.1.9 Students should only be given credit for any coursework if it is strictly equivalent tocoursework in the current course, and in the case of prior studies at an Australianinstitution, the coursework for which credit is to be granted must also have beensuccessfully completed in an APAC accredited course within the previous ten year period.Studies undertaken at non-Australian institutions must be carefully evaluated by the AOUto determine their strict equivalence to the coursework for which credit is to be granted,and the AOU must be prepared to defend its decisions regarding the granting of creditshould APAC conduct an audit of the AOU’s credit practices.5.1.10 Students can only be given credit for placement experience completed as part of theircurrent employment if it is of direct relevance to the course, if the work would ordinarily be19

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010undertaken by a qualified psychologist, and if supervision is arranged to fulfil all of theusual requirements of placements which are part of the course. Any such experiencemust not amount to more than one placement component and in must not constitute morethan 30% of the total placement requirements of the course. AOUs must not give creditfor previous employment experience (prior to entry into the APAC accredited professionalcourse) as it is not integrated into the overall learning undertaken during the course.Placement experience completed as part of current employment should not normally becredited in a fifth year Graduate Diploma of Professional Psychology course.5.1.11 Students should not be given any credit for any previous research experience includingresearch higher degrees as the research component is integrated into the course.Core capabilities and attributes5.1.12 Core capabilities and attributes:5.1.12(a)The following table lists the essential core capabilities and attributes (and the knowledgeunderpinning them) to ensure that graduates are equipped to practice psychology safelyupon registration. The list is not intended as a comprehensive list of course content.Neither is it intended to direct the content of a particular specialty. Further, demonstrationof having achieved many of the capabilities listed cannot be done in isolation from othercapabilities, and because of the complexity of the learning, may require integratedsimultaneous assessment.For 5 th and 6 th year professional courses (Masters and Doctoral levels) each of the corecapabilities and attributes must be covered in detail. Since graduates of 5 th year GraduateDiploma of Professional Psychology courses are required to complete one year postgraduationsupervision in order to obtain registration, they would be expected todemonstrate the same capabilities and attributes as 5 th and 6 th year graduates for5.1.12(b) but will have covered all the others in less detail.Knowledge of theDiscipline5.1.12(b)Ethical, Legal andProfessionalMattersOverall knowledge of the discipline underpins all of the other capabilities andincludes knowledge of psychological principles, professional ethics andstandards, theories of individual and systemic functioning and change,dysfunctional behaviour, psychopathology, the cultural bases of behaviourand organisational systems.Demonstrated capabilities: Strong knowledge of at least:relevant psychological theories and models;published empirical findings supporting theories (especially those whichunderpin the major forms of psychological intervention) and the methodsemployed to establish them;the major methods of psychological investigation and techniques ofmeasurement, and their application and interpretation; anddesign and implementation of psychological interventions.The ethical, legal and professional aspects of psychological practice.Demonstrated capabilities:Familiarity with legal and professional matters including:o the main provisions of the State and Commonwealth Acts andRegulations of Parliament relevant to psychologists’ work;o codes of conduct relevant to psychologists’ work including thosepublished by relevant psychologist Registration Board(s);o the Australian Psychological Society’s Code of Ethics and EthicalGuidelines;o confidentiality and privacy issues;20

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20105.1.12(c)PsychologicalAssessment &Measuremento administrative and record keeping procedures (including adequateclarification of any financial arrangements);o consent issues;o issues concerning practice with minors and those unable to provideinformed consent;o boundary issues;o sexual propriety;o psycho-legal issues;o role and cultural issues, including issues for minority or marginalisedgroups;o gender and sexuality issues;o service needs of vulnerable groups in society;o registration issues;o advertising and public statements;o billing practices;o the role of the psychologist within the profession and the workplace;o the roles of other professions and the capacity to report to otherprofessionals appropriately and to work collaboratively;o the propriety of relationships amongst psychologists, and betweenpsychologists and other professionals, employers and clients;o the mechanisms for the resolution of conflict between psychologistsand clients, colleagues, employers and other professionals;o negotiated workplace agreementso note-taking and record keepingConduct or behaviour consistent with the legal requirements and codes ofconduct relevant to psychologists, especially:o ethical and professional behaviour and mannero State, Territory and Federal Codes of Behaviour for Psychologistsand statements of Clients’ rights;o the Australian Psychological Society’s Code of Ethics and EthicalGuidelines;o appropriately clarifying and negotiating the role and responsibilitiesas a trainee psychologist;o record keeping, including demonstrated knowledge of the ethicaland legal implications of administrative and record keepingprocedures including confidentiality;Self-evaluation or self-assessment skills, including identification of thelimits of one’s professional competence;Ability to apply ethical principles to ethical dilemmas.The ongoing, interactive, and inclusive process that serves to describe,conceptualise, and predict relevant aspects of a client (be that client anorganization, group or individual).Demonstrated capabilities: A strong level of skills and knowledge inconducting systematic psychological assessment using a wide range of21

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20105.1.12(d)InterventionStrategiesassessment techniques, including:the theoretical basis for the assessment techniques used in psychology;knowledge of psychometric properties of psychological tests and theability to use this knowledge to inform problem formulation;test selection - ability to select appropriate assessment techniques andinstruments with proper consideration of issues relating to reliability andvalidity;test administration and interpretive skills, including experience in theskilled administration and interpretation of at least:o the current version of an individually administered adult or child testof intelligence (some examples of appropriate tests include - WISCIV, WAIS IV, WPPSI-III, Stanford-Binet V, Kaufman Adolescent andAdult Intelligence Test, Kaufman Assessment Battery for Children,Differential Ability Scales);o the current version of at least one major standardised test ofpersonality (examples of appropriate tests include - 16PF, MMPI,CPI, OMNI, NEO-PI);o the current version of at least one specialised memory assessment(e.g. Wechsler Memory Scale, Wide Range Assessment of Memoryand Learning); andoother tests, appropriate to the learning objectives of the course,which are based on empirically validated approaches and equivalentaccuracy in the measurement of cognitive or behavioural functioningor an accurate measurement of aptitude, abilities or skills.awareness of limitations of psychological tests with particular reference tonotions of validity, reliability, and cultural issues;proficiency in interviewing (structured and unstructured interviews,selection interviews, survey interviewing, history taking, clinical interviewingfor diagnostic purposes and group-based interviewing);systematic observation of behaviour involving both naturalistic and clinicalobservation and in using predetermined procedures for observing thebehaviour of one or more persons;knowledge of psychopathology and of diagnostic classification systems(including current versions of DSM and ICD);assessment and diagnostic processes (selecting the appropriateassessment tool(s), administering the assessment tool(s), interpreting theassessment results, interviewing /micro counselling skills involved in theassessment process, problem formulation and hypothesis testing);the ability to competently undertake a mental status examination; andwriting informed, succinct, valid and well organised reports.Activities that promote, restore, sustain or enhance cognitive functioning anda sense of well being in individuals or groups of clients through preventive,developmental or remedial services and/or in the case of groups ororganizations, restoring or enhancing group or organizational functioning.Demonstrated capabilities: Strong skills and knowledge regarding interventionstrategies, including:superior interpersonal skills (including the ability to form a professionalrelationship including positive working alliances with clients and colleagues);22

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20105.1.12(e)Research andEvaluationability to skilfully negotiate a treatment or service contract;ability to use a theoretical system that explains aetiology and remediationof psychological, social or organizational problems;ability to investigate identified issues relevant to the delivery of theinterventions (e.g., ethical dilemmas, stakeholders);ability to identify the nature and documented efficacy of potentialinterventions;ability to design and/or plan preventative, developmental or remedialinterventions to achieve the best possible outcomes;formulation of treatment plans, goals and strategies for interventionincluding the ability to justify the link between diagnosis formulation andintervention chosen;researching the empirical literature to develop plans for interventions anddrawing on published studies and theories/models relevant to the problemand intervention;justifying the link between diagnosis/formulation and the interventionchosen;implementing preventative, developmental or remedial programs andinterventions;familiarity with a range in intervention techniques and strategies as well astheir theoretical and empirical bases, for both individuals and groups;counselling skills;highly skilled use of core behaviour change skills including counsellingand cognitive behavioural approaches to helping as appropriate in groupindividual or organizational settings;organisational interventions; career development (i.e., helping with careerplanning in private or organisational contexts);ability to design and implement evaluations of the impact of theinterventions (including the ability to employ appropriate research designs toevaluate the effectiveness of psychological interventions) including:o measuring attitude and behaviour changeo evaluation of a client’s response to the initial interventiono revision of problem formulation and initial intervention if necessaryo program evaluation(Note: See also Standards 5.3.11 – 5.3.16 for 5 th and 6 th year professionalMasters research thesis requirements, and Standards 5.4.6 – 5.4.11 forprofessional Doctoral thesis requirements. 5 th year Graduate Diploma ofProfessional Psychology and Graduate Certificate or Diploma in Psychologycourses are not required to have a research thesis but must cover thiscapability by means of other assignments or coursework).Systematic inquiry involving problem identification and the acquisition,organisation, and interpretation of information allowing critical analysis anddisciplined, rigorous, careful and scientific inquiry into psychologicalphenomena.Demonstrated capabilities: The application of research knowledge and skillsto psychological practice, including:finding, understanding, collating and critiquing published empirical23

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20105.1.12(f)Communicationand InterpersonalRelationshipsresearch findings relevant to a phenomenon or problem of interest;identifying and defining problem situations based on observation and otherassessment;generating hypotheses based problem definition and other information;designing interventions, therapeutic programs or other means to testhypotheses including an understanding of the principles of single casedesigns;designing and implementing program evaluation;collecting, recording, and analysing responses to interventions ortherapeutic programs;use of qualitative and quantitative methods, skilled analysis of data, andthe ability to draw accurate research inferencescritical evaluation of the effectiveness of interventions and programsincluding:o suggesting modifications for future use ando awareness of issues regarding reliability and validity ofobservations.The capacity to convey, appraise and interpret information in both oral andwritten formats and to interact on a professional level with a wide range ofclient groups and other professionals, including:the ability to establish and maintain constructive working relationships andin clinical settings therapeutic alliances with clients;the ability to communicate, interact and liaise for a range of purposes(e.g., discussing research with other professionals; discussing relevantpsychological services with clients, potential clients);the ability to develop knowledge of theories and empirical data onprofessional relationships, such as:o interpersonal relationships;o power relationships;o therapeutic alliance;o interface with social psychology;o more specific knowledge of the fluctuations of thetherapeutic/professional relationship as a function of interventionsetting; andDemonstrated capabilities:high level oral communication and interpersonal skills in communicatingeffectively with clients, other psychologists, other professionals, thecommunity; individuals, small groups and agencies from varied cultural,ethnic, religious, social and political backgrounds, including:o rapport building skillso professional personal presentationo clarity, accuracy, coherence, organisation and succinctness ofcommunicationo style of communication (appropriateness for audience)o organisation of communication24

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010o seeking out and understanding informationo personal and professional boundaries in communicationsseeking out, understanding and responding appropriately to informationprovided by a range of persons in order to adequately meet their needs;excellent written communication, including the ability to write, in anorganised fashion, reports and other documents:o which are informed, succinct, accurate, lucid and well-organised;o for a range of audiences, including educational, health and legalprofessionals, courts, government departments, insurancecompanies, corporations and other entities and which clearlycommunicate the intent of the writer taking into consideration thesensitivity of the matters under discussion and the capacity of thereader to accurately interpret the informationCore Capabilities assessment5.1.13 No student must be permitted to graduate from the course without undergoing formaldocumented assessment of his/her competence, proficiency and professionalism in eachof the core capabilities and attributes listed in Standard 5.1.12 (a-f).5.1.14 No student must be permitted to graduate from the course unless he/she is assessed ashaving attained a sufficiently high level of competence, proficiency and professionalism ineach of the core capabilities and attributes listed in Standard 5.1.12. Documentedevidence of this assessment must be available for inspection by APAC.5.1.15 The AOU must be able to provide clear documented evidence of the assessmentprocedures used to assess the competence, proficiency and professionalism of eachstudent for each of the core capabilities and attributes listed in Standard 5.1.12 and inparticular must be able to show the recorded outcomes of those assessment proceduresfor each student.5.1.16 The AOU must require that the passing grade for each and every assessment taskrelating to the core capabilities and attributes listed in Standard 5.1.12 is never lower than50%.Log Book5.1.17 On commencing the 5 th year, every postgraduate professional coursework student mustcommence a single log book of practica, casework and supervision experiences. The logbook must detail the nature and hours of all placement or other practica undertaken(internal and external), as well as the dates, nature and hours of supervision, with groupsupervision clearly differentiated from individual (ie one-on-one) supervision and the logbook clearly specifying the nature of client work undertaken. Supervisors are required toregularly endorse, by signed notation, that the log book is a true reflection of the practicaundertaken and log books must be available for inspection by APAC if requested duringan audit or accreditation assessment. The log book should be carried over into the 6 th andsubsequent years of professional postgraduate training and a copy retained by the AOUfor a period of ten years following the graduation of the student which can be inspected byAPAC or the Registration Board on request. A final check of the log book must be arequirement of the course and this check must be confirmed by the signature of the/aprimary supervisor on the log book itself.Assessment5.1.18 The assessment of coursework must ensure that students have gained a soundknowledge of all areas presented and must involve comprehensive documentedexamination of that knowledge.25

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20105.1.19 In addition to the assessment procedures specified in Standards 5.1.13 to 5.1.16 and5.1.17, and in keeping with the requirements at the undergraduate level, the Institution isexpected to have in place procedures (e.g., Boards of Examiners) to ensure thatstandards are maintained and that all assessment and awarding of final marks or gradesis treated with the utmost care and attention. In addition there must be clearly statedprocedures for student appeals against unfair assessment, and for dealing with cases ofplagiarism and other unethical conduct. Students must be required to pass each andevery component of the course before the degree can be awarded.5.2 Graduate Diploma of Professional Psychology (5 th year)The Standards in this Section are additional requirements to those set out in Section 5 above(Standards 5.1–5.1.19).The objective of the Graduate Diploma of Professional Psychology is the provision of one year offull time education in the professional practice of psychology sufficient to prepare candidates for afinal year of supervised internship in the field prior to registration. This education must:be at the foundational (professional) level, building and extending on the knowledgeand skills of the APAC-accredited four-year undergraduate sequence;take an evidence-based approach and be based on the scientist-practitioner model;be broad and generalist (rather than specialist) in nature (note however, thatinclusion of a limited number of specialist units is possible) andconcentrate on the core professional capabilities outlined in these Standards (seeStandard 5.1.12(a-f)).Entry Requirements5.2.1 Students accepted into a Graduate Diploma of Professional Psychology course must havesuccessfully completed a four year, or three year plus a fourth year, APAC-accreditedsequence in psychology within the last 10 years, and be eligible for registration with theRegistration Board as a conditional/provisional psychologist. An exception to this Standardmay be made for currently registered psychologists who can demonstrate currentcompliance with Registration Board CPD requirements seeking to gain a professionalpostgraduate qualification.5.2.2 Selection procedures should include consideration of each applicant’s details as set out inan application form, referee reports from at least two referees, and the checking oforiginal degree certificates. It is required that the procedures should also includeinterviews for shortlisted candidates, either face-to-face or via teleconferencing, by apanel comprising at least two members of academic staff of the AOU, one of whom hasqualifications equivalent to those required for full membership of the APS.Length5.2.3 The length of Graduate Diploma of Professional Psychology courses must be onecalendar year of full-time study or the equivalent.Course Structure5.2.4 At least 90% of the coursework must comprise study in psychology and be taught bypsychologists, with any portion of the course that is not psychological or taught bypsychologists being in an area of direct relevance to professional practice as apsychologist.5.2.5 There must be two main components in the course: (1) coursework and (2) practica. Thecourse must be structured so that the learning experiences across the coursework andpractica components are clearly integrated.26

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20105.2.6 The two components must be weighted according to content and the Institution’s requiredunit weightings, so that each falls within the following specified ranges:Coursework 60-75%Practica & skills training 25-40%The percentages are estimated by a matrix including the credit point value of the units, the numberof hours spent per unit and the relative value of the unit to the total course and this matrix should beavailable for inspection by APAC accreditation assessors.Coursework5.2.7 The coursework component of the course must include foundational education andtraining in the core capabilities and attributes listed in Standard 5.1.12(a-f) and should linkwith the practical and skills training components of the course.Practica and skills training5.2.8 There should be provision for education and training in practical professional skills andknowledge within the course which should primarily be aimed at adequately preparing thestudent for a future 6th year of Registration Board approved supervision beforeregistration.5.2.9 The content of the practica should be of a nature which supports the achievement of thecapabilities set down in Standard 5.1.12 and, in addition to supervised placementexperience with psychological issues, can include, but not be limited to, role playing andskills practice, simulated learning environments, observation of supervisors working withclients and case analysis.5.2.10 Students in the Graduate Diploma of Professional Psychology must complete a minimumof 300 hours of logged supervised practica and skills training.5.2.11 There must be adequate education and training in professional skills and knowledge,including ethical decision making for the practitioner, within the course for all studentsprior to beginning their first placement. In addition, there should be ongoing class contactwith students that relates to and builds on their placement experiences.5.2.12 All reports and casenotes written by the student and arising from training undertaken aspart of any placement must bear the signature of the responsible supervisor.5.2.13 Supervision of the placement component should involve on average one hour of directcontact for each full day (7.5 hours) of placement. Direct contact may include telephone orvideo conference contact.5.2.14 Ideally, the placement should occur within the AOU itself and be supervised by suitablyqualified academic staff (see standard 5.1.3).5.2.15 Any placements external to the AOU and not supervised by an academic member of staffmust be supervised by a field supervisor who is formally recognised by the AOU offeringthe course and who holds current registration as a psychologist with the relevantPsychologist Registration Board. Each field supervisor should submit a brief curriculumvitae with details of his or her qualifications and relevant experience for consideration bythe course coordinator. These must be held on file in the AOU and be available forinspection by APAC if requested during an audit or accreditation assessment.5.2.16 A member of staff from the AOU who holds qualifications at a level clearly making him/hereligible for membership of the APS, and who is registered as a psychologist with therelevant Psychologist Registration Board should be appointed as practica and skillstraining coordinator and should have the responsibility for liaising directly with fieldsupervisors and for ensuring that students have appropriate placement experiences.5.2.17 Prior to the placement the student and supervisor must complete and sign a supervisioncontract stating the objectives for the placement including the range of activities to becovered and the skill base to be developed.27

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20105.2.18 At the end of the placement the supervisor must complete a final assessment of thestudents performance. That information, together with an assessment of the student’sperformance on the other components of the practica and skills training undertaken, willbe used to assess whether or not the student has acquired the required professional skillsand knowledge. The final decision regarding whether the student has passed or failed theplacement should be made by the placement coordinator in full consultation with the fieldsupervisor.5.3 Fifth and Sixth Year Masters Courses of Professional EducationThe Standards in this Section are additional to those set out in Section 5 (Standards 5.1 – 5.1.19),which also apply.Entry Requirements5.3.1 Students accepted into a fifth and sixth year Masters course must have successfullycompleted a four year, or three year plus a fourth year, APAC-accredited sequence inpsychology, within the last 10 years, with an upper second class Honours (2A) orequivalent overall mark, and be eligible for registration with the psychologist RegistrationBoard as a conditional/provisional psychologist. An exception to this Standard may bemade for currently registered psychologists who can demonstrate current compliance withRegistration Board CPD requirements seeking to gain a professional postgraduatequalification.5.3.2 Selection procedures must conform to the requirements set out in Standard 5.2.2, with theadditional requirement that selection panels for candidates being selected into Mastersand Doctoral postgraduate professional programs should include a staff member who hasqualifications clearly equivalent to those required for membership of the APS Collegerelevant to any area of specialisation of the course.Length5.3.3 The length of coursework Masters courses must be two calendar years (eight semesters)of full-time study or the equivalent part-time study. Where the course can be undertakenin an accelerated mode, the minimum length of the course must be no less than 18months in duration.5.3.4 The length of a doctoral course which includes the equivalent of the fifth and sixth yeareducation and training and leads to a PhD should be a minimum of four calendar years offull-time study or the part-time equivalent.Course Structure5.3.5 At least 70% of the coursework must comprise study in psychology and be taught bypsychologists, and any portion of the course that is not psychological must be in an areaof direct relevance to the particular specialisation. In this context it is recognised that othersubjects and skills may form an essential part of a professional education and trainingcourse. For example, knowledge of educational systems may be an essential part of theeducation and training of educational psychologists and knowledge of management andorganisations may be an essential part of the education and training of organisationalpsychologists. APS College Course Approval guidelines are a useful source of guidancein this regard.5.3.6 There must be three main components in the course: coursework, research and practicalplacement. The course must be structured so that the learning experiences across thesethree components are integrated.5.3.7 For Masters level courses, the three components must be weighted according to contentand the Institution’s required unit weightings, so that each falls within the followingspecified ranges:28

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010Coursework 40-50%Research20-33% (The dissertation should be at an equivalent standardto Honours)Practical placement 25-30%The percentages are estimated by a matrix including the credit point value of the units, thenumber of hours spent per unit and the relative value of the unit to the total course. Thematrix must be available on request for inspection by APAC assessors. For Masterscourses, all coursework prescribed by the relevant APS College must be covered if APSCollege Course Approval is to be attained. The dissertation must be equivalent to anHonours standard and there should be a minimum of 1000 hours of supervisedplacement. In a PhD course, the research component should carry a weight of 67% whilethe time spent on coursework and practica should be no less than that which is required inthe relevant coursework Masters course.5.3.8 There must be evidence that Students are required to pass each of the three componentsin order to successfully complete the degree.Coursework5.3.9 In addition to specialist content, all courses must;(a) address all of the core capabilities outlined in Standard 5.1.12;(b) cover the current version of the National Practice Standards for the Mental HealthWorkforce;(c) include considerable depth of teaching in practice management, storing and accessingpsychology files and record keeping and(d) managing people.5.3.10 The coursework component should clearly link with both the research and practicalplacement components. It is recognised that some areas of knowledge and some of theskills will be acquired in conjunction with these other components. However, there shouldbe documentary evidence that the knowledge and skills specified in 5.3.9, as well asthose specifically related to any area of specialisation, are taught in the courseworkcomponent. It is not sufficient, for example, to allow the administration and interpretationof complex psychometric instruments to be learned only while the student is on aplacement.Research5.3.11 The research project should be conducted in an area of relevance to any area ofspecialisation of the course and must have as its central focus the scientific analysis of aproblem.5.3.12 The research project can be undertaken under supervision as an individual or a groupproject. As students will have completed a major research project previously, they shouldbe demonstrating greater independence than at the fourth year level. The project must bedesigned so that each student is required to undertake all of the steps involved inconducting an empirical investigation or enquiry, including:review of the relevant scientific literature;the formulation of a research question or questions (or in the case of a literaturereview and a paper for publication, explication of a model or theoretical proposition);the design of an appropriate rigorous scientific method for investigating the question;the collection and analysis of data; andthe interpretation of findings and the preparation of a report.5.3.13 The research project must take the form of one or more of the following:29

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010a program evaluation study;a study based on experimental single case design;a critical review, pilot study and full grant application;a critical review and a meta analysis;a critical review and secondary data analyses;a traditional empirical research project; ora literature review and an article suitable for submission to a peer-reviewedinternational scientific journaland the total length of the project report must be no less than 5000 words. Data collectedfor the project must be available for inspection by APAC.5.3.14 The research project may be supervised either solely or jointly, but in all cases at leastone supervisor must be an academic member of staff from the AOU presenting thecourse, and at least one supervisor should hold doctoral qualifications.5.3.15 In the case of Masters students intending to upgrade their enrolment to a professionaldoctoral degree (i.e., DPsych or equivalent), the research component must be of highquality and reflect the fact that the student will be enrolling in a degree at the doctorallevel. Further, doctoral degrees must have a research component which consists of atleast the equivalent of one year full-time spent on the thesis component of the course (seeStandards 2.3.11 and 5.4.4).5.3.16 The final classification of the thesis must be decided by the appropriate Committee orother body within the Institution, based on the examiners’ reports.Practical Placements5.3.17 There must be adequate education and training in professional skills and knowledge,including ethics, within the course for all students prior to beginning their first placement.In addition, there should be ongoing class contact with students that relates to and buildson their placement experiences.5.3.18 For a Masters, or combined Masters/PhD degree, each student must complete aminimum of 1000 hours of supervised practical placement experience. This experiencemust be of a nature appropriate to an area of specialisation covered by the course, withthe expectation that many placement opportunities would be in agencies which would befuture potential employers of psychologists who have the particular specialisation.Generalist courses, or those specialist areas which are just developing, must ensure arange of suitable professional placements are undertaken. Specific APS Course Approvalrequirements (where applicable) should be met.5.3.19 Practical placements must provide students with experience and skill development in arange of settings. Placements must include casework which involves face-to-face workwith clients (individuals, groups or organisations as appropriate to the course). Face-toface work is defined as real time verbal communication in the presence of client(s) in theroom with the trainee or interacting with the trainee by means of videoconferencetechnology where there is a real time image of the each of the parties, including a clearview of facial expressions. While casework with clients by means of other electronicmedia or use of simulation is permissible, face-to-face casework must never be less than66% of the total casework undertaken as part of the course. There must be at least threedifferent practical placements in different settings, with at least two of these being externalto the AOU offering the course.5.3.20 One placement in each course conducted within the AOU itself and supervised by suitablyqualified academic staff (see standard 5.1.3) is encouraged as long as the facilitiesprovide practical experience with “real life” issues (e.g., a psychology clinic within the AOUitself where the public receive services). A log book of casework and supervision must bemaintained by each student as outlined in Standard 5.1.17. Supervisors are also requiredto endorse, by signed notation, that the log book is a true reflection of each placement.5.3.21 All external placements must be supervised by a field supervisor who is formallyrecognised by the AOU institution offering the course. Each field supervisor must submit a30

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010brief curriculum vitae with details of his or her qualifications and relevant experience forconsideration by the course coordinator. These must be held on file in the AOU and beavailable for inspection by APAC if requested during an audit or accreditation assessment.5.3.22 All reports and case notes written by the student arising from training undertaken as partof any internal or external placement must bear the signature of the responsiblesupervisor.5.3.23 All field supervisors should be members or hold qualifications which make them eligiblefor membership of the appropriate APS College, or of an APS College for supervision fora generalist course, and additionally, should have at least two years relevant full-timeexperience as a psychologist, following the award of their postgraduate psychologydegree. All field supervisors must also hold current full registration as a psychologist withthe Registration Board in the supervisor’s country of principal residence.5.3.24 In instances where there is an appropriate placement opportunity but the requirementsstated in Standard 5.3.23 cannot be met, then a staff member from the Institution meetingthe requirements stated in Standard 5.1.3 should be assigned the responsibility for theplacement in conjunction with a member of staff at the agency. (Note this should onlyoccur during one practical placement and must constitute no more than 30% of astudent’s total placement experience for that course. In addition, if the student is alsocompleting a placement within the AOU, the supervising staff member must be a differentperson in each case).5.3.25 Supervision of all placements must involve one hour of direct contact for each full day ofplacement (7.5 hrs). Direct contact supervision may include telephone, video conferenceor other electronic forms of real-time interaction, as long as the total percentage ofsupervision conducted by such electronic means across all casework units is nevergreater than 40% for any given student. Additionally, APS College Approval Guidelines fordistance supervision should be met. Where supervision comprises a mix of individual andsmall group formats, no less than 50% can be individual supervision. For specific detailssee the APS College Course Approval Guidelines.5.3.26 A member of staff from the AOU who is a member, or can clearly demonstrate eligibilityfor membership, of an APS College or the appropriate specialist APS College, must beappointed as placement coordinator and should have the responsibility for liaising directlywith all field supervisors and for ensuring that students have an appropriate range ofplacement experiences.5.3.27 At the beginning of each placement the student and supervisor must complete and sign asupervision contract stating the objectives for the placement including the range ofactivities to be covered and the skill base to be developed. This form should be approvedand signed by the placement coordinator.5.3.28 Once approximately half the placement has been completed, an interim review should beconducted which involves the student and supervisor reviewing progress, the student’sperformance and the extent to which the placement objectives are being met. A copy ofthis review should be given to the placement coordinator and any action that is requiredas a result should be taken. Placement reviews must be held on file by the AOU and bemade available for inspection by APAC if requested.5.3.29 At the end of the placement the supervisor must complete a final assessment and make arecommendation whether the student has completed the placement to an acceptablelevel, whether further time should be spent on that placement because the student hasnot yet met requirements, or whether the student has failed to meet the requiredstandards and is not likely to do so with further work. The final decision regarding whetherthe student has passed or failed the placement should be made by the placementcoordinator in full consultation with the field supervisor.5.3.30 No more than 33% of external placement may be undertaken at any workplace where thestudent is employed.31

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 20105.4 Professional DoctoratesThe requirements in this Section apply to all professional doctoral degrees and are additional to therequirements set out in Sections 5.1 – 5.1.19, which also apply.The primary objective of the professional doctorate should be to provide an education in theprofessional practice of psychology and in applied psychological research. This education andtraining should be clearly evidence-based and founded on the scientist-practitioner model. Takingaccount of the nature of the discipline and its applications to professional practice, education inpsychology at this level should include full coverage and mastery of the general knowledge andskills required by psychological practitioners as well as advanced knowledge of the area ofspecialisation/s of the course. This should occur through the integration of coursework, researchand practical placement experience.These standards for accreditation set the requirements that must be met by all courses in order toestablish and maintain high standards. In addition, as the accreditation of a course providingprofessional education and training will be accompanied by a process of assessment for approvalby the appropriate APS College (where one exists for a particular specialisation), the APS CourseApproval Guidelines for each APS College should be read in conjunction with the standards in thissection. It is highly desirable that a degree course with a specialisation reflected in the title that isaccredited by APAC also meets the relevant APS College Course Approval Guidelines andachieves course approval by the APS, so that upon completion of the course requirements, thestudent should be eligible for full membership of the appropriate APS College(s).APAC will accredit professional doctorate degrees with dual specialisations where it can be clearlydemonstrated that the course has the capacity to meet all the requirements of coursework,placement and research for two separate APS Colleges according to the relevant APS CollegeCourse Approval Guidelines.Entry RequirementsThe entry requirements are the same as set out in Standards 5.3.1 and 5.3.2.Length5.4.1 The length of a doctoral course that leads to a PsyD or DPsych should be a minimum ofthree calendar years of full-time study or the part-time equivalent.Course Structure5.4.2 At least 90% of the coursework must comprise study in psychology and be taught bypsychologists, with any portion of the course that is not psychological being in an area ofdirect relevance to the particular specialisation. In this context it is recognised that othersubjects and skills may form an essential part of a professional training course. Forexample, knowledge of educational systems may be an essential part of the educationand training of educational psychologists and knowledge of management andorganisations may be an essential part of the education and training of organisationalpsychologists. Refer to APS College Course Approval Guidelines for further detailregarding specialist content.5.4.3 There should be three main components in the course: coursework, research andpractical placement. The course must be structured so that the learning experiencesacross these three components are integrated. Students must be required to pass allthree components in order to complete the course.5.4.4 For DPsych or PsyD courses, the following structure should apply:* Coursework: The amount and spread of coursework meets: (1) all of that as set outin Standard 5.3.7; (2) the relevant APS College Course Approval Guidelines and (3)in addition, the DPsych/PsyD includes additional coursework of greater depth and/orbreadth than is generally found in a Masters coursework degree (note that thisadditional work may be introduced following the fifth and sixth years or integratedacross the three year course).32

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010* Practicum: Students should undertake 1500 hours of supervised practicum. Theadditional 500 hours of practicum must involve supervision which emphasises ahigher level of autonomy and responsibility, and a higher level integration of theoryand practice. Reference should be made to the APS Course Approval Guidelines ofthe relevant APS College/s to ensure appropriate placement experiences. Training insupervision will also feature during the final year of study, either as part of theadvanced practicum work, or as part of advanced coursework, or some combinationof both.* Thesis or Dissertation: The thesis or dissertation must be of high quality and reflectthe fact that this is a doctoral level degree. Further, these degrees are expected toconsist of a research component that requires at least the equivalent of one year fulltimework spent on the thesis component of the course (see Standard 2.3.12). Thethesis topic should be relevant to any specialist aspects of the degree, and bothexaminers should be external to the Institution. Where a thesis is being submitted aspart of a course of study that is designed to meet two specialist streams, examinersshould be selected with expertise that ensures both areas are adequately examined.5.4.5 Students must be required to pass each of the three components as set out in 5.3.7 and5.3.8 in order to complete the course.CourseworkStandards 5.3.9 – 5.3.10 must be met.Research5.4.6 The research project must require an empirical research thesis and should be conductedin an area of relevance to the area of specialisation/s of the course.5.4.7 The research project must involve an individual project conducted under supervision. Asstudents will have completed a major research project previously, they should bedemonstrating greater independence than at fourth year level, while working undersupervision.5.4.8 The project should be structured so that students undertake all of the steps involved in theresearch including the formulation of the research question(s), the design of the studyincluding the selection of appropriate methodology, the collection and analysis of data, theinterpretation of the findings and preparation of the report.5.4.9 The research project may be supervised either solely or jointly, but in all cases at leastone supervisor must be an academic member of staff from the AOU presenting thecourse, and both supervisors should hold doctoral qualifications.5.4.10 The examination for a thesis completed as part of a professional doctoral degree (i.e.,DPsych or equivalent) should be conducted by at least two examiners external to theInstitution with qualifications at least equivalent to the degree being examined.5.4.11 The final classification should be decided by the appropriate Committee or other bodywithin the Institution, based on the examiners’ reports.Practical PlacementsStandards 5.3.17 – 5.3.30 must be met.Credit for Previous Experience5.4.12 In addition to the requirement that Standards 5.1.9 – 5.1.11 are met, entry to aDPsych/PsyD degree with advanced standing resulting from the prior award of a Masterscoursework degree in the same professional area should be possible. However, thecandidate must be required to complete a new thesis, equivalent in standard to thatrequired for the DPsych/PsyD. Credit should only be granted for coursework that can bedemonstrated to be equivalent in terms of content and depth of study to the DPsych/PsyDsubjects and undertaken preferably in the last 5 years. Although such credit may begranted, the course of study should include at least 18 months of full-time study or its33

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010equivalent and a minimum of 50% of the total course content, including the thesis,additional 500 practicum hours and any DPsych/PsyD coursework subjects for whichcredit cannot be awarded.5.5 Graduate Certificate or Diploma in Psychology (Area of Specialisation)(GCP)The Graduate Certificate or Diploma in Psychology (GCP or GDP) offers additional education andtraining for a psychologist who is already eligible for membership of an APS college and hascompleted an accredited professional postgraduate coursework degree to accumulate courseworkand study which might assist when applying for membership of another APS college, or for otherprofessional purposes.Entry Requirements5.5.1 Students accepted into the Graduate Certificate or Diploma must meet the following threecriteria:Length(i)(ii)(iii)a postgraduate professional degree in a specified accredited specialisation andeligibility for or full membership of the college of that specialization;the original postgraduate training must have provided at least 500 hours ofsupervised practice appropriate and relevant to practise in the specialty area of thesecond or additional college; andthe original postgraduate thesis must be appropriate to the area of the second oradditional college5.5.2 The course must be a minimum of one year part-time.Course StructureThere are two components to the course: practicum and coursework.Practicum5.5.3 500 hours of relevant placement experience supervised by psychologist(s) who aremembers of the second or additional college. This additional supervised practice shouldbe in parallel/be linked to additional coursework.5.5.4 The placement should be consistent with standards 5.3.17 – 5.3.30Coursework5.5.5 All coursework required for the second or additional specialty must be covered either inthe original postgraduate training in psychology, or by additional units in the GCP. Theadditional coursework must include the equivalent of at least four semester-long unitscovering knowledge, competencies, and skills in the new specialty and include placementrequirements.34

Australian Psychology Accreditation Council Accreditation Standards Ver 10 June 2010SECTION 6 HIGHER DEGREE BY RESEARCH (HDR) PROGRAMSThis section refers to research higher degree programs with a duration of two or more years of fulltimestudy, or equivalent. These degrees may be research Masters degrees or research Doctorateswith the title Doctor of Philosophy.Such programs are not specifically accredited for the purpose of registration as a psychologist ormembership of the APS, however the inclusion of research higher degree programs is regarded asimportant to the fostering of a milieu of scholarly scientific endeavour and for the education ofresearch psychologists. Research topics vary in their relevance to psychology and some may haveinsufficient psychological content to permit registration as a psychologist or membership of theAPS.The AOU must demonstrate that it has sufficient qualified staff to provide adequate supervision andteaching across all research and professional programs offered, irrespective of whether they are allbeing put forward for accreditation.35

College Course Approval GuidelinesFOR POSTGRADUATE SPECIALIST COURSESDECEMBER 2010

The Australian Psychological Society LimitedABN 23 000 543 788Level 11, 257 Collins Street, Melbourne VIC 3000Phone +61 3 8662 3300Fax +61 3 9663 6177Email: contactus@psychology.org.auWeb www.psychology.org.au© 2011

College Course Approval GuidelinesFOR POSTGRADUATE SPECIALIST COURSESDECEMBER 2010

[ ]CONTENTSSECTION 1 General Requirements 61.1 Status of Guidelines 61.2 Copies of Guidelines 61.3 Definitions 61.4 Interpretation 71.5 Purpose of Course Approval 71.6 Accredited Courses 71.7 Request for Course Approval 71.8 Assessment Process for Approval 81.9 Term of Approval 81.10 Appeal of Decision Regarding Approval 8SECTION 2 Postgraduate Training and Education 92.1 Scientist – Practitioner Model 92.2 Postgraduate 92.3 Required Course Components 92.4 Assessment 92.5 Credit 102.6 Ethical, Legal and Professional Practice 102.7 Quality Assurance 10SECTION 3 Specialist Areas of Psychological Practice 113.1 Specialist Areas 11SECTION 4 Clinical Neuropsychology 124.1 Preamble 124.2 Specialist Coursework Content 124.3 Specialist Placement Requirements 144.4 Specialist Resources 15SECTION 5 Clinical Psychology 165.1 Preamble 165.2 Specialist Coursework Content 165.3 Specialist Placement Requirements 185.4 Specialist Resources 195.5 Specialist Research Requirements 195.6 Specialist Assessment Requirements 20SECTION 6 Community Psychology 216.1 Preamble 216.2 Specialist Coursework Content 226.3 Specialist Placement Requirements 256.4 Specialist Research Requirements 256.5 Specialist Assessment Requirements 254 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

SECTION 7 Counselling Psychology 267.1 Preamble 267.2 Specialist Coursework Content 267.3 Specialist Placement Requirements 287.4 Specialist Assessment Requirements 28SECTION 8 Educational and Developmental Psychology 298.1 Preamble 298.2 Specialist Coursework Content 308.3 Specialist Placement Requirements 30SECTION 9 Forensic Psychology 319.1 Premable 319.2 Specialist Coursework Content 319.3 Specialist Placement Requirements 349.4 Specialist Resources 359.5 Specialist Assessment Requirements 35SECTION 10 Health Psychology 3610.1 Preamble 3610.2 Specialist Coursework Content 3610.3 Specialist Placement Requirements 3710.4 Specialist Research Requirements 3810.5 Specialist Assessment Requirements 38SECTION 11 Organisational Psychology 3911.1 Preamble 3911.2 Specialist Coursework Content 3911.3 Specialist Placement Requirements 4011.4 Specialist Research Requirements 40SECTION 12 Sport and Exercise Psychology 4112.1 Preamble 4112.2 Specialist Coursework Content 4212.3 Specialist Placement Requirements 4312.4 Specialist Resources 4312.5 Specialist Assessment Requirements 43APS College Course Approval Guidelines for Postgraduate Specialist Courses December 20105

[SECTION ONE]GENERAL REQUIREMENTS1.1 STATUS OF GUIDELINESThese Guidelines:(a) are made by the Board for evaluation of postgraduate education and training courses in recognised specialist areasof psychology;(b) ensure that students successfully completing an approved specialist postgraduate course in psychology display alevel of professional competence which meets the needs of clients, the community more generally, and enhancesthe standing of the profession;(c) set out the minimum requirements for course approval; and(d) must be read in conjunction with the APAC Accreditation Standards version 10, June 2010.1.2 COPIES OF GUIDELINES(a) A copy of these Guidelines, as amended from time to time, is available through the Society’s website, or uponrequest from the National Office.1.3 DEFINITIONSThroughout these Guidelines, unless the context otherwise indicates or requires, the following words will have thefollowing meanings:(a) Accredited means that the course and academic organisational unit responsible for a course has been assessed byAPAC as meeting all of the Standards for accreditation prescribed by APAC as amended from time to time;(b) APA means the American Psychological Association: see www.apa.org;(c) APAC means the Australian Psychology Accreditation Council Limited ACN 117 279 857(d) Approved means that a course has been assessed as meeting all of the Guidelines relevant to a specialist fieldin psychology(e) AOU (Academic Organisational Unit) means a department or school, or other separately identifiable academicorganisational unit of an Institution providing tertiary education and responsible for the psychology programs therein(f) APS means the Society(g) Board means the Board of Directors of the Society(h) Chair means chairperson of a committee(i) Code of Ethics means the Code of Ethics of the Society, as amended from time to time(j)College means a constituent unit concerned with a specialist area of psychology and established pursuant to theAPS Generic Rules for Colleges(k) Director has the meaning set out in the Society’s Constitution(l)Guidelines means the postgraduate course approval guidelines relevant to a specialist field in psychology as set outherein and amended from time to time(m) Institution has the meaning set out in the APAC Rules for Accreditation6 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

(n) Member Group has the same meaning as Constituent Unit(o) Members of the Society has the meaning set out in the Society’s Constitution(p) National Office means the registered office of the Society or such other office that the Society may notify fromtime to time(q) Objectives means the objects of the Society as set out in clause 1 of the Constitution(r) Registration means registration as a psychologist with an Australian Psychologists’ Registration Board, whetherstate based or national(s) Society means The Australian Psychological Society Limited ACN 000 543 788; and(t) Standing Orders means the Standing Orders of the Board of Directors of the Society, as amended from time to time.1.4 INTERPRETATION(a) Clause headings are inserted for convenience only and have no effect on the interpretation of the provisions towhich they refer.(b) Where any word or phrase is given a defined meaning, any other form of that word or phrase has a correspondingmeaning.COURSE APPROVAL PROCESSES AND CONDITIONS1.5 PURPOSE OF COURSE APPROVAL(a) Psychologists who graduate from Approved Doctorate courses and subsequently complete additional supervisionrequirements are eligible to apply for full membership of the appropriate specialist College.(b) Psychologists who graduate from other Approved postgraduate courses are eligible to apply for associatemembership of the appropriate specialist College.1.6 ACCREDITED COURSES(a) Only those postgraduate courses Accredited by APAC shall be considered for approval for the purposes ofmembership of the Colleges.(b) The Society may approve an Accredited postgraduate course/s in an area of specialty relevant to a College for thepurpose of membership of that College, provided that the course/s meet the relevant Guidelines.1.7 REQUEST FOR COURSE APPROVAL(a) An Institution may request Course Approval of its postgraduate course/s in psychology at any time, by noticeaddressed to the Society.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 20107

[SECTION ONE][CONT.]GENERAL REQUIREMENTS1.8 ASSESSMENT PROCESS FOR APPROVALAn Institution’s course in psychology must meet the relevant Guidelines in order to obtain Approval.The onus is on the Institution to demonstrate how its course in psychology meets the Guidelines.An assessment for Approval will be made with reference to:(i)written material provided by the Institution;(ii) any report of observations made during a site visit to the Institution;(iii) the Institution’s response to any matters that are raised in the assessment process; and(iv) any other relevant material.1.9 TERM OF APPROVAL(a) If a request for Approval is made in a year in which APAC is conducting an accreditation assessment of thatInstitution, then Approval will be granted for the same period of time that accreditation is granted, usually a periodof five (5) years.(b) If a request for Approval is made independently of an accreditation assessment, then Approval will be granted for aperiod expiring at the same time as that Institution’s (then) current accreditation cycle, and will be reviewed in linewith the APAC accreditation cycle thereafter.(c) If there are any major changes to course structure, nomenclature or resource levels, including staffing, occurringduring the term of Approval, which are likely to have an adverse impact on a course meeting the Guidelines, then:(i)the Institution must advise the Society and APAC of those changes; and(ii) Approval of the courses to which changes apply may lapse, or the Institution may otherwise be required toundergo a further Approval process.1.10 APPEAL OF DECISION REGARDING APPROVAL(a) Any Institution that is dissatisfied with the decision of the Board may appeal that decision in the manner set out inthe Standing Orders.8 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

[SECTION TWO]POSTGRADUATE TRAINING AND EDUCATION2.1 SCIENTIST – PRACTITIONER MODEL(a) All courses being considered for Approval must be based on the scientist-practitioner model.(b) The scientist–practitioner model is a training model for postgraduate education that focuses on creating afoundation of research as the basis for practice. According to this model, a psychologist is a scientist and acompetent researcher, and also a practitioner who applies knowledge and evidence-based practices to assist clients.(c) Students should be assisted to cultivate a respect for empirical evidence and be committed to the scientific method.Students must be trained to subject their own practices to ongoing and systematic evaluation, measuring outcomesusing standardised measures where available. Students should be trained to reduce subjective bias and subjectinferences, and to be cognizant of the dangers of reliance on intuitive thinking.2.2 POSTGRADUATE(a) Only postgraduate courses in psychology will be considered for Approval. These may include Masters degrees,Doctoral degrees, Graduate Certificates or Diploma courses.(b) Courses may be considered singly or collectively for the purposes of Approval.2.3 REQUIRED COURSE COMPONENTSAll courses must satisfy the requirements for Accreditation, including in regard to:(i)entry requirements;(ii) credit;(iii) length;(iv) degree nomenclature;(v) staffing; and(vi) resources.In line with the scientist-practitioner model, all courses must address the components of:(vii) coursework;(viii) research; and(ix) practical placement.2.4 ASSESSMENTThe training program must use objective, reliable and ecologically valid methods to assess trainee capabilities especiallyin the assessment of core APAC capabilities (as set out in Standard 5.1.12 of the APAC June 2010 Standards). Educatorsshould use standardised ratings scales to rate trainee performance in professional practice. Electronic recordings oftrainees’ practice should be used both to evaluate and examine performance and to promote self awareness in traineesof their professional performance (for example, alliance, ability to communicate, dealing with client resistance).APS College Course Approval Guidelines for Postgraduate Specialist Courses December 20109

[SECTION TWO][CONT.]POSTGRADUATE TRAINING AND EDUCATION2.5 CREDITAll courses must satisfy the relevant requirements for the awarding of credit and/or advanced standing set out in theAccreditation Standards.2.6 ETHICAL, LEGAL AND PROFESSIONAL PRACTICEAll postgraduate programs in psychology must include education and training regarding ethical issues includingextensive familiarity with professional guidelines and codes (such as the Australian Psychological Society Code of Ethicsand Ethical Guidelines) for the provision of psychological services. Education must also include material which exploresand assesses students’ understanding of the legal responsibilities of professional psychologists, relevant case materialwith complex ethical issues, discussion of professional practices such as accountability, interaction with other alliedhealth professionals and the need for ongoing professional development and supervision.2.7 QUALITY ASSURANCEThe course must demonstrate a commitment to systematic and ongoing evaluation of coursework, research andpracticum components to ensure high standards are maintained. Evaluation processes must include regular clinicalsupervisor assessments of student performance and student evaluations of teaching (for example, teaching qualitysurveys, exit surveys) and of supervision. Results of these evaluations must be made available to APS assessors. Coursereviews by independent experts (for example, course advisory committees) and by staff (for example, annual planningdays) are strongly encouraged.10 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

[SECTION THREE]SPECIALIST AREAS OF PSYCHOLOGICAL PRACTICE3.1 SPECIALIST AREASThere are nine specialist areas in psychology recognised by the Society and represented by the Society’s Colleges.Each College promotes its area, maintains practice standards and quality assurance, and encourages and supports theeducation and professional development of specialist practitioners. The specialist areas are:1) Clinical neuropsychology;2) Clinical psychology;3) Community psychology;4) Counselling psychology;5) Educational and developmental psychology;6) Forensic psychology;7) Health psychology;8) Organisational psychology; and9) Sport and exercise psychology.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201011

[SECTION FOUR]CLINICAL NEUROPSYCHOLOGY4.1 PREAMBLEClinical neuropsychology is a division of psychology concerned with the cognitive and behavioural expression of braindysfunction. A clinical neuropsychologist may be involved in diagnostic assessment, patient care and management,treatment and intervention, and research, and with an emphasis on evidence-based practice. These roles require a rangeof skills and knowledge drawn from concepts in clinical and cognitive neuroscience and psychology.Postgraduate courses in clinical neuropsychology should be of sufficient content and scope to equip a psychologist withthe necessary neuropsychological skills to undertake a range of clinical activities across settings and with a broad rangeof clients with neuropsychological impairment. Based on this principle, and with an emphasis on an evidence-basedframework, the following guidelines for use in the evaluation of postgraduate courses of supervised training in clinicalneuropsychology have been developed. No restrictions are placed on additional coursework or program componentswhich may emphasise individual Institutional interests and strengths. Successful completion of such courses will provideeligibility for membership of the APS College of Clinical Neuropsychologists.These guidelines apply to 1) all fifth and sixth year programs in clinical neuropsychology which lead to a courseworkMasters degree and 2) all fifth, sixth, seventh year programs in clinical neuropsychology which lead to a professionalDoctoral degree. The Guidelines should be read in conjunction with the APAC Standards.4.2 SPECIALIST COURSEWORK CONTENTIn order to achieve core capabilities and attributes for practice in clinical neuropsychology, formal knowledge at anadvanced level in the following core units is considered essential:(a) Knowledge of the discipline – neuropsychology:(i) Neuropsychology theories and methods in cognitive neuroscience and clinical neuropsychology across thelifespan (48 hours minimum):• structure and function of the central nervous system• techniques for investigating central nervous system function• neuropsychological models and theories of the major domains of cognition and behaviour, including:◦{attention and information processing◦{memory and amnesia◦{language and communication◦{spatial skills and reasoning◦{perception and object recognition◦{movement and action◦{executive function◦{social cognition and emotional response• child neuropsychology• cognitive ageing.(ii) Neuropsychopathology (24 hours minimum):• neuropsychological theories and basic neurology, neuropathology and neurogenetics of majorneuropsychological disorders, including:◦{degenerative disorders◦{developmental disorders◦{neurological and neurosurgical conditions◦{psychiatric disorders◦{substance-abuse and toxicology◦{traumatic brain injury◦{vascular disorders.• diagnostic evaluation and differential diagnosis of the major neuropsychological disorders.12 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

(iii) General psychopathology (24 hours minimum):• Major areas including:◦{depression◦{anxiety◦{schizophrenia◦{substance abuse◦{posttraumatic stress disorder◦{adjustment disorder◦{attention deficit-hyperactivity disorder◦{understanding of DSM IV diagnostic classification system◦{diagnostic evaluation and differential diagnosis of the major psychological disorders◦{skills in conducting mental status examinations and diagnostic interviewing◦{psychopharmacology(b) Psychological assessment and treatment:General (across the lifespan) (24 hours minimum):• The principles, methods, procedures, and critical evaluation of behavioural, psychometric and clinical assessmentof psychological problems. Psychometric assessment and reporting of cognitive functions and personality acrossthe life span must be covered.(c) Neuropsychological assessment and measurement across the lifespan (24 hours minimum):In order to achieve core capabilities and attributes for practice in clinical neuropsychology, formal knowledge at anadvanced level in the following components of neuropsychological assessment is considered essential:• general principles of neuropsychological examination and assessment across the lifespan, including fundamentalsof psychological test theory as it relates to interpretation of test scores and clinical evidence, diagnostic validitystatistics, reliability, differential diagnoses, and treatment interventions and outcomes• neurobehavioural variables and related diagnostic issues• techniques of administration of commonly used neuropsychological tests and assessments, including anunderstanding of test construction and evaluation of the strengths and limitations of using these commontechniques with neuropsychological populations• assessing change in cognitive and other behavioural states after treatment or with evolution of disease• process and procedures in decision-making capacity assessment• modification of assessment methods and techniques for populations with special needs• indigenous, multicultural, and language issues as they relate to test selection and interpretation• communication of neuropsychological assessment outcomes, including report writing.(d) Intervention strategies - evidence-based interventions:Neuropsychological interventions (48 hours minimum):In order to achieve core capabilities and attributes for practice in clinical neuropsychology, formal knowledge at anadvanced level in the following components of neuropsychological intervention is considered essential:Theories of recovery:• neural recovery and reorganisation• functional adaptation.Evidence-based models and techniques of neuropsychological intervention for neuropsychological disability:• cognitive interventions for discrete cognitive impairments and disability; for example visual neglect, memorydisorder, language difficulties, dysexecutive syndromeAPS College Course Approval Guidelines for Postgraduate Specialist Courses December 201013

[SECTION FOUR][CONT.]CLINICAL NEUROPSYCHOLOGY• cognitive-behavioural approaches to acquired behavioural impairments; for example, anger management• psycho-therapeutic approaches for the individual and family; for example, counselling for adjustment issues posttrauma,depression following stroke, marital difficulties following stroke• life-span perspectives that will moderate the principles and techniques of intervention and management• child and family• adolescence• adult• older adult• interdisciplinary teamwork and consultation• implementation and outcome evaluation of efficacy of evidence-based interventions.(e) Communication and interpersonal skills (24 hours minimum):Principles of psychotherapy and basic counselling and interviewing skills to enable therapeutic interaction. Includesprinciples, research and evaluation of empirically validated treatments, coverage of non-specific factors and theirinfluence on psychological interventions, and knowledge and skills training in counselling skills across the life span.(f) Research methods (24 hours minimum):This topic must cover qualitative and quantitative research methods and their application to clinical research. Specialattention should be given to:(i) issues in applied research design(ii) design and analysis strategies for evaluation of intervention outcome, including single case analysis(iii) program outcome evaluation(iv) quantification of clinically significant change, including reliable change indices(v) dichotomous and multiple level likelihood ratios(g) Ethics and professional practice (24 hours minimum):This topic should cover professional, ethical and legal aspects of clinical neuropsychology practice.4.3 SPECIALIST PLACEMENT REQUIREMENTSStudents gain practical experience with the following populations: acute neurology/neurosurgery, rehabilitation,psychiatric, aged care and paediatric.(a) Within a Masters program, students are expected to complete a minimum of 1000 hours of placement in supervisedclinical neuropsychology practice. In a professional Doctorate program, students are expected to complete aminimum of 1500 hours of placement, of which 1000 hours are completed in the first two years of full-time (orequivalent part-time) study. It is mandatory that through clinical placements students gain practical experience withthe following populations: acute neurology/neurosurgery, rehabilitation, psychiatric, aged care, and paediatric.(b) Students should participate in supervised practicum within the second year of the course and preferably during thelatter part of their first year. In the third year of a professional Doctorate program placements may take the form ofinternships within which students are expected to take a more independent role.(c) It is recommended that students will have developed professional skills and understanding of neuropsychologicaltheories, syndromes and assessment strategies before undertaking placement in an external agency.(d) For a Masters program, practical experience should result in a logbook of at least 50 cases and a casebook ofat least 10 detailed cases. These should include at least one case from each of the five populations stipulatedabove. Each log entry should provide details of the location, date of service, referral question, synopsis of report orintervention program, and diagnostic category.14 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

(e) The casebook should demonstrate practical and theoretical understanding with a wide range of neuropsychologicalsyndromes and should constitute part of the formal assessment of students’ overall course results. The case reportsshould include the referral question, details of the client’s past developmental, medical and psychological historyand any other relevant background material. Any references or general orientations to literature that contributeto the case should be included in the introductory discussion of the case. There should also be a section whichoutlines the hypotheses that were tested with the assessment, based on the referral question and the background,and how the examination addressed these areas of interest in terms of tests or techniques employed. Results ofthe tests administered and highlights of the assessment should always be included. A summary section includingthe interpretation of the results in line with the hypotheses, recommendations and treatment options should beprovided. The same hypothetico-deductive model can equally well be applied to intervention case reports. In thesecases the therapeutic models need to be clearly described and justified, and the means of evaluation of outcomecarefully elaborated. A case report is expected to contain more detail than the report that was submitted to theorganisation from which the client came.(f) In Doctoral programs, the casebook should contain an additional section with six cases reflecting the specialistexperience and knowledge gained during a third year of training in clinical neuropsychology. Possible examples ofsuch entries are:(i) An intensive theory-driven assessment of a case, or cases, of neuropsychological impairment. This will typicallyinclude a review of the clinical syndrome or issue in clinical neuropsychology that has been part of the clinicalexperience of the student during the third year program. The detailed case report may highlight the features of arelatively uncommon condition that incorporates appropriate reference to the literature.(ii) A report and evaluation of the issues related to recovery, intervention and management for both the individualwith neuropsychological impairment and for his/her carers. This may include: a serial assessment of a clientthat highlights changes in cognitive and behavioural functioning over time, whether this constitutes recovery,decline or fluctuation; an assessment prior to a medical intervention and a post-assessment; a longitudinalstudy of intervention with a client during a rehabilitation program; a review of a treatment for clients withneuropsychological deficits.(iii) A report identifying and reviewing the diversity of purposes at which a neuropsychology report can be targeted.This may include: a collection of reports about one particular case or assessment where the reports havebeen tailored to different target audiences (for example, a child case where there is a report to the referringdoctor, a report to school, a report for integration assistance and a report to the family); a specifically preparedforensic report of a neuropsychological assessment; a detailed descriptive report of a client’s neuropsychologicalfunctioning aimed at educating other professionals or non-professionals involved with the client about thenature of the cognitive/behavioural deficits.(iv) A critical review of the role of clinical neuropsychology and/or a clinical neuropsychologist in the organisationwhere the internship is conducted. This may include analysis of service delivery and policy decisions within theorganisation which are pertinent to the profession of neuropsychology.(g) The agencies, organisations or settings in which students are placed will be ones in which one or more clinicalneuropsychologists are appointed in an employed or honorary capacity. In exceptional cases where the supervisingneuropsychologist is not appointed to the agency, formal links should be established between the supervisingneuropsychologist and the agency.(h) Clinical supervision must be conducted by a person with qualifications which make him/her eligible for fullmembership of the APS College of Clinical Neuropsychologists.4.4 SPECIALIST RESOURCESA test library within the department should possess adequate holdings of tests in clinical neuropsychology, and theInstitution’s library should provide substantial holdings of journals relevant to clinical neuropsychology.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201015

[SECTION FIVE]CLINICAL PSYCHOLOGY5.1 PREAMBLEThe APS College of Clinical Psychologists endorses the long-standing policy of the Australian Psychological Society thatthe preparation of clinical psychologists should be based on the “scientist-practitioner” model. The basic assumptionsof this model are as follows: Psychological research, teaching of the basic discipline of psychology, professional trainingof psychologists, and the professional practice of psychology are inter-related parts of a single system, with responsibilityfor the total system devolving upon all who work within its various components. Thus within a scientist-practitionermodel 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 ofscientific clinical psychology, and to keep abreast of, and critically appraise developments by others.The program must be general in character, that is, it must cover those aspects of clinical psychology that are commonto all areas of clinical practice, thereby providing a basis for possible later specialisation and must maintain a reasonablebalance between the transfer of knowledge, skills acquisition and professional socialisation.The program must be of relevance to a wide range of presenting problems across age ranges from birth to death andacross a variety of clinical settings. Specifically, the program must equip students with competencies to assess and treatthe range of common psychological disorders including: anxiety disorders (all subtypes); mood disorders (includes majordepression, dysthymia, and bipolar disorders); somatoform disorders (includes pain, somatization, and hypochondriasis);eating disorders (includes bulimia, anorexia, and binge-eating disorders); impulse control disorders (compulsivegambling and disorders of anger); substance- and alcohol-related disorders; psychotic disorders (includes schizophrenia,schizoaffective, and delusional disorders); personality disorders (includes clusters A, B, and C), and suicide behaviours.The following disorders in children must be covered: developmental disorders, learning disorders, attention-deficit anddisruptive behaviour disorders, anxiety, and depression. Self-harm and suicide in children and the impact of culturalfactors on clinical assessment and intervention must also be covered.Procedures and therapeutic interventions taught must be derived from scientifically sound theory and must be evidencebased.The College will be guided in its assessment by current, peer-reviewed scientific literature (for example, Cochranedatabase reviews) and Australian Psychological Society, British Psychological Society, and American PsychologicalAssociation publications on evidence-based practice and evidence based treatments.5.2 SPECIALIST COURSEWORK CONTENT(a) The program of coursework for a Masters course should be designed to serve the main purpose of clinical training,namely, to equip students with knowledge and skill competencies in ALL core aspects of clinical psychology. Theorganisation and sequencing of coursework must maximise theory-practice integration and should therefore bespread across the clinical training period and integrated with practicum training. This includes the assessment andtreatment of all common psychological disorders across age ranges and clinical severity domains. The bulk of thecoursework should be taught by qualified clinical faculty. When student presentations occur, they should constituteno more than 15 per cent of the overall teaching program. The coursework should include the following core topics.The topics and the minimum number of hours (in parentheses) of face-to-face formal teaching are as follows:(i) Diagnosis and classification of mental disorders and basic psychopathology. This topic should include a criticalexamination of major diagnostic systems and diagnostic criteria, and competencies to reliably diagnose commonpsychological disorders including adjustment, anxiety, and depressive disorders across the lifespan [24 hours].(ii) Clinical assessment and psychopathology. Clinical assessment of severe psychological disorders (for example,personality, bipolar, psychotic disorders), diagnostic criteria, aetiological factors and psychological models ofthese disorders [24 hours].(iii) Adult psychological assessment. The principles, methods, procedures, and critical evaluation of behavioural,psychometric and clinical assessment of psychological problems. Psychometric assessment and reporting ofcognitive functions and personality across the adult age range must be covered [24 hours].(iv) Psychological assessment and treatment of children and adolescents. This topic must include behavioural,psychometric and clinical assessment and management of common psychological disorders in childrenand adolescents including anxiety disorders, mood disorders, internalising and externalising problems,developmental disorders, and autistic spectrum disorders [24 hours].16 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

(v)Principles of psychotherapy and basic counselling skills. Includes principles, research and evaluation ofempirically validated treatments, coverage of non-specific factors and their influence on psychologicalinterventions, and knowledge and skills training in counselling across the life span [24 hours].(vi) Clinical Psychology Interventions 1. Empirically validated interventions for common psychological conditions inadults including anxiety, depressive, somatoform, and adjustment disorders [24 hours].(vii) Clinical Psychology Interventions 2. This topic should cover empirically validated interventions for severemanifestations of psychological disorders including severe anxiety (for example, OCD and PTSD) and mooddisorders, substance-abuse, eating, personality, and psychotic disorders [24 hours].(viii) Health psychology, behavioural medicine and rehabilitation. This topic must cover basic health psychologyprinciples and procedures and their applications in clinical health contexts. This topic may include relevantassessment issues but mainly focuses on psychological interventions of major health problems including,among others, drug and alcohol and obesity problems. Motivational interviewing and relapse preventionstrategies must be covered [24 hours].(ix) Research methods and evaluation. This topic must cover qualitative and quantitative research methods andtheir application to clinical research, research designs including single-case designs, and methods to evaluateservice delivery. In addition the principles and procedures governing the use of statistics in clinical researchshould be covered [24 hours].(x)Basic psychopharmacology. This topic should cover principles and practices of empirically validatedpsychopharmacological treatments for psychological disorders including their common indications,contraindications and adverse effects [12 hours].(xi) Ethics and professional practice. The topic should cover professional, ethical and legal aspects of clinicalpsychology practice [24 hours].In addition to the core topics, at least one of the following topics should be included:• Sociocultural factors and their impact on clinical assessment and intervention. This topic must be covered byintegrating sociocultural issues within coverage of assessment and intervention or as an independent subject[12 hours].• Current neurobiological approaches and models. This topic covers empirically validated neurobiologicalmodels of common psychological disorders, their technologies (for example, EEG, fMRI) and applications[12 hours].• Specialised interventions. This topic covers an orientation to, or basic skills in, a specific psychotherapeuticintervention (for example, IPT, family therapy, ACT) [12 hours].(b) The program of coursework for professional Doctoral degrees must include all requirements specified above forthe Masters degree AND include advanced course work. Advanced coursework in clinical psychology must coverassessment, case conceptualisation and application of psychological interventions in an area of clinical psychologyrequiring advanced competencies (for example, treatment of persons with severe personality disorders or withmultiple diagnoses) or advanced professional or clinical practice (for example, clinical supervision) or involve in-depthwork in specialised areas of clinical psychology (for example, specialist interventions with children, adolescents, orolder adults). There should be a minimum of 48 hours face-to-face teaching.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201017

[SECTION FIVE][CONT.]CLINICAL PSYCHOLOGY5.3 SPECIALIST PLACEMENT REQUIREMENTS(a) Formal practical training should not begin until the students have acquired basic knowledge of clinical theoryand practice, and pre-practicum professional and clinical capabilities, usually by the second half of the first year ofthe course.(b) In order to ensure the closest possible links between the knowledge base of the course and clinical practice, it isdesirable that the initial placement occurs in the AOU’s own clinic under a systematic program of observation,supervision, and support. When the initial placement occurs in the field, the AOU must demonstrate that (i) thatclients are selected to match the developmental level of students (ii) that students receive high levels of supervisionby qualified clinical psychologists committed to the scientist-professional model, and (iii) that student performance isobserved regularly (for example, by videotapes) to ensure shaping of clinical and professional skills.(c) For the Masters course, at least 400 of the total 1000 practicum hours shall be in face-to-face client contact inindividual or group contexts. In rural settings, a maximum of 100 of these contact hours may be via tele/videolink.(d) The Doctoral course must meet practicum requirements for the Masters course during the first two years oftraining. In addition, 200 of the required 500 hours of advanced practicum must be in face-to-face client contact.It is essential that the placements provide students with the experience of dealing with a wide range of clientproblems (for example, acute as well as chronic disorders), across varying settings (for example, inpatient/outpatient,community), and train students in a variety of clinical (assessment, treatment, and professional) competencies. Atthe very least, following initial training at the Institution clinic, one placement should be devoted to child or childand adolescent work, at least one placement to adult work, and the third to work with adult or older adults. Aplacement is defined as comprising at least 200 hours of practicum work and 80 hours of face-to-face contact.(e) The total clinical supervision time for the Masters course shall be at least 180 face-to-face hours. Doctoral studentsmust meet supervision requirements specified for the Masters course (180 hours) AND obtain at least 50 additionalhours of supervision during the 500 hours of advanced practicum associated with the Doctoral degree.Clinical supervision via phone or videolink (distance supervision) may be undertaken only when access to eligiblesupervisors requires travel that exceeds a distance of 100 km.(i)No more than 300 hours of practicum time may be supervised by the distance supervision mode.(ii) 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.(iii) A written description of the distance placement and available learning opportunities and resources must beprovided to the placement coordinator in advance. The following should be specified:• a description of the placement setting, client demographics, case load, and nature of client problems• reading and test materials available to the students• agency guidelines for case management, record keeping and client emergencies• the supervisor(s) qualifications, experience and expertise, including preferred therapeutic approach• agency limitations and constraints (for example, access, working hours, office space, staff leave, computerand IT restrictions)• psychology and non-psychology staff expertise available to the student and terms of contact.(iv) Face-to-face contact between the student and intending distance supervisor must occur prior to the start of adistance placement to assess whether distance supervision will be both adequate and appropriate, to establishsupervision objectives, to finalise the supervision contract, and to assess essential pre-placement competenciessuch as the supervisee’s test administration and interviewing skills.(v) The frequency and regularity of supervision must match the developmental needs of the trainee but in allinstances supervision contact should be no less than an hour each week.(vi) The student must provide the distance supervisor with relevant documentation including case and supervisionreports prior to the supervision session, as determined by the supervision contract.(vii) The student must submit to the distance supervisor a minimum of one recorded session for each client seen.Informed consent must be obtained from the client in writing.18 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

(viii) It is the AOU’s responsibility to ensure that a distance student has adequate access to essential handbooksand other resources, in the event there are insufficient resources in the distance placement setting.(ix)(x)(xi)Course staff undertaking distance supervision of a student must have had previous placement supervisoryexperience or supervision training appropriate to the supervision needs of the course.Students in the distance supervised placement must satisfy all other requirements for placements specified inthe Course Approval Guidelines.In addition to APAC requirements governing practicum logs, logbooks must maintain number of face-to-faceclient hours, supervisory method (for example, live supervision, videotape) and supervisory mode (for example,phone, videoconference).5.4 SPECIALIST RESOURCESLibrary holdings, access to electronic databases and test-library holdings must be adequate and up to date for clinicalpsychology training.5.5 SPECIALIST RESEARCH REQUIREMENTS(a) Research competencies: The research project for the clinical Masters degree is designed to equip students withcompetencies in the review, integration, critical interpretation and evaluation of research (quantitative, qualitative,and meta-analytic studies) in clinical psychology. In addition, the research project should be structured to ensurethat students acquire knowledge, skills, and experience in designing and conducting research studies, including indata management, analysis and interpretation.(b) Research scope and outcomes: The topic of research must be of direct relevance to clinical psychology. A clinicalMasters research project should meet the following criteria: (i) the size of the project should involve approximatelysix months of full-time student work; (ii) the scientific merit of the research should typically be of a standard thatis publishable in a peer-reviewed journal (or would be publishable with some additional work, for example, largernumbers within a clinical rather than a analogue group). APS assessors must be provided with titles of researchdissertations and theses completed since the APS College course approval assessment and any related publicationsin peer reviewed journals.(c) Research design: The research competencies and research outcomes may be achieved by one of several researchdesigns. Acceptable designs include an independent empirical project, the use of pooled data to source individualprojects, or program evaluation studies. Single-case studies by themselves will not meet requirements for aclinical Masters project except within a true experimental design when a case series can be subjected to repeatedobservations to demonstrate valid, statistically and clinically reliable effects.(d) Research data: In the case of archival or shared data, the research project must be structured and executed in amanner that ensures that research competencies (5.5(a)) are satisfied for each trainee and that research outcomesare commensurate with those prescribed for independent projects (5.5(b)).APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201019

[SECTION FIVE][CONT.]CLINICAL PSYCHOLOGY5.6 SPECIALIST ASSESSMENT REQUIREMENTS(a) The training program must show evidence of a comprehensive and carefully designed curriculum of capabilities inclinical psychology, derived from scientific and pedagogic principles and supported by empirical evidence and/orexpert consensus.(b) In effect, the program must demonstrate that each student has performed satisfactorily on a set of core capabilitiesidentified as essential for clinical psychology practice. These are:(i) capabilities for the assessment, diagnosis, and differential diagnoses for common psychological disorders acrossseverity levels and the life span(ii) counselling skills including the capability to form and maintain a therapeutic alliance with diverse clients acrossage ranges(iii) knowledge of principles, procedures, and applications of AND competence in conducting an empirically basedintervention for common psychological disorders across severity levels and the life span(iv) knowledge and skills in case conceptualisation for common psychological disorders across severity levels and thelife span(v) knowledge of professional, ethical, and legal issues and competent interpretation of these codes in clinicalpsychology practice(vi) meta competencies including effective reflective practice and the scientist-practitioner approach to clinical work.(c) Assessment of competence should be achieved by assessing key capabilities and skills in each unit using (i) an endof-course,final exit examination which incorporates a clinical viva examination, OR (ii) an objective structured clinicalexamination (OSCE) which includes a range of test scenarios or stations, OR (iii) an assessment portfolio for eachstudent which monitors the trainee’s attempts and satisfactory completion of a series of ecologically valid tasks atdevelopmentally appropriate stages, OR (iv) any other assessment process which clearly satisfies best-practice in theassessment of trainee competence.(d) It is highly desirable that viva and OSCE examination systems include suitably qualified, external examiners, (forexample, senior clinical psychologists of at least five years clinical experience from an Area Health authority, or aclinical faculty member from another training program).(i) At some point in the program, each trainee must submit a minimum of four written case reports (of at least2000 words) based on independent casework conducted by the trainee. The case reports must demonstratecompetent analysis and integration of case and psychometric data leading to diagnostic, case conceptualisation,and case management capabilities. Adherence to the scientist-practitioner approach and effective reflectivepractice skills should be evident in one or more case reports.20 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

[ SECTION SIX]COMMUNITY PSYCHOLOGY6.1 PREAMBLEThe APS College of Community Psychologists advocates adherence to standards of best practice for communitypsychologists. These have been established on the basis of the domains of knowledge and skills for psychologists and onthe values and principles of community psychology as a discipline (Heller, Price, Reinharz, Riger and Wandersman, 1997;Nelson and Prilleltensky, 2005; Orford, 1995; Rappaport, 2000). These values and principles include:• understanding people in the context of their social settings and systems• respecting cultural diversity• promoting empowerment and self-determination, enhancing the possibility that people can more actively controltheir own lives• promoting a psychological sense of community• enhancing community-scientist collaboration.Community psychology is concerned with the relationship between social systems and individual and relational wellbeing.Community psychologists, while being trained as generalist psychologists, have specific training and experiencein understanding and supporting communities of people, and people within communities. They focus less on ‘deficits’and more on the strengths of individuals, groups, organisations and communities as they face various challenges totheir health and well-being, such as racism, unemployment, violence and poverty. They work to identify and facilitatepeople’s competencies, from elected leaders to grass-roots organisers and consumer groups. Action focused research isemphasised, and power differentials are recognised and minimised as far as possible.Recognising human and social diversity is a core value of community psychologists. To address this, they are committedto processes that support flexibility, equity and respect for cultural diversity. Community psychologists work inpartnership with individuals, groups, organisations, and communities to achieve their respective goals and aspirations,to solve problems, to prevent or reduce threats to individual and collective well-being, to promote social connectedness,and to facilitate the social inclusion of individuals and groups.The APS College of Community Psychologists endorses the “scientist-professional” model as the foundation for trainingcommunity psychologists. This requires integrating the theory and practice of psychological research within all aspectsof the professional curriculum. Notwithstanding, the College maintains a position of accepting the use of innovativemethods in researching and influencing the human problems addressed by community psychologists from an ecologicalperspective. However, a fundamental requirement of the College with respect to curriculum content is that criticalanalyses accompany teaching and practice of theory and method to ensure students recognise the need for, and arecapable of, rigorous reflective-generative practice for process and outcome assessment. Thus scientist-professionalcommunity psychologists maintain a scholarly and critical approach to the scientific foundations of their profession, andto the evaluation of their own practice, while also being flexible and attentive to the cultural values, norms, orientationsand competencies of clients and communities. Community psychologists are aware of the need for cultural competenceand respect for diversity that encompasses working with indigenous and immigrant groups, including refugees.The course requirements in this document are considered to be rigorous, meeting best practice requirements. Inaddition, they are considered to be flexible, respecting the community psychology principle of tolerance for diversityacross theoretical models and methods to meet the needs of different client populations and communities.The general program requirements are that:• the program must include aspects of community practice common to all levels of analysis from micro- to macrolevels,especially at the level of the organisation and community or neighbourhood• the program must ensure that all students become knowledgeable of and sensitive to the needs of people from arange of cultural backgrounds. Special attention should be given to the particular strengths and needs of Aboriginaland Torres Strait Islander Australians• the program must maintain a reasonable balance between the knowledge and skills acquisition and professionalsocialisation components.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201021

[SECTION SIX][CONT.]COMMUNITY PSYCHOLOGY6.2 SPECIALIST COURSEWORK CONTENTThe primary curriculum should focus on the indirect and direct social and cultural resources required for positive mentalhealth and well-being. The curriculum should contribute to the development of an orientation or mind-set whichassumes an ecological (person x environment) orientation toward understanding the origins of human problems anddistress. This orientation includes an understanding of theoretical perspectives that direct most generalist psychologicalpractice with individuals, groups, organisations and communities, and these should be conceptualised within theirpsychosocial and political environmental contexts.Community psychologists work in diverse settings at various systems levels in the community, such as individualconsultation and counselling within community health centres, psychoeducational consultation with community groups,program development and evaluation within community organisations, and community-wide needs assessment, assetmapping, social impact assessment, and citizen advocacy for public policy making. Community psychologists are multiskilledand their training should therefore encompass competencies at individual, group and community levels of practice.Adherence to ecological levels of analysis in formulating problem causes and solutions requires knowledge and skillsto understand, assess and influence both the abilities of individuals/groups/organisations/communities to negotiateresources to meet their needs within particular sociopolitical systems, and the resources held by the system to meetthe needs of their constituents and the level of demands the systems put on the same constituents. These are essentialoutcomes of community psychologist training.The course must contain both specific and general knowledge areas at an advanced level. However, to accommodatethe diversity of practice settings, and to make attainment of standards of practice feasible within a two year program,the APS College of Community Psychologists identifies six areas. A program is required to meet the standards of practicewithin each area by capitalising on the expertise of its staff both within the Institution and in the community placementsettings. The core capabilities and attributes to be addressed are outlined below.(a) Knowledge of theories, concepts, and values relevant to specialist community psychologyDemonstrated capabilities: The understanding, interpretation, application and analysis of:(i)(ii)social constructionist theoriesecological perspectives(iii) organisational/systems theory(iv) critical perspectives, including feminism and decolonisation, and psychology as a cultural product(v)socio-political theory and processes(vi) community development(vii) models of negotiation and mediation(viii) social models and determinants of health and disability(ix) models of social, attitudinal, and behavioural change relevant to local and global issues such as naturaldisasters, environment and globalisation(x)Key principles and values including:• empowerment and self-determination• diversity• prevention• social justice• partnership/collaboration.22 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

(b) Psychological assessmentAppropriate methodologies and methods of assessment include action research, casestudy, qualitative andquantitative evaluation, and naturalistic and participant observation.Demonstrated capabilities – the interpretation and reporting of the following specialist domains:(i) Individual• psychological sense of community• family environment• well-being• resilience(ii) Group/Community• community asset mapping• social impact assessment (for example, related to environmental issues such as drought and climate change)• ecological systems• family/group/organisational health status and behaviour• social support networks• community needs• community epidemiology• social climate(c) Culture-fair, culture-free and culturally-safe assessment practices (including awareness of one’s own biases andsocial positioning)(d) Interventions and implementationDemonstrated capabilities – ability to select and apply interventions at the micro and macro systems levels from:(i) Direct community services• preventive education• negotiation, mediation and conflict management• processes to enhance collaboration between people with diverse interests(ii) Direct client services• outreach and counselling• group facilitation(iii) Indirect community services• promoting systemic changes and influencing public policy and planning• community capacity building(iv) Indirect client services• advocacy (individual and systems level)• engagement and consultation(v) Other interventions• community/systems/organisational change and development• health promotionAPS College Course Approval Guidelines for Postgraduate Specialist Courses December 201023

[SECTION SIX][CONT.]COMMUNITY PSYCHOLOGY(e) Research and evaluationDemonstrated capabilities – the design, conduct, interpretation, and reporting of research relevant to communitypsychology including:• valuing different ways of developing knowledge in psychology• affirming the co-construction of knowledge• understanding and development of research designs appropriate to working with individuals, groups,organisations and communities• conceptualisation of research design and methods to encompass community/contextual levels• facilitation of key stakeholder participation in community-based research• sharing and ownership of research findings especially with affected communities• applying methods of inquiry appropriate to community psychology (for example, use of narratives, communitytexts, case studies, empowerment evaluation, qualitative and quantitative methods, participatory action research,naturalistic and participant-observation).(f) Professional practiceDemonstrated capabilities – the ability in the applied setting to comply with best practice for individual, group,organisational and community systems, including:• self-awareness of one’s abilities and limitations, including one’s own cultural values and practices• an appreciation of diverse realities• contextualised ethical principles and practice• recognition that safe and competent practice requires the mastery of knowledge and skills specific to the settingand the role• critical reflection on one’s own practice in a process of continuous improvement.(g) Other componentsDemonstrated capabilities – provide appropriate evidence of relevant knowledge of:• project management• legislation including anti-discrimination and human rights• the impact of socio-political contexts, including globalisation and the natural environment• public policy and planning• community development.24 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

6.3 SPECIALIST PLACEMENT REQUIREMENTSIn addition to the APAC Accreditation Standards, the following specialist guidelines should be adhered to:(a) The course must contain practical work equivalent to 1000 hours. Such practical work would be achieved in notless than three practicum placements. The aim of the practicum is to provide a variety of learning experiences in theapplication of community psychological theory, as well as the opportunity to develop skills applied to a wide rangeof problems, across various age ranges and cultural groups and within diverse settings. The structure of the variouspractica should progress from being closely supervised, to working within community multidisciplinary teams, tosemi-autonomous practice.(b) The 1000 hours (133 days) must include at least 600 hours (80 days) spent in areas directly recognisable ascommunity psychology, practised at the group /organisational/and community level of consultation. The remaindermay be in generalist practice areas involving individual levels of consultation within, for example, community mentalhealth agencies. The process must reflect the values and skills as outlined in the areas defined above.(c) In order to meet the core competencies shared by all psychologists, one placement should be a generalist placementmost likely focused at the individual, family or group level of psychological practice.(d) It is important that placements be of sufficient duration (for example, two to three days per week for two to threemonths) to enable students to become sufficiently acquainted with the dynamics and functioning of the systemsand networks within which they are practising.(e) Processes should be provided for ongoing assessments of the contribution particular placements are able to make tothe professional development of the student.6.4 SPECIALIST RESEARCH REQUIREMENTSIn addition to the general requirements for a Masters thesis, it is expected that the research project will have directrelevance to the field of community psychology. To that end students should have experience in the use of qualitativeand/or quantitative techniques, as well as practice in analysing these types of data, within a range of methodologiesincluding, for example, ethnography, participant observation and action research. Students should be skilled in designingand conducting research that facilitates participation of the community in these processes (see program contentrequirements in research and evaluation competencies above).6.5 SPECIALIST ASSESSMENT REQUIREMENTSThe assessment of community practice competence should include at least three consultation reports at some timein the program, one from each of individual, group, organisational and/ or community focused projects. The reportsshould provide details of the problem formulation and assessments that justify the methods chosen, a description ofthe intervention processes undertaken, and an evaluation of the consultation process and outcome. The reports may besubmitted as unit requirements, practicum outcomes or independent projects (not including the minor thesis).APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201025

[SECTION SEVEN]COUNSELLING PSYCHOLOGY7.1 PREAMBLEThese Guidelines have been developed for use by tertiary Institutions when preparing postgraduate courses incounselling psychology. They are also intended for use by the APS College of Counselling Psychologists when evaluatingcourse submissions from tertiary Institutions for approval for membership of the College. Applicants for Collegemembership will be expected to have completed an Approved course and to have undertaken additional supervisedprofessional experience.Members of the APS College of Counselling Psychologists occupy a special position in the array of professionalorientations and areas in which psychologists work. They are concerned not only with the treatment of distress butalso with the development of effective preventative procedures for both normally functioning and at-risk populations.Counselling psychologists are specialists in the provision of psychological therapy. They provide psychological assessmentand psychotherapy for individuals, couples, families and groups, and treat a wide range of psychological problems andmental health disorders. Counselling psychologists use a variety of evidence-based therapeutic strategies and haveparticular expertise in tailoring these to meet the specific and varying needs of clients. They pay particular attention tothe meanings, beliefs, contexts and processes that affect psychological health. This enables them to create collaborative,therapist-client relationships where the focus is on building psychological strengths and well-being as well as resolutionof difficulties and disorders. Clients are assisted to assume control of their lives by developing new perspectives andunderstanding. As a result they learn to think in new ways, manage difficult emotional experiences more effectively,and practise different ways of behaving. Counselling psychologists work in a range of settings including private practice,government and non-government organisations, hospitals and educational Institutions.Consideration of skill development, effectiveness of intervention, reliability of assessment and ethical issues are ofprime importance in the training of counselling psychologists. These topics must be presented in both theoretical andpractical modalities and thus supervised practical experience during training is essential. Because they are scientists aswell as practitioners, counselling psychologists must be trained in research procedures so as to be more effective inevaluating the effectiveness of programmes and interventions and thus adding to the sum of systematic knowledgewithin the discipline.7.2 SPECIALIST COURSEWORK CONTENTApproved courses will comprise formal psychological knowledge, research and practical experience in counsellingpsychology. There is no requirement for an exact number of units stipulated for courses nor is the number of hours setfor any unit with the exception of the placement hours.(a) Essential areas to be covered:(i) Psychological counselling skills, including theories and practice of counselling psychology from a wide andrepresentative range of therapeutic approaches suitable for the typical clients who present for psychotherapy.Evaluation of therapies and outcomes of therapy, awareness of the research literature in counselling psychologyand an ability to critically evaluate this literature is essential.(ii) Psychopathology. This should be a semester-length unit, and include the teaching of treatment options for themain groups of mental health problems. These will include at least the disorders of stress, anxiety and depression;suicidality and problems of self-harm; eating disorders; trauma, especially sexual trauma, developmental disorders;gerontology and dementia; dissociative and somatisation disorders and cognitive disorders.(iii) Psychological assessment, including assessment of intelligence, social, emotional and cognitive skills, personality,anxiety, depression, stress, educational abilities and vocational aptitudes. Also, the psychometric basis of tests,including reliability and validity must be taught. It is also expected that students will be able to utilise the majorclassificatory systems of mental illness, for example, Diagnostic and Statistical Manual of Mental Disorders(DSM) and International Classification of Disorders (ICD) and to appreciate how these systems have been usedto understand the range of psychological disorders and psychopathology. It is expected that this should lead tocounselling psychology students comprehending the potential for their work to be involved with psychologicaldistress from the mild to the more serious mental health problems. This will also involve a realisation that bothshort and longer term interventions and treatments are part of the work of counselling psychologists.26 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

(iv) Ethical issues including familiarity with professional guidelines and codes (for example, APS, APA) for theprovision of psychological services. Legal responsibilities of counselling psychologists, discussion of case materialfrom ethical viewpoints, accountability, interaction with allied health professionals and the need for on-goingprofessional development.(v) Research and data analysis skills necessary for the completion of an independent research project or thesis.(b) Other highly desirable topic areas. A selection of the following should also be taught as core units or as electives:(i)(ii)family systems counsellingapplied research and analysis(iii) social behaviour(iv) behavioural medicine and health psychology(v)school counselling(vi) grief and loss(vii) addiction counselling(viii) treating trauma especially sexual trauma(ix) developmental psychopathology(x)educational and vocational issues(xi) cross-cultural issues(xii) psychopharmacology(xiii) couples and relationship counselling.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201027

[SECTION SEVEN][CONT.]COUNSELLING PSYCHOLOGY7.3 SPECIALIST PLACEMENT REQUIREMENTSPractical placements (practica, work placements) in counselling psychology are most important components of thetraining and preparation of students for their professional practice. The purpose of these placements is to allow studentsto apply the skills and knowledge they have acquired in their coursework and other components of their courses.(a) For Masters courses there must be a minimum requirement of 1000 total placement hours (133 days), which shouldinclude at least 300 hours (40 days) of client contact. For Doctoral courses there must be a minimum requirement of1500 total placement hours (200 days) with at least 450 hours of client contact.(b) The program of professional supervision must be designed to fulfil the student’s changing developmental needs andmeet standards for good client care. Over the duration of a course supervision should typically be one hour for eachplacement day and total supervision time should be at least 133 hours. Doctoral students should complete at least200 hours of supervision.(c) The placement program should also include workshops/seminars open to all students and supervisors andcontinuing education should also be provided for all.(d) Remote placements may be undertaken after the first placement and these can be in rural and regional areas. Theyshould not involve greater than 333 hours of placement time and generally should be when the distance betweenthe placement and the supervisor is more than one hour of travelling time. Carefully selected, experienced distanceeducation students enrolled in approved off-campus degrees may undertake approved remote placements.(e) A personal meeting between the student and the supervisor should occur before the remote placement begins inorder to ensure placement readiness.(f) Distance supervision must be at least one hour per week by telephone or video computer link. Before eachsupervision contact, the student must provide written reports of each client to the supervisor by e-mail, facsimileor post.(g) Students in remote placements must provide audio or video recordings of a sample of clients at some stage duringthe placement. The timing of this will be at the discretion of the supervisor.(h) Students may include up to 30 hours of client contact time in providing therapist-assisted e-therapy in approvedprograms.7.4 SPECIALIST ASSESSMENT REQUIREMENTS(a) For Masters students a minimum of four case reports should be required as part of placements.(b) For Doctoral students a minimum of six case reports should be required as part of placements.28 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

[SECTION EIGHT]EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGY8.1 PREAMBLEEducational and developmental psychologists are concerned with issues relating to the development and learning ofpeople throughout their entire lifespan. They may work with individuals, couples, groups or systems in settings as variedas schools, disability services, aged care, child and adolescent clinics, child protection and community services.To work effectively with clients in these varied settings educational and developmental psychologists need a broad rangeof knowledge and skills such as:• identifying and clarifying problems• assessment• diagnosis• designing effective treatment programs• counselling• consulting with individuals or groups• designing training programs• carrying out professional development• evaluating programs and interventions.Many of these skills and competencies are shared by other psychologists who have completed six years ofspecialist training. There are, however, skills and competencies that are essential to the specialty of educational anddevelopmental psychology and which must be included in programs approved by the APS College of Educational andDevelopmental Psychologists.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201029

[SECTION EIGHT][CONT.]EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGY8.2 SPECIALIST COURSEWORK CONTENT(a) Theoretical topics at an advanced level:(i) contemporary theories in human social, emotional and cognitive development(ii) contemporary theories of teaching and learning(iii) developmental issues across the lifespan(iv) exceptionalities and their impact on development and learning(v) theoretical and empirical foundations of assessment and interventions for people with educational anddevelopmental needs across the lifespan.(b) The following supporting knowledge areas:(i) physiological bases of physical, intellectual and sensory impairments(ii) lifespan psychopathology with respect to aetiology, assessment, diagnosis and treatment(iii) issues in neuropsychology, psychopharmacology and genetics as they relate to individuals with educational anddevelopmental difficulties and disabilities(iv) local human service systems as they relate to individuals with educational and developmental issues(v) working with families and systems.c) Skills training (in addition to those core capabilities outlined in the APAC Accreditation Standards) in:(i) administration and interpretation of general developmental scales, for example, Vineland-II, Bayley-III(ii) administration and interpretation of tests of educational attainments, for example, Neale 3rd Ed., WIAT-II(iii) administration and interpretation of tests of processes underpinning learning difficulties, for example, NEPSY-II,CTOPP, TOWRE, CELF-IV(iv) administration and interpretation of behavioural scales, for example, Connors-3, CBCL(v) administration and interpretation of a non-verbal measure of intelligence, for example, WNV, Leiter-R(vi) behavioural observation and functional analysis.8.3 SPECIALIST PLACEMENT REQUIREMENTSIn addition to meeting the relevant APAC Accreditation Standards, at least 500 placement hours must be spent in asetting that is clearly educational or developmental in nature such as a school psychology service, child development orfamily support service, or a disability service. The balance may be in a related setting such as a juvenile justice agency ora generic service such as a community clinic.30 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

[SECTION NINE]FORENSIC PSYCHOLOGY9.1 PREMABLEForensic psychology is the application of psychological theory, concepts and skills to the legal and justice system and topeople who work in, participate in, or are influenced by the legal and justice system. Professional practice in forensicpsychology primarily encompasses two broad areas: forensic evaluations and forensic interventions.Forensic psychological evaluations entail psychological assessments for the purpose of assisting a court or othertribunal to determine facts, arbitrate disputes or make other forms of judicial or quasi-judicial decisions. This area ofpsychological practice also involves submitting the findings from those assessments in written evidence (for example,court reports, affidavits) and/or oral testimony. Examples of such assessments and submitted evidence are: single expertreports in the Family Court of Australia, fitness-to-stand trial evaluations in criminal courts, psychological assessmentsof criminal injuries compensation claimants, and evaluations of parenting competence and protective capacity in childprotectionlitigation.Forensic psychological interventions can be either preventative or rehabilitative in nature. Psychological interventionsare defined as forensic if they are delivered to persons, couples or families who are engaged in or influenced bylegal proceedings (for example, victims of violent crime, litigants claiming damages for psychological injuries from acompensable event, children of divorcing parents) or who are vulnerable to being involved in legal proceedings (forexample, at risk youth, parents who are at risk of maltreating children in their care, parties in dispute who are potentiallitigants). Examples of forensic interventions include: therapy with sexual assault victims; counselling and psychotherapywith children of divorced parents; clinical assessment and treatment of violent offenders; psychotherapy for people whohave suffered psychological injuries from compensable events, post-divorce parenting programmes aimed at preventingfurther litigation; mediation; restorative justice programmes; treatment of substance use disorders; crime preventionprogrammes; workplace interventions designed to prevent workplace harassment; and community-based programmesto prevent family violence.In addition to those two broad areas of practice, forensic psychology also encompasses a variety of other roles in thelegal system such as: trial consultants (providing advice to lawyers about psychological matters relevant to the courseof a trial, such as critiques of psychological and psychiatric reports and advice on the cross-examination of expertwitnesses); consultants to police investigators; consultancy to prison administrators on prisoner management (forexample, prevention of suicide in prisons); expert psychological advice to legislators and public policy bodies; and givingexpert evidence on psychological science or professional practice standards (for example, oral testimony about humanmemory in a criminal trial, testimony about competent evaluation of suicide risk in administrative or civil proceedingsregarding professional negligence).In addition to professional practice in the areas outlined above, forensic psychologists might also undertake research intothe interface of psychology and law and the application of psychology to legal questions.9.2 SPECIALIST COURSEWORK CONTENTIn addition to training students in the core competencies and attributes set out in the APAC Accreditation Standards,courses must contain specialist teaching in forensic applications of psychology in each of the areas defined in theStandards. The subsections below are labelled according to the standards for postgraduate training. These subsectionsset out specialist skills and knowledge in the practice of forensic psychology over and above the generic skills andknowledge set out in the Standards.(a) Knowledge of the disciplineCourses must cover each of the following:(i) The legal and broader justice system and awareness of issues and protocols facing psychologists working withincourts and other forensic contexts. Material covered should include legislation relevant to civil, criminal andadministrative law.(ii) Exclusionary rules and case law regarding admissibility of evidence and exceptions to the Evidence Act (forexample, in child-protection litigation).(iii) Rules pertaining to the collection and reporting of expert evidence (for example, Part 15.5 of the Family LawRules; practice directions in various jurisdictions such as State and Federal Supreme Courts).APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201031

[SECTION NINE][CONT.]FORENSIC PSYCHOLOGY(iv) Competence in locating and evaluating relevant case law and legislation within the legal context in which oneis practicing.(v) Psychological and legal theory relevant to conflict-resolution, mediation, alternative dispute resolution, andtherapeutic jurisprudence.(vi) Specialist teaching in at least three of the following forensic domains:• Family law and child-protection, including psychological theories of parenting and child-rearing, psychologicaltheories of family functioning, theories about the impact of trauma on child development, empirical researchand psychological theories of child development (including attachment theory), psychological and sociologicaltheories about family violence including intra-familial child sexual abuse.• Criminal law, including psychological and sociological theories of crime and antisocial behaviour (includingdevelopmental perspectives), psychological theories about paraphilias and deviant sexual practices,psychopathy, empirical research and theories about the treatment of violent offenders including sexualoffenders, empirical research and theories about the management of both adult and child offenders in thecommunity, crime-prevention, policing and criminal investigations, and correctional psychology.• Civil litigation and administrative law, including cognitive psychology (in particular skill acquisition, memory,cognitive impairment, and cognitive functioning in the elderly), psychological theories about trauma and theemotional impact of traumatic events, psychological theory relevant to pain and pain management;victimology, and so on.• Forensic neuropsychology (for example, brain injury, degenerative neurological disorders, substance inducedcognitive impairment, organic disorders, pervasive developmental disorders).• Legal processes and procedures (for example, psychological theories of decision-making that can be appliedto the study of jury decision-making and/or judicial decision-making, application of social psychology to thestudy of community attitudes to legislation and legal constructs).(b) Ethical, legal and professional mattersCourses must cover each of the following:(i) Understanding ethical issues that arise in various forensic settings and how to manage those issues. For example,when undertaking forensic evaluations, the person being evaluated is not the psychologist’s client (the courtor other tribunal is the client), but the psychologist still has a duty-of-care and other ethical obligations to theperson being evaluated, within the constraints imposed by the psychologist’s ultimate obligation to the courtor other tribunal. A further example pertains to the limits of confidentiality that apply when delivering forensicinterventions 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 (for example,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).(iii) Competence in communicating one’s ethical obligations to non-forensic psychologists (for example, to clinicalpsychologists when one is seeking information about those clinicians’ clients or is seeking to inspect theirclient files).(c) Psychological assessment and measurementCourses must cover each of the following:(i) Knowledge of psychological theory and research relevant to risk-assessment in forensic practice.(ii) Skills-training in risk-assessment, including the use of actuarial and structured-professional-judgement methodsin each of the following areas:a. recidivism of sexual offendersb. recidivism of violent offenders (non-sexual violence)c. child-maltreatment (serious neglect, physical abuse, intra-familial sexual abuse)d. intimate partner violence and other forms of family violence32 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

e. Risk of suicide and other self-harm in prisons and other Institutions(iii) Methods of evaluating malingering, faking good, and other impression-management strategies withinforensic contexts.(iv) 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.(v) Skills-training in forensic (investigative) interviewing, with specific emphasis on forensic interviewing of childrenand other vulnerable populations.(vi) Training in the use of investigative interviewing methods, rather than the standard clinical methods, whenundertaking a mental status examination or diagnosing mental disorders. This includes an understanding of whynormal clinical methods are likely to lead to prejudicial, rather than probative, evidence.(vii) Skills-training in a variety of forensic assessment methods in at least three of the following forensic areas:• family law and child-protection• evaluation of civil competencies• assessment of compensable psychological injuries• criminal proceedings• administrative law.(d) Intervention strategiesCourses must cover (i) and (ii) plus at least one of (iii), (iv) or (v).(i) Skills-training in evidence-based clinical assessment and psychological interventions with adults and childrensuffering from psychological disorders (both Axis I and Axis II of the current edition of the DSM and mentaldisorders listed in the current edition of the ICD).(ii) Skills-training in evidence-based clinical assessment and intervention with Aboriginal and Torres Strait Islanderpeople and persons from diverse cultural backgrounds.(iii) Skills-training in evidence-based clinical assessment and psychological treatment and counselling with at leastthree of the following forensic populations:• children in the care of child-protection agencies or who are, or have been, the subjects of child-protectioninvestigations• parents who are being, or have been, investigated for child maltreatment• persons accused of and/or convicted of criminal offences, including those who have been detained in forensicmental health facilities• crime victims (including adults who have been abused as children)• litigants in the Family Court of Australia or the Family Court of Western Australia and their children• claimants and respondents (defendants) in civil litigation or in administrative law proceedings involvingsubstantiated or alleged psychological injuries from a wrongful act or other compensable event• persons about whom civil or administrative applications are made (for example, applications for guardianship,persons for whom mental health supervision or civil commitment orders are being sought).(iv) Skills-training in evidence-based mediation and other dispute resolution strategies in a variety of legal contexts(for example, mediation in family law, mediation in civil litigation, victim mediation and other restorative justiceinterventions).(v) Skills-training in developing, implementing and evaluating evidence and community-based interventions withpopulations who are vulnerable to becoming involved in legal proceedings (for example, crime preventionstrategies targeting at-risk youth, public education programmes on family and domestic violence, harmminimisationprogrammes for substance users, court-diversion programs).APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201033

[SECTION NINE][CONT.]FORENSIC PSYCHOLOGY(e) Research and evaluationCourses must cover each of the following:(i) Identifying psychological questions that arise from legal theory or practice and designing research strategies toanswer those psychological questions in a manner that is useful to legal scholars and the legal system.(ii) The application of psychological theory and research methods to answer questions relevant to public policyand legislation.(iii) An understanding of the unique ethical issues that arise when conducting research in legal and otherforensic settings.(iv) The ability to communicate research methods and findings to non-psychologists in forensic settings (for example,other forensic scientists, politicians, judicial officers, lawyers, police, correctional staff, insurance companies,members of administrative tribunals and boards).(f) Communication and interpersonal relationshipsCourses must cover each of the following:(i) Providing expert evidence both orally (for example, testimony) and in writing (for example, court reports) to nonpsychologistsin the legal arena (for example, the judiciary, lawyers, tribunal members) so as to meet the needsof the court or other tribunal involved (including admissibility of one’s evidence).(ii) Providing psychological consultancy advice to various groups in both investigatory (for example, police, insuranceinvestigators, lawyers in the discovery phase of litigation) and adjudication phases of litigation (for example,judicial officers, lawyers, self-represented litigants).(iii) Understanding the role of the psychologist in various forensic settings (for example, one’s obligation as a Servantof the Court, one’s overriding obligation to the security and good order of a prison or remand centre).(iv) Understanding the difference between the forensic mind-set (sceptical, dispassionate, and investigative) and thetherapeutic mind-set (empathic, caring, and client-centred) and when to adopt or avoid each mind-set in orderto develop appropriate relationships with individuals, couples and families who one is evaluating or providinginterventions to.9.3 SPECIALIST PLACEMENT REQUIREMENTS(a) For M.Psych., D.Psych., and PhD courses, the required number of placement hours must involve practical experiencein both forensic evaluations and forensic interventions. Up to one third of the placement hours can be in a genericapplied psychology setting such as an Institution-based teaching clinic.(b) In dual-specialisation D.Psych. or PsyD. courses, the total time for the placements must involve at least 1000 hoursin practical experience relevant to the other college (that is, the minimum required for the other college in anM.Psych.) plus a minimum of 500 hours of practical experience in forensic evaluations. At least half of the 1000hours in the other speciality must involve forensic interventions, for example in a clinical-forensic course a studentcould do clinical placements in corrections, child-protection, or a sexual assault counselling centre. In a communityforensiccourse a student might do a community psychology placement in family mediation or crime-prevention. Inan organisational-forensic course a student might do an organisational placement involving workplace harassment(prevention and/or tertiary intervention).(c) In Certificate and Diploma courses that assist bridging from one speciality to forensic specialisation, the placementhours must entail a minimum of 500 hours of practical experience in forensic evaluations. The APAC Standardsstipulate that the original specialist qualification must have involved 500 hours of placement relevant to theadditional speciality (in this case, forensic), so therefore students must therefore have completed at least 500 hoursof forensic intervention placement experience. Consequently, only the forensic evaluation placement is required inthese courses.34 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

9.4 SPECIALIST RESOURCESStudents must have access to a comprehensive range of forensic assessment tools in each of the following categories:1. risk of sexual violence (both actuarial and structured professional judgement tools)2. risk of non-sexual violence (both actuarial and structured professional judgement tools)3. risk of child-maltreatment4. malingering of psychological symptoms and cognitive impairments5. latest revision of the Hare Psychopathy Checklist including the Youth Version6. interview protocols for evaluating civil competencies.9.5 SPECIALIST ASSESSMENT REQUIREMENTS(a) Each student’s competence in investigative interviewing must be assessed by direct examination of at least oneforensic interview conducted by the student. The examination can be of a video-recorded interview or by observingthe interview live. Such interviews can be with either adults or children. This can be done as part of a placementor within one of the coursework units. Before students graduate they must demonstrate sufficient competence ininvestigative interviewing to enable them to conduct investigative interviews for court proceedings.(b) At least one mock trial (moot court) be conducted in which students give evidence about forensic psychologicalreports that they have written on a hypothetical case. The case can be in any area of criminal or civil law. Ideally thehearing would be conducted by actual lawyers and presided over by an actual judicial officer or retired judicial officer.(c) At least one court report be submitted for assessment from each of two areas of law (civil, criminal, administrative).These can be undertaken as part of a placement or as part of a coursework unit.(d) The assessment of clinical competence with forensic populations (for example, sexual assault victims, children infoster care, offenders, litigants in civil matters) should include evaluation of a minimum of two written case reports(of at least 2000 words) at some point in the course. The reports should provide details of the presenting case,describe the trainee’s work, and justify the methods used. In dual specialist Doctoral courses these reports can beincluded within any similar requirement of the other college (for example, the two reports can be two of the fourcase reports required by the APS College of Clinical Psychologists in a dual clinical and forensic D.Psych.) rather thanneeding to be in addition to those required by the other college as long as at least two of the case reports involve aforensic population.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201035

[SECTION TEN]HEALTH PSYCHOLOGY10.1 PREAMBLEThe APS College of Health Psychologists aims to promote excellence in teaching, practice and research in healthpsychology within Australia. As a means to this end it aims to encourage high quality advanced level training ofpsychologists in the area of health psychology in Masters degrees and Doctoral programs.The Guidelines for postgraduate courses in health psychology described in this document have been established inorder to identify the content areas, and professional skills and standards, the College recognises as pertinent to healthpsychologists. Graduates of courses which are deemed to meet these Guidelines by the College will be eligible formembership of the College following completion of supervised experience. The Guidelines have been established toassist in the development of postgraduate health psychology courses and courses deemed to meet these Guidelines willbe approved by the APS College of Health Psychologists.The College recognises that the area of health psychology is a broad one. It is the area in which psychological principlesare applied to enhance physical health and well-being, and to reduce the psychological impact of physical illness.The College suggests that health psychology may be viewed as falling on a continuum anchored at one end by principlesof psychology applied to health promotion and public health, and at the other, by psychology applied to the care of thephysically ill. For convenience, the College has identified two broad areas of health psychology representing respectiveends of the continuum: “health promotion” and “clinical health psychology”. While this dichotomy is useful, the Collegerecognises that both ends of the health psychology spectrum inform each other, and that there is considerable overlap.As a consequence of the breadth of health psychology it is recognised that many health psychologists will haveparticular expertise in health promotion or clinical health psychology, but not both. However, the College deems itessential that members of the APS College of Health Psychologists will have at least a general knowledge of both endsof the continuum of health psychology.In accord with the Australian Psychological Society, the APS College of Health Psychologists endorses training in healthpsychology on the basis of the “scientist-professional” model. Acceptable postgraduate courses in health psychologywill be firmly established on an understanding of the established knowledge and current research in the area and willadopt an evidence-based approach to training.10.2 SPECIALIST COURSEWORK CONTENTConsistent with the APAC Accreditation Standards for fifth and sixth-year programs, training in health psychology isbased on the scientist-professional model. General knowledge and skills required by psychological practitioners as wellas knowledge of health psychology are required.All Approved courses will cover, at an advanced level, the core specialist content outlined below. In addition, Approvedcourses will offer two or more advanced level units (approximately 24 hours per unit) in either health promotion orclinical health psychology, and one advanced level unit in the alternative sub-specialty (for example, one unit in healthpromotion psychology and two or more in clinical health psychology).(a) Core specialist contentConsistent with the core content specified for the APS College of Health Psychologists, the following content areaswill be addressed at an advanced level in all courses Approved by the College.(i) Biological, psychological and social determinants of health and illness(ii) Epidemiology of Australian population groups(iii) Basic physical systems(iv) Models of health behaviours and behaviour change(v) Health beliefs and attitudes(vi) Stress, stress management, coping and social support in health and illness36 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

(vii) evidence-based health interventions(viii) working effectively in a multidisciplinary team.(b) Health promotion content(i)(ii)behavioural epidemiologyhealth promotion strategies and methods (for example, applied to exercise, lifestyle and nutrition)(iii) public health marketing and communication(iv) disease prevention (for example, coronary heart disease, cancer, stds, smoking related diseases and dietaryrelated problems)(v)consumer behaviour(vi) systems and organisations for health promotion in Australia(vii) community needs analysis(viii) community development, intervention and empowerment strategies.(c) Clinical health psychology content(i)(ii)models of health caretrajectories of acute and chronic illness, including medical care seeking behaviours(iii) developmental issues in acute and chronic illness(iv) communication in health settings(v)the patient-practitioner relationship(vi) psychosomatic, psychophysiological and behavioural medicine principles(vii) psychological treatment relevant to health and illness (for example, pain, addiction, sleep and eating problems)(viii) psychological adjustment (for example, grief, bereavement, death and dying).(d) Additional areas of studyApproved health psychology courses may offer specialised instruction not covered in the core areas above, butrelated to the practice of health psychology, such as the diagnosis of psychological problems in general healthsettings, advanced therapeutic techniques, critical incident management, grief counselling, addiction, managementof eating and sleeping problems, and advanced physiology.10.3 SPECIALIST PLACEMENT REQUIREMENTS(a) Placements should expose students to a range of health psychology experiences, and in accord with the requirementto obtain experience and skills in the breadth of health psychology, at least one practical placement will beconducted in the health promotion and clinical health psychology domains.(b) Students are expected to complete a minimum of 1000 hours (133 days) placement. The practical work will be madeup of three or more practical placements. These will include both health promotion and clinical health psychologyexperiences although the balance of these will be determined by the course.(c) Students are required to evaluate the practical venue and the supervisor at the end of each practical placement.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201037

[SECTION TEN][CONT.]HEALTH PSYCHOLOGY10.4 SPECIALIST RESEARCH REQUIREMENTSThe research component of the degree must address an area of either health promotion or clinical health psychology, ora combination of the two.10.5 SPECIALIST ASSESSMENT REQUIREMENTSPrograms have the responsibility to develop assessment processes, which are appropriately objective, and ensure thatstudents have acquired an advanced knowledge, research and skill base in health psychology. These processes must alsoensure that students whose behaviour is professionally incompetent or unethical do not obtain a formal qualification inhealth psychology.38 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

[SECTION ELEVEN]ORGANISATIONAL PSYCHOLOGY11.1 PREAMBLEOrganisational psychologists specialise in the delivery of professional psychological services in regard to the world ofwork. They are concerned with the development of effective procedures and structures in organisations and with thedevelopment of productive, effective, resourceful and committed organisational members, teams and units, within thecontext of the goals and values of the society in which those organisations function. Organisational psychologists sharecompetencies with other psychologists such as counselling, sport, educational and developmental psychologists, withmany similar competencies being basic. However, germane to organisational psychologists is the capacity for integratedmulti-level (individual, group and organisational) analysis of human behaviour and related action, and an appreciationof the organisation’s functioning as a dynamic and complex system in interaction with other organisations and with itsbroader social, economic and political environments.Of prime importance in the APS College of Organisational Psychology evaluation of courses for organisationalpsychologists, therefore, are the teaching and learning objectives of the course. These should be explicit and clear, andshould include the following:• understanding of multi-level psychological theory as it pertains to the successful functioning of organisations• skill-development• awareness of the conditions for effective intervention• knowledge and skills in evaluation• evaluation of the reliability and validity of the various forms of psychological assessment• knowledge of various organisational contexts in which theoretical concepts and interventions are to be applied• appreciation of associated ethical, professional and legal issues (such as occupational health and safety, and equalopportunity legislation).11.2 SPECIALIST COURSEWORK CONTENT(a) Core topicsApproved courses at fifth and sixth year level should include the following core topics, in an integrated treatmentof the individual, group, organisational and broader contextual levels of analysis and action. These core topics,studied to an advanced level, should make up at least 70 per cent of the coursework. Core coursework refers totopics which must be covered. The treatment of these core topics must be oriented to the work environmentand organisational context.(i) Theory, research and interventions at the individual level:• job analysis• recruitment and selection• training and development• worker motivation• work performance• employee psychological reactions and behaviours at work for example, work attitudes, health and well-being• interpersonal skills in the workplace: counselling, interviewing and feedback• career development.(ii) Theory, research and interventions at the group level:• group processes• group facilitation• teams• leadership• cross-cultural and diversity issues (could be covered at the individual and/or organisational level).APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201039

[SECTION ELEVEN][CONT.]ORGANISATIONAL PSYCHOLOGY(iii) Theory, research and interventions at the organisational level:• job design• organisational change• organisational culture and climate.(iv) Research design, methods and statistics (including both quantitative and qualitative techniques)(v) Psychological assessment and evaluation, including report writing for the workplace(vi) Professional practice as an organisational psychologist:• professional issues and practice: standards, behaviour, and identity• legal issues• ethical issues.(b) Elective topicsApproved courses may include a range of allied or related elective topics, which must be conducted at higher degreestandard. They may make up to 30 per cent of the course content. However, the College expects that, whereverpossible, the topics are integrated with the core topics and with the other components of the course.Examples of suitable elective topics, which are not intended to preclude other relevant topics, are:• conflict resolution• strategic planning• human resource management• history and development of organisational psychology• OHS and industrial relations• human factors.11.3 SPECIALIST PLACEMENT REQUIREMENTSIt is desirable that during their practicum experience, students are supervised by at least three (3) different supervisors.11.4 SPECIALIST RESEARCH REQUIREMENTS(a) The research will be empirical, but this requirement must not be interpreted to exclude appropriate qualitativeapproaches such as case studies where those approaches are appropriate to the problem or issue and areproperly handled.(b) The research should be supervised by a member of staff who is, or is eligible to be, a member of the APS Collegeof Organisational Psychologists. Where such a staff member is unavailable to supervise a particular thesis, researchmay be supervised by other acceptable persons whose research expertise is in area relevant to the domain oforganisational psychology.40 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

[SECTION TWELVE]SPORT AND EXERCISE PSYCHOLOGY12.1 PREAMBLEThe following principles provide the basis and framework for the development of graduate courses in sport and exercisepsychology. Approved courses should have a major emphasis on educating and training general psychologists with anorientation in sport and exercise psychology. The course should include appropriate and relevant aspects of generalpsychology and should provide background in sport sciences other than sport and exercise psychology.The APS College of Sport and Exercise Psychologists recognise the following as essential components of applied sportpsychology practice:• personal development and well-being• group dynamics and team culture• performance enhancement• clinical interventions• applied research.The psychological needs of exercisers, athletes, coaches, and sports administrators include those that are common tomany client groups in every society and special issues that may be somewhat specific to sport and exercise environments.The College seeks to encourage the development of postgraduate Masters courses in sport and exercise psychologythat address the education and training needs of those who will practise as psychologists in a wide range of sporting,exercise, health, and counselling environments.The present document sets out guidelines to assist, facilitate, and evaluate the development of postgraduate courses insport and exercise psychology in Australian Institutions. These particular guidelines refer specifically to the developmentof Masters degree courses in sport and exercise psychology. The document has been prepared to guide the process ofAPS College of Sport and Exercise Psychologists’ approval of Masters degrees in sport and exercise psychology and forthe purpose of determining College membership eligibility.The APS College of Sport and Exercise Psychologists acknowledges the variety of existing Institution courses and thediversity of staff backgrounds, qualifications, and professional experiences in Departments of Psychology, Sports Science,and Human Movement, and sees this diversity as a strength in the development of formal courses in sport and exercisepsychology in Australia. For these reasons, the College wishes to be as flexible and helpful as possible, within the broadguidelines outlined in the present document.The APS College of Sport and Exercise Psychologists holds the view that the preparation and training of sport andexercise psychologists should be based on the “scientist-practitioner” model. The College interprets this model as itapplies to the education and training process in terms of three broad components: content knowledge, research, andpractical experience.The APS College of Sport and Exercise Psychologists endorses the view that the preparation of professional sport andexercise psychologists should include scientific training in psychology, sport psychology, exercise psychology, and sportsciences; and supervised experience in the practice of psychology and sport and exercise psychology. The Collegeseeks to provide guidelines, which should lead to individuals gaining both a breadth and depth of training in both theacademic discipline of psychology and the most significant areas of practice in the profession of psychology in appliedsport, exercise, health, and counselling settings. Applicants would preferably have completed some undergraduatestudy in the sports sciences in addition to their psychology studies. Where this is not the case, appropriate sports scienceunits should be included in the overall Masters program. Postgraduate sport and exercise psychology programs shouldprovide trainees with a working knowledge of professional attitudes and skills across a variety of settings to deal withthe professional, interpersonal, and ethical issues that arise in the practice of psychology in sport, exercise, health, andcounselling domains. The program should also ensure that students are sensitised to ethnic, cultural, and gender equityissues as they relate to the practice of sport and exercise psychology. The professional training provider should alsoensure that the community receives the quality of psychological services they have the right to expect.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201041

[SECTION TWELVE]SPORT AND EXERCISE PSYCHOLOGY12.2 SPECIALIST COURSEWORK CONTENTThe combined core and elective units must meet the APAC requirement that at least 70 per cent of the total courseworkbe psychological in nature. The remaining 30 per cent may comprise sport sciences or other relevant units in otherdisciplines (for example, health and rehabilitation psychology).Approved courses should include the following topics each with an emphasis on general psychology in sport, exercise,and health psychology domains.(a) Core topics(i) sport and exercise psychology theory(ii) contemporary theories in sport and exercise psychology relevant to motivation, group dynamics, leadership,psychological skills, and intervention techniques(iii) research design and methodology(iv) psychological assessment, intervention, and evaluation• needs assessment by way of interview, observation, and psychological tests• a variety of intervention methods• evaluation of intervention methodologies by interpreting statistical procedures such as true experimentaldesigns and quasi-experimental designs including single-case experimental research• exposure to tests currently in use in sport and exercise psychology, administration, scoring, interpretation,and feedback of instruments in the following areas:◦{professional practice and ethical issues◦{performance enhancement in sport◦{critical issues/interventions in sport(b) Elective content(i) Sport and exercise sciences coursework can be completed at either undergraduate or graduate level. Apostgraduate seminar-type unit that involves discussion and understanding of major issues in exercise physiology,biomechanics, motor control, nutrition, sports medicine services, and sport sociology would be ideal. Othersuitable topics could include:• cultural and sociological issues in sport• teaching and coaching principles• nutrition and eating behaviour• sport organisation, administration, and management• health psychology• exercise physiology• biomechanics• sport injuries and sport medicine• motor learning and motor control• psychology of rehabilitation.(ii) If an Institution offering a Masters degree does not have access on-campus to sport and exercise science units,arrangements must be made for students to complete appropriate units at another Institution. Credit pointsneed to be allocated to the sport and exercise sciences.42 APS College Course Approval Guidelines for Postgraduate Specialist Courses December 2010

12.3 SPECIALIST PLACEMENT REQUIREMENTS(a) The course must contain 1000 hours (Masters level) or 1500 hours (Doctoral level) of placement. Such practicalwork may be achieved through three or more practice placements or through experiences in a clinic operated by theInstitution. At least 50 per cent of this time will be in sport and/or exercise-related settings.(b) Where possible students should also be given experience in dealing with a variety of issues such as eating disorders,substance abuse, and sexual harassment.(c) Students should also be placed with a variety of different types of clients such as coaches, individual athletes,sporting teams, exercisers, and with both children and adults.(d) The Institution-based or external supervising psychologist would normally be a member of the APS College of Sportand Exercise Psychologists or another APS College with two years experience, or be eligible for such membership andhave equivalent experience (see 3.5 above).(e) As part of the practical work students must have demonstrated competence in the following:(i) the administration, scoring, interpretation, and feedback of a selection of sport-specific and generalpsychological assessment instruments(ii) the design, implementation and evaluation of interviewing, history-taking techniques, team and individualeducational programs, athlete/coach/exerciser counselling, and intervention programs.(f) The practicum supervisor may choose to evaluate student competence in the above areas via counselling, directobservation, case study presentation/discussion, or video replay and discussion.12.4 SPECIALIST RESOURCESThe College recognise that the core staff who contribute to the course must comply with the requirements of the APACStandards, but additional staff may be involved and contribute without meeting a requirement for APS College of Sportand Exercise Psychologists membership.Non-specialist/external supervisors are required under the APAC Standards to be a Member of at least one APS College.Specialist external supervisors must be eligible for membership of the APS College of Sport and Exercise Psychologists.Specialist staff involved in teaching are encouraged by the College to undertake regular applied sport and exercisepsychology practice relevant to the course. The College encourages these staff to seek this recognition and support ofthe Institution for this work.12.5 SPECIALIST ASSESSMENT REQUIREMENTSThe assessment of practicum work should include evaluation of at least three written case reports (of at least 2000words) at some point in the program. The reports should provide details of the presenting case, describe the trainee’swork, and justify the methods used.Evaluation of case reports should be carried out by the Institution-based practicum supervisor and where appropriate incooperation with one external practicum specialisation supervisor.Students should engage in ongoing structured self-reflection about their skills and abilities as psychologists in training.Written reflections as part of the assessment of major placements should be encouraged/required.APS College Course Approval Guidelines for Postgraduate Specialist Courses December 201043

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