Course coordinator
Dr Denis O'Hara
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Psychology School
This course will introduce students to the basic foundational knowledge and skills of counselling. Students will be introduced to the various foundational counselling skills through direct teaching and demonstrations as well as being given supervised practice in the performance of these skills and their integration into a respectful approach to counselling. A link between skills and theoretical underpinnings is an important part of the course. It encourages the student to consider the balance between the science and the practice of psychology, and the value of interviewing skills in the the process of assessment and case formulation. A satisfactory level of proficiency is expected before students can pass this course.
The purpose of this course is to introduce students to the ideas and principles of working therapeuticallyﾠand the importance of interpersonal skills in psychology. Students will be exploring the essentials of the process of therapyﾠand the therapeuticﾠrelationship and the various means by which interpersonal skills augment the process of therapy. Students will be encouraged to understand the theory and evidence underlying the skills to develop a sense of knowing why they are using certain skills rather than simply employing skills on a mechanistic basis. As such, an integrative approach to theories and skills will underlie the course. Students will also develop foundational therpeutic skills through supervised practice. Personal development of students will be encouraged on the basis of the importance of the psychologistﾠas person to the therapeutic process.
Course requirements
Assumed background
It is assumed that students who enter the course have a degree within psychology. As such, it is assumed that students have a basic understanding of literature concerning human behaviour, familiarity with psychological language and theory, and a basic ability to communicate effectively with a variety of people.
Restrictions
Restricted to students enrolled in MPsych or with permission of Director of Master of Psychology program
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
This course is taught in conjunction with COUN7001
Course contact
Course staff
Lecturer
Dr Denis O'Hara
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The course comprises a twoﾠ-hour lecture followed by a one hour tutorial.ﾠ Please consult your timetable for the locations of the lectures and tutorials.ﾠ
Aims and outcomes
The course aims to build in students skills in therapyﾠthrough an integration of skills development, theoretical synthesis and personal exploration. It seeks to encourage students to think critically and creatively about both the participants in, and the process of, therapy.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Be conversant with the literature concerning the contribution of the client and the counsellor as persons to the outcome of counselling
LO2.
Understand the underlying biological, social and intra-personal aspects that influence the use of interpersonal skills in counselling
LO3.
Explore the various models of the role of the counsellor and variety of approaches to developing a counselling relationship
LO4.
Explore the various forms of interpersonal communication that can exist within a counselling relationship
LO5.
Develop basic foundational skills in counselling that will enhance the development of an effective counselling relationship
LO6.
Be aware of your own personal potential to contribute to the processes and outcome of counselling
LO7.
Show a desire and willingness to critically review your own practice
LO8.
Embrace personal development and enrichment as essential to your learning and practice
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique, Reflection | Tutorial and Reflections | 25% |
17/04/2025 1:00 pm |
| Essay/ Critique, Practical/ Demonstration | Submission of Video and Commentary | 50% |
2/05/2025 1:00 pm |
| Practical/ Demonstration | Competency Interview | 25% Pass/Fail (hurdle) |
A schedule for the competency will be posted in Blackboard later in the semester |
Assessment details
Tutorial and Reflections
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 25%
- Due date
17/04/2025 1:00 pm
- Learning outcomes
- L02, L03, L04, L05, L06, L07, L08
Task description
This assignment takes the form of a Personal/Professional Journal that is completed throughout the semester and submitted at the end of week 8.
The journal will contain two types of material:
1. Your task is to provide five short reflections from six tutorial sessions. The reflections can be a comment about your thoughts or feelings about the tutorial session or lecture, a new understanding of a professional or personal nature that has occurred during that week, a creative piece of writing or a report of an interaction that impacted on your thinking. The main criterion for inclusion is that what you include in your journal has had significant meaning for you, what you might even call an 'AHA!" moment. This reflection need be no longer than a half a page to one page in length maximum (double-spaced). It is not the length of the reflection that is important but rather the communication of how it has added to your understandings of yourself, other people or psychotherapy. It is not necessary to have references for these reflections.
2. In the second part of this Personal/Professional Journal your task is to respond to at least one or all of the following articles in terms of what thoughts and challenges they elicit in you. The aim here is for you to engage with the respective author’s ideas and to reflect on them with a view to informing your own practice of psychotherapy. While you might quote from an article to highlight a point, there is no need to provide extensive references to support your ideas.
The key focus in both parts of the journal is the depth of reflection especially as it relates to you in your role as a therapist and to the prcoess of therapy.
Your response to this second task need be no longer than two A4 pages double spaced.
Articles
Erskine, R. (2015). A therapy of contact-in-relationship. In R. G. Erskine (Ed.), Relational Patterns, Therapeutic Presence: Concepts and Practice of Integrative Psychotherapy (pp. 23-42). Routledge.
Erskine, R. (2015). Attunement and involvement: therapeutic responses to relational needs. In R. G. Erskine (Ed.), Relational Patterns, Therapeutic Presence: Concepts and Practice of Integrative Psychotherapy (pp. 43-55). Routledge.
Hatcher, R. L. (2021). Responsiveness, the relationship and the working alliance. In J. C. Watson and H. Wiseman (Ed.), The Responsive Psychotherapist: Attuning to Clients in the Moment (pp. 37-58). American Psychological Association.
Submission guidelines
Submission is via Turnitin found in the assessment link within Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 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.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark.
Submission of Video and Commentary
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique, Practical/ Demonstration
- Weight
- 50%
- Due date
2/05/2025 1:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08
Task description
Task: Video and Written Essay.
Recorded Interviews and 2500 Word Commentary
This assignment is in two parts.
Part 1:
During the second half of the semester you will undertake a counselling interview (approximately 15-20 minutes) with a person who is not in in the course and not a close friend or relative. In this interview your aim is to join with the client in hearing their story and demonstrate appropriate counselling skills and approaches you have learnt and developed during the semester. This recording will be submitted as part of the assignment and will be reviewed, and feedback provided by the teaching staff. As well as feedback from staff, you will be required to have two classmates also complete a feedback form on your interview. These forms should be uploaded with the video. The aim here is to provide you with supportive feedback and also to aid you and your classmates in reflecting on the nature of counselling interviews. Each reviewer must sign a confidentiality agreement.
Part 2:
Also submitted to Turnitin and accompanying your recorded interview is to be a commentary of 2500 words in which you are to make comment and reflect on a range of aspects of the interview. Comments you make and suggestions for improvements should show evidence of both reflection and reference to the literature, both theoretical and empirical. It is vital that your essay shows evidence that you not only know superficially what you do as a therapist but also that you know why you do it. Showing a strong theory-practice-research link will be vital to performing well in this essay.
Your commentary should show reflection on the application on the skills and processes undertaken during the session with strong links to the existing literature concerning therapy. To guide your thinking, you may wish to consider issues such as those posed in the questions that follow. However, the structure of your commentary should not constitute a set of short answers to these questions. The essay should be a coherent, connected, well-researched and well-argued critique.
The questions below are simply to stimulate your thinking. In other words, in writing your commentary you need to produce an integrated piece of academic writing. The essay should be written in the third person using the terms 'counsellor' or 'therapist' and ''client' not in the first person using 'I' and 'we'.
1. How well did you facilitate the client’s telling of their story/problem? What evidence do you have to support this claim?
2. What interpersonal skills were displayed in the interviews?
3. What interpersonal skills did you struggle to apply?
4. In terms of the process of therapy and theoretical frameworks, in what ways were you more organized in your thinking than in class practice sessions? How was this seen in the interview? Have you changed in any way in your thinking during the semester in your approach? If so, how was this seen in the interview?
5. Did you notice any differences in your ability to ‘pick up on’ and respond to the emotional messages that were offered by the client during the interview compared to practice sessions earlier in the semester?
6. If there were to be subsequent interviews with this subject, what areas would you anticipate you would need to explore, work on, or refer on?
7. What theories did you notice you defaulted to when seeking to conceptualise the case? On further reflection, would there be other theories you would incorporate into your conceptualisation of the case? Why?
8. What reactions or responses did you notice in yourself during the interview?
Etc.
Confidentiality of the Recorded Interviews and Informed Consent
It is vital that the confidentiality of the 'client' of your interview is maintained throughout the process of completing Assignment 2. The interview is only to be viewed by the interviewee, the student, two other students (with signed confidentiality forms) and the course coordinator /tutor assessing the material.
The 'client' should complete and sign the Consent Form and the two peer reviewers should complete the Confidentiality Form given as attachments in this Course Profile and which can also to be found on the COUN7001 Blackboard site. The Consent Form must be signed at the time of the interview and submitted with your recording.
Submission guidelines
Please submit the video via submission link in Blackboard. The written assignment must be submitted via Turnitin via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 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.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark.
Competency Interview
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration
- Weight
- 25% Pass/Fail (hurdle)
- Due date
A schedule for the competency will be posted in Blackboard later in the semester
- Learning outcomes
- L03, L04, L05, L06, L07, L08
Task description
A live competency interview is scheduled in the first examination week between 2 June and 5 June 2025. Students will perform a 25-30 minute interview with a client. The interview will focus on the ability to demonstrate effective professional skills, hearing the story and generating hypotheses, development of a supportive therapeutic relationship, active listening, accurate paraphrasing, reflection of feelings and guidance towards outcomes only as appropriate for a first interview.
VERY IMPORTANT INFORMATION!!!!
This interview is a hurdle requirement to pass the course offering a Pass/Fail result. In the event of an initial failure at the first attempt of the Competency interview, the student will be offered remediation and will be allowed to resit the Competency interview on one more occasion. Failure at this second attempt will indicate a failure of this hurdle requirement and hence a failure of this course COUN7001 overall.
Results that can be obtained at the time of the Interview:
- Pass without intervention/coaching: 25%
- Pass with one intervention of coaching: 20%
- Conditional Pass: Watch the session with assessor for final coaching: 15%
- Resit of competency interview: (Maximum 13% associated with second interview). A fail grade on the resit interview means failure of COUN7001.
Failure of of a resit interview will render no marks to be offered toward a final result (0%). As the Competency interview is a hurdle requirement, failure will also mean that the student fails the course overall.
Further details and schedule information will be provided in Blackboard.
More details of the practical aspects of the interview will be given later in the semester.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | <p>0</p> - |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>0% - 29.9%</p> |
| 2 (Fail) | <p>0</p> - |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>30% - 46.9%</p> |
| 3 (Marginal Fail) | <p>0</p> - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>47% - 49.9%</p> |
| 4 (Pass) | <p>0</p> - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>50% - 64.49%</p> |
| 5 (Credit) | <p>0</p> - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>64.5% - 74.49%</p> |
| 6 (Distinction) | <p>0</p> - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>74.5% - 84.49%</p> |
| 7 (High Distinction) | <p>0</p> - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>84.5% - 100%</p> |
Additional course grading information
The student must submit all required assessment to gainﾠa passing mark in this course.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Requirements for obtaining a result in this course:
For a student to receive a result in this course, the student must fulfil the following requirements:
- Reflective Journal: The journal constitutes 25% of the marks for the course and is to be completed throughout the semester. It is expected that students attend the tutorials as tutorials provide the opportunity to practise ﾠskills development.
- Essay AND Commentary / Recorded Interview Combination: The student must submit both the essay and the Commentary / Recorded Interview combination of this course.
- Students MUST obtain a satisfactory pass in the Competency Interview. The interview constitutes a hurdle requirement for the course COUN7001. As such, failure of this interview would result in the overall failure of this course
Submission of assignment:
- Recorded Interviews are to be submitted via Blackboard site on the due date of submission. Directions for doing this are given in Blackboard.
- You are also to submit the written aspect of your work through Turnitin. You will find Turnitin on the Blackboard site. Go to the COUN7001 Blackboard site and go to ‘Assessment ‘and then to ‘Turnitin’ and follow the directions.
IMPORTANT!! IMPORTANT!!
NB Please note – it is University policy that students are to keep a copy of every assignment submitted for grading. This includes copies of the files of USB presentations. This is the student's responsibility to ensure there is no risk in case assignments were to be misplaced. Please ensure you also keep a copy of the receipt for your assignment generated by Turnitin as evidence of submission.
Policies on assessment
NMSW has clear policies on submissions, remarks and supplementary exams etc offered at the site: https://nmsw.uq.edu.au/assessment
It is very important that students refer to these policies when submitting assessment. Details are also given in Section 6 of this ECP.
Penalty for word count outside the word limit: + or - 10% (in text references and quotes will count toward your word count but your reference list will not). A word count that is within ﾱ10% of the set length (word limit) is acceptable. A word count that is outside these 10% will be penalised through a reduction of 10% of the total mark available for the assessment.
VERY IMPORTANT INFORMATION!!!! :
This interview is a hurdle requirement to pass the course offering a Pass/Fail result. In the event of an initial failure at the first attempt of the Competency interview, the student will be offered remediation and will be allowed to resit the Competency interview on one more occasion. Failure at this second attempt will indicate a failure of this hurdle requirement and hence a failure of this course overall.
Referencing expectations
Within the Master of Counselling program it is expected that for nearly all pieces of assessment the referencing system to be used for submitted assignments is that of APA Style. The UQ Library provides an excellent guide to APA referencing. It can be found at:
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
Library resources are available on the UQ Library website.
Additional learning resources information
Blackboard Site :
All students enrolled in PSYC7801 ﾠhave access to a Blackboard site for this course. It can be accessed by going to your MyUQﾠ (my.uq.edu.au) and clicking onto 'Learn.UQ'. This will take you to a 'Login' page at which you enter your UQ student username and password. On this Blackboard site you will be able to access learning resources for the course such as lecture notes provided each week, references from the lectures, Client Consent Forms for Interviews and an Assignment Cover Sheet. Interesting articles are also posted throughout the semester. You can also access all materials for assessment such as criteria sheets and information concerning the undertaking of the Competency interviews.
The Blackboard site also periodically has Announcements in the event that all students need to be contacted about an issue for COUN7001. Students should access this site regularly throughout the semester. Individual emails will not be sent about issues associated with the course. It is assumed that students will access the Blackboard site for announcements on a regular basis.
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 |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Introduction The PSYC7801 Course Expectations of the Programs What is Therapy? What is 'The Self' Art and Science of Therapy Reading Chapter 1: In The Practice of Counselling and Psychotherapy Useful References: Wampold, B. E. (2015). How important are the common factors in psychotherapy? An update. World Psychiatry,14(3), 270ﾖ277. Joyce, A.S., Wolfaardt, U., Sribney, C., & Aylwin, A.S. (2006). Psychotherapy research at the start of the 21st century: the persistence of the art versus science controversy. Canadian Journal of Psychiatry, 51(13), 797-809. Learning outcomes: L01, L03 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Psychotherapy Integration Integrating Concepts Metatheory and Psychotherapy Common Mechanisms Principles of Change Reading Chapter 2: In The Practice of Counselling and Psychotherapy Useful References: Carey, T.A. & Pilgrim, D. (2010). Diagnosis and formulation: what should we tell the students? Clinical Psychology and Psychotherapy, 17, 447-454. Duncan, B. L., & Miller, S. D. (2000). The Client's theory of change: Consulting the client in the integrative process. Journal of Psychotherapy Integration, 10, 159-187. Deacon, B.J. (2013). The biomedical model of mental disorder: a critical analysis of its validity, utility, and effects on psychotherapy research. Clinical Psychology Review, 33, 846-861. O'Hara, D. & O'Hara, E. F. (2020). A metatheoretical framework for the integration In K. Andrews , F. A. Papps , et al (Eds.), Innovations in a changing world (pp. 247-258). Australian College of Applied Psychology. Learning outcomes: L01, L03 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Neurobiology of Counselling Basic Principles of Neurobiology Limbic Resonance & Co-regulation Left and Right Brain Sensing and Perceiving Following rather than leading Reading Chapter 3: In The Practice of Counselling and Psychotherapy Useful References: Dahlitz, M. (2017). The psychotherapist's essential guide to the brain. Dahlitz Media. Siegel. D.J. (2019) The mind in psychotherapy: An interpersonal neurobiology framework for understanding and cultivating mental health. Psychology and Psychotherapy, 92(2), 224-237. Learning outcomes: L01, L02 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
The Client and the Therapeutic Relationship Client factors Relationship Factors Attending Skills Useful References: Aafjes-van Doorn, K., Bar-Sella, A., et al, (2021). Within-patient perceptions of alliance and attunement: Associations with progress in psychotherapy. Clinical Psychology and Psychotherapy, 29, 1717ﾖ1727. Schirmer, J. (2018). The person of the counsellor in the outcome of counselling. Counselling Australia, 34-40. Miller, S.D., Hubble, M.A., & Chow, D.L (2018). The question of expertise in psychotherapy. Journal of Expertise, 1(2), 121-129. Skovholt, T.M., & Starkey, M.T. (2010). The three legs of the practitioners learning stool: Practice, research/theory and personal life. Contemporary Psychotherapy, 40, 125-130. Learning outcomes: L01, L03, L04, L05 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
The First Few Minutes: Welcoming the Other Confidentiality Structured First Session Intake Interviews/Assessment Interviews Measuring Alliance and Progress Useful References: Swift, J.K., Tompkins, K.A., & Parkin, S.R. (2017). Understanding the client's perspective of helpful and hindering events in psychotherapy sessions: a micro-process approach. Journal of Clinical Psychology, 73, 1543-1555. Timulak, L., & Keogh, D. (2017). The clients perspective on (experiences of) psychotherapy: a practice friendly review. Journal of Clinical Psychology, 73, 1556-1567. Learning outcomes: L02, L03, L04, L05 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Hearing the Story 1 Basic listening skills Minimal encouragers Paraphrasing/Reflecting Feelings Summarizing Reading Chapter 4: In The Practice of Counselling and Psychotherapy Useful References: Chapter 3: In Intentional Interviewing and Counseling : Facilitating Client Development in a Multicultural Society Learning outcomes: L03, L04, L05 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Hearing the Story 2 Questioning Probing Focusing Immediacy Reflection of Meaning Reading Chapter 5: In The Practice of Counselling and Psychotherapy Useful Reference: Chapters 5 & 6: In Intentional Interviewing and Counseling : Facilitating Client Development in a Multicultural Society Learning outcomes: L01, L04, L05, L06 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Confronting Times Challenging in Therapy Empathy Ruptures Useful References: Thwaites, R., & Bennett-Levy, J. (2007). Conceptualizing empathy in Cognitive Behavior Therapy: making the implicit explicit. Behavioural and Cognitive Psychotherapy, 35, 591-612. Safran, J.D., Muran, J.C., & Eubanlks-Carter, C. (2011). Repairing alliance ruptures. Psychotherapy, 48(1), 80-87. Nelson-Jones, R. (2003). Offering challenges and feedback. (pp. 86-92). In Basic Counselling Skills. London: Sage. Learning outcomes: L01, L05, L06 |
Week 9 (28 Apr - 04 May) |
Lecture |
Finding a Way Forward Goal Setting Decision Making Re-storying Reading Chapter 7: In The Practice of Counselling and Psychotherapy Useful References: McLeod, J., & Mackrill, T. (2018). Philosophical, conceptual, and ethical perspectives on working with goals in therapy. In M. Cooper & D. Law (Eds.), Working with goals in psychotherapy and counselling. Oxford University Press, pp-15-34. Learning outcomes: L01, L04, L05, L06 |
Week 10 (05 May - 11 May) |
Lecture |
Playing with Experience Interoception Metaphors and Symbols Reading Chapters 1, 2 & 3: The Metaphor of Play (Meares, R) Useful Reference: Hendricks, T. M (2014). Play as Self-Realization: Toward a General Theory of Play. American Journal of Play, 6(2), 190-213. Mathieson, F., Jordan, J., Carter, J.D. & Stubbe, M. (2015)The metaphoric dance: co-construction of metaphor in cognitive behaviour therapy. The Cognitive Behaviour Therapist, 8,(24), 1-12 Legowski, T., & Brownlee, K. (2001). Working with Metaphor in Narrative Therapy. Journal of Family Psychotherapy, 12(1), 19-28. Learning outcomes: L01, L05, L06 |
Week 11 (12 May - 18 May) |
Lecture |
Reviewing and Planning Reviewing goals and planning for action Readiness and commitment Checking direction Considering action Useful References: Law. D. Goal oriented practice, (2018). In M. Cooper & D. Law (Eds.), Working with goals in psychotherapy and counselling. Oxford University Press, pp-161-180. McLeod, J (2013). An introduction to counselling. McGraw Hill, (pp. 431-470). Learning outcomes: L01, L02, L05, L06, L07, L08 |
Week 12 (19 May - 25 May) |
Lecture |
Writing / Online Skills Online Skills Telehealth Useful References: Stone, C.(2002). Counselling via email: applying therapeutic letter writing skills to new technologies. Journal of the Australian and New Zealand Student Services Association, 19, 61-77. Bucci, S., Schwannauer, M., & Berry, N. (2019). The digital revolution and the impact on mental health care. Psychology of Psychotherapy: Research and Practice, 92(2), 277-297 Learning outcomes: L01, L06, L07, L08 |
Week 13 (26 May - 01 Jun) |
Lecture |
Group/Multicultural Counselling Group Skills Multicultural Counselling Indigenous Counselling Course Summary Useful Reference: Masson, R.L., Jacobs, E.E., Harviull, R.L. & Schimmel, C.J. (2012). Techniques and Leadership Skills in Group Counselling. Cengage Nathan, P. (2019). Creating a safe supportive environment (CASSE): A psychodynamically informed community intervention for Aboriginal communities in Central Australia. In Contemporary Psychodynamic Psychotherapy: Evolving Clinical Practice pp. 361ﾖ372. Ypinazar, V.A., Margolis, S.A., et al (2007). Indigenous Australians' understandings regarding mental health and disorders. Australian and New Zealand Journal of Psychiatry, 41(6), 467-478. Learning outcomes: L01, L04, L05, L06, L07, L08 |
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.