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
There are 6 full day workshops associated with this course. The aim of this course is to equip students with breadth as well as depth in knowledge of core rehabilitation psychology areas, and how to effectively work alongside an interdisciplinary rehabilitation team. Students will develop competence in essential evidence-based practice skills and assessment for implementation across critical rehabilitation services (e.g. enhancing motivation for participation in rehabilitation, overcoming fear of movement, adherence to rehabilitation programs, adjustment following injury etc.) and populations (e.g. pain, spinal cord injury, geriatric rehabilitation, traumatic injury etc.).
Staff Introduction
Course Co-ordinator:ﾠ Associate Professor Melissa Day
Melissa is a licensed Clinical and Health Psychologist and an Associate Professor at the School of Psychology at UQ. She completed her MA(Clin) and PhD at the University of Alabama, followed by her Clinical Psychology residency at the University of Washington. Melissaﾠthen undertook a post-doctoral research fellowship in pain psychology, also at the University of Washington, where she is now an Affiliate Associate Professor in the Department of Rehabilitation Medicine. Melissa's program of research has focused on implementing randomised controlled trials to evaluate the efficacy and mechanisms of cognitive-behavioural and mindfulness-based interventions for chronic pain conditions.ﾠShe enjoys supervising honours and post-graduate research theses at UQ.
Course Introduction
Rehabilitation Psychology is a two-unit course for students enrolled in a postgraduate program in psychology. The focus of this course is to develop breadth as well as depth in knowledge of core rehabilitation psychology areas, and how to effectively work alongside an interdisciplinary rehabilitation team. The aim is to develop competence in essential evidence-based practice skills and assessment for implementation across critical rehabilitation services and populations. The course will offer lectures, role play and video demonstrations, practice with feedback, and case based discussions.
Course requirements
Assumed background
Enrolment in Rehabilitation Psychology (PSYC8018) assumes enrolment in a postgraduate program in professional psychology.
Restrictions
MPsych, MClinPsych, MClinNeur&ClinPsych, or with permission of the Course Coordinator
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
PSYC8018 aims to give students breadth as well as depth of knowledge and skills to work in the interdisciplinary field of rehabilitation psychology. The course emphasises research, theories and approaches that have been designed specifically in relation to rehabilitation and which have been rigorously empirically evaluated, and demonstrated to be evidence-based, and effective in this context. By the end of the course, students should be familiar with biopsychosocial assessment practices for case conceptualisation across rehabilitation populations, have a clear understanding of how to apply brief interventions and cognitive-behavioural theory and skills within the rehabilitation setting, and demonstrate the necessary skills to effectively communicate and practice within an interdisciplinary rehabilitation team. Important process issues (such as theﾠdevelopment of rapport with both patients and significant others, enhancing motivation for participation in rehabilitation, and adherence to rehabilitation programs) will also be integrated throughout the course.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Appraise and understand the key principles of the biopsychosocial model of disease/illness, including an understanding of the contribution of other disciplines.
LO2.
Apply cognitive-behavioural theory and skills within the rehabilitation context, and have the skill-set to flexibly and creatively apply this theory within the changing needs of rehabilitation.
LO3.
Construct relevant assessment batteries and treatment plans within core areas of rehabilitation psychology.
LO4.
Describe and enact the necessary skills for effective communication and practice within an interdisciplinary rehabilitation setting.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation | 10-Minute Presentation | 20% |
31/03/2025 |
| Project | Executive Summary: "Fact Sheet" | 10% |
24/03/2025 2:00 pm |
| Practical/ Demonstration | Rehabilitation Psychology Core Competency | 30% 20% demo, 10% self-eval |
7/04/2025 4:00 pm |
| Essay/ Critique | Written Report | 40% |
30/05/2025 2:00 pm |
Assessment details
10-Minute Presentation
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 20%
- Due date
31/03/2025
- Learning outcomes
- L01, L02, L03, L04
Task description
A 10-minute presentation delivered live summarising (1) the aetiology of a condition specific to the rehabilitation context, (2) relevant evidence-based assessment tools to inform conceptualisation from an interdisciplinary perspective, and (3) a “menu of three options” regarding evidence-based treatments that you could deliver in this context. Topics and times for the presentation will be randomly assigned in our first workshop.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
There is no possiblilty to defer this assessment. Please contact the Course Coordinator.
Executive Summary: "Fact Sheet"
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Project
- Weight
- 10%
- Due date
24/03/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
A 1000 word executive summary of the key information included in your presentation, covering all three areas to be discussed in your presentation: (1) the aetiology of a specific condition covered in your presentation, (2) relevant evidence-based assessment tools to inform conceptualisation from an interdisciplinary perspective, and (3) a “menu of three options” regarding evidence-based treatments that you could deliver in this context. This will be distributed to the class as a concise, yet comprehensive “fact sheet”.
For an example of a "fact sheet" see: https://www.braininjuryaustralia.org.au/resource-category/fact-sheets-brain-injury-australia/
This assessment task evaluates students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
To be submitted via Turnitin link on Blackboard
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.
For full details please review the School of Psychology Student Guidelines - Extensions and Deferred quiz/exam.
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.
Rehabilitation Psychology Core Competency
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration
- Weight
- 30% 20% demo, 10% self-eval
- Due date
7/04/2025 4:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Competency exam: There is a 20-minute block where you will be provided with a rehabilitation psychology case, given 2-minutes to read through this and the competency/question(s) to answer, and then you will be given 12-minutes to respond. Then there will be 5-minutes to reflect on the strengths and weaknesses of your demonstration. This assessment will be conducted in-person.
Submission guidelines
Topics and times for the presentation will be randomly assigned in our first workshop.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
There is no possiblilty to defer this assessment. Please contact the Course Coordinator.
Written Report
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
30/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Each student will write a written report between 2,000 and 2,500 words on any rehabilitation topic/population covered in the course. In this essay you will need to identify and describe, from a biopsychosocial perspective, a specific rehabilitation psychology topic/population and the common rehabilitation challenges associated with this topic/population. You will then need to describe and critically evaluate the theory and research related to the topic, discussing the strengths and limitations that are inherent in a particular conceptualisation and/or methodology and how this influences the field. You will need to identify and discuss relevant assessment tools, as well as compare and contrast evidence-based interventions. You will be required to draw on relevant evidence and theory from the literature. This report should also cover interdisciplinary considerations for the wider rehabilitation team.
This assessment task evaluates students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
To be submitted via Turnitin link on Blackboard.
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.
For full details please review the School of Psychology Student Guidelines - Extensions and Deferred quiz/exam.
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.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29.99 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 41.99 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 42 - 52.99 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 53 - 63.99 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 64 - 73.99 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 74 - 83.99 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 84 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
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.
Additional learning resources information
Course Blackboard Page
- Additional journal articles and information on relevant clinical assessment tools will be provided on Blackboard
- Key information on course assessments will be provided on Blackboard
- Please refer to Blackboard for additional resources and announcements
- Course outline, lecture notes, and additional notices about this course will beﾠavailable on Blackboard
- NOTE: material obtainable from Blackboard IS NOT a substitute for attendance
- Check Blackboard for this course periodically for updates and notices.
Additional Recommended Readings
Barbin, J., Seetha, V., Casillas, J.M., Paysant, J., Perennou, D. (2016).The effects of mirror therapy on pain and motor control of phantom limb in amputees: A systematic review. Annals of Physical and Rehabilitation Medicine, 59: 270-275.
Brett, C.E., Sykes, C., Pires-Yfantouda, R. (2017) Interventions to increase engagement with rehabilitation in adults with acquired brain injury: A systematic review. Neuropsychological Rehabilitation, 27: 959-982.
Copeland, L., McNamara, R., Kelson, M., Simpson, S. (2015). Mechanisms of change within motivational interviewing in relation to health behaviors outcomes: A systematic review. Patient Education and Counselling, 98: 401-411.
Dale, L.P., Dobson, R., Whittaker, R., Maddison, R. (2016). The effectiveness of mobile-health behaviour change interventions for cardiovascular disease self-management: A systematic review. European Journal of Preventive Cardiology, 23: 801-817.
Danaei, G., Vander Hoorn, S., Lopez, A.D., Murray, C.J.L., Ezzati, M. et al. (2005). Causes of cancer in the world: Comparative risk assessment of nine behavioural and environmental risk factors. Lancet, 366: 1784-93.
Ehde, D.M., Dillworth, T.M., Turner, J.A. (2014). Cognitive-behavioral therapy for individuals with chronic pain: Efficacy, innovations, and directions for research. American Psychologist, 69: 153-166.
Hoffman, B.M., Goetzinger, A., Blumenthal, J.A. (2014). Cardiovascular Disease. In: Andrasik, F., Goodie, J.L., Peterson, A.L. (Ed.). Biopsychosocial Assessment in Clinical Health Psychology. Guilford Publications, New York: 214-241.
Moss-Morris, R., Dennison, L., Landau, S., Yardley, L., Silber, E., Chalder, T. (2013). A randomized controlled trial of cognitive behavioral therapy (CBT) for adjusting to multiple sclerosis (the saMS Trial): Does CBT work and for whom does it work? Journal of Consulting and Clinical Psychology, 81: 251-262.
Schuler, T.A., Atkinson, T.M., Philip, E.J. (2014). Cancer. In: Andrasik, F., Goodie, J.L., Peterson, A.L. (Ed.). Biopsychosocial Assessment in Clinical Health Psychology. Guilford Publications, New York: 195-213.
Simpson, L.A., Eng, J.J., Hsieh, J.T.C., Wolfe, D.L., and the Spinal Cord Injury Rehabilitation Evidence (SCIRE) Research Team (2012). The Health and Life Priorities of Individuals with Spinal Cord Injury: A Systematic Review. Journal of Neurotrauma, 29: 1548-1555.ﾠ
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 |
|---|---|---|
Multiple weeks From Week 1 To Week 6 |
Tutorial |
PSYC8018: Role plays, case studies, videos Role plays of various skills will be undertaken, as well as case study discussions and videos on specific topics. Delivered in-person, live; Zoom option available on request for special circumstances. Learning outcomes: L02, L03, L04 |
Lecture |
PSYC8018: Lecture Series Background on specific rehabilitation population; theory; evidence-based assessment and interventions. Delivered in-person, live; Zoom option available on request for special circumstances. Learning outcomes: L01, L02, L03, L04 |
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.
School guidelines
Your school has additional guidelines you'll need to follow for this course: