Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Psychology School
This course takes a developmental and systemic framework in understanding how to work with children,
adolescents and their families in the context of youth emotional or mental health presentations. Evidence-based assessment and treatment approaches to the most common emotional health problems experienced by children and adolescents will be presented. A combined academic and practical approach will be adopted with students having the opportunity to engage in experiential learning (by observing and practising) around the skills taught.
This course begins with a 2-day intensive training in Primary Care Triple P, which is run in O-week.
From Teaching Week 1 of Semester 2, the course runs as a weekly 2-hr lecture followed by a skills-based 2-hr tutorial.ﾠThe course is designed to provide an overview of the most common emotional or mental health problems experienced by children and adolescents and how to support diversity in youth (e.g., gender diversity). The program will focus on:
- dealing with common process issues involved in working with children, adolescents, and families;
- aetiological models of presentations discussed;
- taking a systemic and developmental approach to the formulation of child and adolescent mental health presentations; andﾠ
- evidence-based treatment strategies; and
- modifying evidence-based assessment and treatment strategies to be appropriate for client diversity.ﾠﾠ
Course requirements
Assumed background
It isﾠhighly recommended that, prior to commencing the course, you read Chapters 2 and 3 of Adolescence and Emerging Adulthood (6th edition; 2018) by Jeffrey Arnett, which is available online at the library.
Incompatible
You can't enrol in this course if you've already completed the following:
PSYC7042
Restrictions
Restricted to students in the MPsychClin and DPsych
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Training in Primary Care Triple P is a compulsory element of this course and occurs on the Monday and Tuesday of Orientation Week.
Aims and outcomes
The course aims to help students acquire clinical skills directly relevant to clinical practice with children, adolescents and families.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate an understanding of the importance of taking an approach to all aspects of child and adolescent emotional or mental health that is developmentally, systemically and culturally informed.
LO2.
Articulate, manage and reflect upon common process issues that may arise when commencing work with a child or adolescent and their caregiver.
LO3.
Demonstrate a good understanding of the diagnostic criteria associated with each category of mental health problems commonly experienced by children and adolescents.
LO4.
Develop an appropriate developmentally and systemically informed formulation for common emotional health problems experienced by children and adolescents.
LO5.
Demonstrate a good understanding of the recommended assessment tools associated with each category of mental health problems commonly experienced by children and adolescents.
LO6.
Demonstrate understanding and use of evidence-based treatment strategies for treatment of specific emotional health problems in children and adolescents.
LO7.
Clearly and effectively explain key transdiagnostic concepts (e.g., what thoughts are and why they are important) and strategies to children and adolescents of different ages.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Role play/ Simulation |
Standard Triple P accreditation
|
30% |
12/08/2024 - 28/08/2024
Student will be given an individual time to complete this assessment within the defined period. |
| Practical/ Demonstration, Reflection |
Managing a parent-related process issue
|
30% |
9/09/2024 12:00 pm
The assessment is due in the tutorial. |
| Practical/ Demonstration |
Transdiagnostic skills competency
|
40% |
26/08/2024 - 27/08/2024
Student will be given an individual time to complete this assessment within the defined period. |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Standard Triple P accreditation
- Hurdle
- Mode
- Oral
- Category
- Role play/ Simulation
- Weight
- 30%
- Due date
12/08/2024 - 28/08/2024
Student will be given an individual time to complete this assessment within the defined period.
- Learning outcomes
- L01, L02, L03, L05
Task description
Students must pass the accreditation process for Standard Triple P.
This involves demonstrating 3 competencies, after which feedback is received from the 'facilitator' (and peers). Accreditation is usually of 4 hours duration and completed F2F.
Required competencies (3 in total):
- 2 compulsory competencies: Sharing Assessment Findings and Using Behavioural Rehearsal to Teach a Parent the Start Routine
- plus 1 optional competency from the list below:
- giving constructive feedback to a parent in a practice session;
- teaching a parent to generate and use descriptive praise;
- reviewing a parent’s use of a planned activities routine;
Students must also complete a 30-item quiz that is handed in on the accreditation day.
Students need to achieve 80% on both the demonstration of their competencies and the quiz to become accredited (and pass this assessment component).
Hurdle requirements
This assessment must be passed to pass the course.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Students unable to complete the assessment at the designated time should contact the Course Coordinator.
Managing a parent-related process issue
- Hurdle
- Mode
- Activity/ Performance, Oral
- Category
- Practical/ Demonstration, Reflection
- Weight
- 30%
- Due date
9/09/2024 12:00 pm
The assessment is due in the tutorial.
- Learning outcomes
- L01, L02, L04
Task description
Instructions:
Each student needs to submit a video recording (10 minutes maximum) of themselves managing a parent-related process issue they have selected from a list provided by the course coordinator.
Students are to work in pairs, with each member of the pair selecting a different process issue. When you are role playing the parent, don’t make the interaction too hard but please do ask any questions / make any comments you think would be likely.
In addition to the recording, students need to submit a reflection on their recording (maximum 2 pages).
Your reflection may consist of dot points and must cover the following questions and topics (it is likely to be helpful to use the below as headings):
1. What did the process issue need to be addressed?
2. What were my goals in managing this process issue?
3. What do I think went well? What do I think went less well? How would I do it differently next time?
PSYC7043: Reflective Task
Managing a parent-related process issue when working with a child or adolescent
Possible process issues to choose from:
Note: it is a good idea to choose something that feels challenging to you.
1. The client is a 6-year-old presented by a parent, who describes the main difficulties as oppositional and ‘naughty’ behaviour. The parents are separated but share custody (child spends alternate weeks with each parent). You have met only the parent who presented the child; though they report that the behavioural difficulties occur in both households. The relationship between the parents is described as ‘pretty good’ but the parent you have met seems surprised when you ask whether they were planning to involve the other parent in therapy.
2. The client is a 15-year-old who has been referred by the school Guidance Officer for treatment of anxiety. The adolescent lives with their single father, who presents as anxious himself. In the first session, the father states that he would like to be present during appointments as thinks he would benefit personally from learning how to manage anxiety as well as from knowing exactly what is going on with his 15-year-old.
3. The client is a 12-year-old who has been described by their teacher as depressed. The child has apparently expressed a wish to die on one occasion at school. The referral has been initiated by the biological parents (an intact relationship) on the advice of the teacher. In your first contact with the parents – a telephone call with the mother – you get the sense that the parents might think the teacher is exaggerating the significance of the issues. During the first appointment (with the mother and child), the mother tells you that both she and her partner believe the teacher is over-reacting and that their child is simply more emotional than other children of the same age. They are not sure that their child needs to be seeing anyone for therapy and the mother is hesitant to book a second appointment.
4. The client is an 8-year-old who is presenting with aggressive, bullying behaviour at school. Although the parent agrees that there is a problem, after the first session, they indicate that they do not expect to be involved in further sessions; but rather to drop and collect their child for appointments.
Hurdle requirements
This assessment must be passed to pass the course.Submission guidelines
A named USB containing the video interaction is to be handed to the tutor in the tutorial. The reflection is to be uploaded via Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Transdiagnostic skills competency
- Hurdle
- Mode
- Oral
- Category
- Practical/ Demonstration
- Weight
- 40%
- Due date
26/08/2024 - 27/08/2024
Student will be given an individual time to complete this assessment within the defined period.
- Learning outcomes
- L01, L06, L07
Task description
Instructions
Individually, you will each have to demonstrate one of several transdiagnostic skills with a child or adolescent actor. You are to assume that you have been seeing the child / adolescent client for roughly three sessions, have done a thorough assessment and have a good rapport with the client. It is possible the child or adolescent actor with whom you are working for this competency may come from a non-Caucasian background; however, you can assume that English is the first language.
You will have 2 minutes to read the brief overview (which will give you the basic background details of the child or adolescent client and the skill you need to demonstrate). You will then have up to 13 minutes (the skills should take slightly different amounts of time to demonstrate; roughly in the range of 10-13 minutes) to demonstrate this skill.
You need to come to the competency prepared to demonstrate any of the below skills with either a primary school-aged child (7-11 years) or a high school-aged adolescent (12-17 years). You are encouraged to be creative in preparing materials to aid you in demonstrating whichever skill you are randomly assigned to demonstrate – for example, you might develop a worksheet with thought bubbles over the heads of pictures of people likely to be familiar to a primary school-aged child; or have ambiguous images to show an adolescent client. You may bring all such materials to the competency (as long as there is no script included in the materials) and use those that are relevant to the assigned task.
The transdiagnostic skills (which will be discussed and practiced in class) are:
- Explain what thoughts are and why they are important;
- Introduce the idea of feelings and provide key psychoeducation (e.g., different feelings are not right or wrong; function of emotions; idea of intensity);
- Explain the flight / fight / freeze response;
- Explain the role of avoidance; and a fear ladder (what it is and how it works).
Hurdle requirements
This assessment must be passed to pass the course. Students who do not pass on the first attempt will be required to re-do the competency.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Students unable to complete the assessment at the designated time should contact the Course Coordinator as soon as possible. Extenuating circumstances would be required in order for a student to attempt this assessment at an alternative time.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Percentage marks will be rounded to the nearest whole number ie. 84.4% will round down to 84%ﾠand 84.5% will round up to 85%. This will apply to all grade cutoffs apart from a grade of 4. The minimum pass mark is 50% and a pass cannot be achieved with 49.5%.
Each of the three assessment tasks must be passed in order for the course to be passed.
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
O-week (15 Jul - 21 Jul) |
Workshop |
Triple P 3-day intensive training in Standard Triple P Learning outcomes: L01, L02, L05, L06 |
Week 1 (22 Jul - 28 Jul) |
Lecture |
Working with children and adolescents: Overview An overview of the many different factors that need to be kept in mind when working with children, adolescents and families. Learning outcomes: L01, L02 |
Tutorial |
The case of Marla: Focus on the cultural lens + parent-related process issues. Practical and process issues associated with working with children, adolescents, and families. Learning outcomes: L01, L02, L03, L04 |
|
Week 2 (29 Jul - 04 Aug) |
Lecture |
What's different about working with CYP? Focus on practical and process issues in working with children, adolescents and families. Learning outcomes: L01, L02 |
Tutorial |
Preparing for the transdiagnostic competency Managing parent-related process issues: Modelling and practice Learning outcomes: L01, L02, L04, L05, L06, L07 |
|
Week 3 (05 Aug - 11 Aug) |
Lecture |
Perinatal and infant mental health Guest lecture Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Perinatal and infant mental health Infant observation videos Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 4 (12 Aug - 18 Aug) |
Lecture |
Anxiety disorders Guest lecture Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Transdiagnostic Skills competency - practice Modelling and practice for the Transdiagnostic Skills competency Learning outcomes: L01, L03, L04, L05, L06, L07 |
|
Week 5 (19 Aug - 25 Aug) |
Lecture |
Mood disorders: Focus on depression Focus: ASD and ADHD Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Transdiagnostic Skills competency - practice + Risk assessment Working with families where a child or YP has ASD or ADHD. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Week 6 (26 Aug - 01 Sep) |
Lecture |
Stressor-related disorders 1 Diagnostic features; aetiological models; process issues; assessment, and treatment strategies. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Imaginal exposure + Transdiagnostic skills competency: Modelling and practice Case study: Small group formulation Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Week 7 (02 Sep - 08 Sep) |
Lecture |
Stressor-related disorders Diagnostic features; aetiological models; process issues; assessment, and treatment strategies. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Imaginal exposure; Case study – small group formulation The Scientific Approach. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 8 (09 Sep - 15 Sep) |
Lecture |
OCD & related disorders Diagnostic features; aetiological models; process issues; assessment, and treatment strategies. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
OCD & related disorders Exposure and response prevention. Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 9 (16 Sep - 22 Sep) |
Lecture |
ODD and CD Guest lecture. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
ODD and CD Calculating EBW Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 11 (07 Oct - 13 Oct) |
Lecture |
Eating disorders Diagnostic features; aetiological models; process issues; assessment, and treatment strategies. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Eating disorders Risk assessment Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 12 (14 Oct - 20 Oct) |
Lecture |
Neurodevelopmental disorders Diagnostic features; aetiological models; process issues; assessment, and treatment strategies. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Neurodevelopmental disorders Imaginal exposure; Case study small group formulation Learning outcomes: L01, L02, L03, L04, L05, L06 |
|
Week 13 (21 Oct - 27 Oct) |
Lecture |
Gender dysphoria Overview of gender diversity; evidence-based treatment for gender dysphoria; and process issues when providing psychological support to transgender youth and their families. Guest lecture Learning outcomes: L01, L02, L03, L04, L05, L06 |
Tutorial |
Review Role plays as requested/required. Learning outcomes: L01, L02 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course:
- Fitness to Practise
School guidelines
Your school has additional guidelines you'll need to follow for this course: