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Course profile

Common and Specific Factors in Mental Health Treatments (PXMH7103)

Study period
Sem 2 2024
Location
Herston
Attendance mode
In Person

Course overview

Study period
Semester 2, 2024 (22/07/2024 - 18/11/2024)
Study level
Postgraduate Coursework
Location
Herston
Attendance mode
In Person
Units
2
Administrative campus
Herston
Coordinating unit
UQ Medical School

This course is designed to prepare you for clinical practice in the mental health field by critically engaging with key research, knowledge and skills relative to the common and specific factors paradigm. An emphasis is placed on how different therapeutic traditions conceptualise and manage different phases and tasks of treatment. The development of basic therapeutic skills required for effective therapeutic practice is also emphasised.

This course is designed to prepare you for clinical practice in the mental health field by critically engaging with key research, knowledge and skills relative to the common and specific factors paradigm. An emphasis is placed on developing basic therapeutic skills, on developing a procedural view of psychotherapy, and on learning how different therapeutic traditions conceptualise and manage the different therapeutic tasks.

Course requirements

Incompatible

You can't enrol in this course if you've already completed the following:

PXMH7029

Course contact

Course staff

Lecturer

Timetable

The timetable for this course is available on the UQ Public Timetable.

Additional timetable information

Please refer to learning activities for details about these activities:

Tutorial program (starting week of the 22 July)

  • Art Therapy Tutorial: Wednesdays 5:30-6:45pm (Locals) and Wednesdays 7:00-8:15pm (Remotes) with Farah Suleman, all via Zoom
  • Psychotherapy Tutorial: Wednesdays 5:30-6:45pm with Sam McArdle via Zoom

Workshops

  • Workshop 1: Monday 5 August 1:00pm-4:30pm with Jaime Yasky in person
  • Workshop 2: Wednesday 7 August 1:00pm-4:30pm with Jaya Judd in person
  • Workshop 3: Thursday 8 August 1:00pm-4:30pm with Jaime Yasky in person

Students are expected to attend all tutorial and workshop activities.

Aims and outcomes

1. Facilitate a reflective and critical approach to a procedural view of treatment and to the “common factors” paradigm in mental health treatments

2. Facilitate the learning of common therapeutic skills for mental health treatment

3. Facilitated the training of basic therapeutic skills relative to common factors approach and to relevant Art Therapy and Psychotherapy traditions

Learning outcomes

After successfully completing this course you should be able to:

LO1.

Recognise key concepts and critically review the common and specific factors paradigm in mental health treatments

LO2.

Identify and differentiate how relevant Art Therapy and Psychotherapy traditions conceive the different phases of treatment and common factors in mental health treatment

LO3.

Practice basic therapeutic skills relative to common factors approach and to relevant Art Therapy and Psychotherapy traditions

Assessment

Assessment summary

Category Assessment task Weight Due date
Reflection Weekly online discussion board
  • Hurdle
  • Online
40% 10 posts 300 words each

22/07/2024 - 25/10/2024

Reflection Reflection on practicing a therapeutic skill
  • Hurdle
20% 1200 words

26/08/2024 1:00 pm

Essay/ Critique Common factors across therapeutic traditions
  • Hurdle
40% 2500 words

14/10/2024 1:00 pm

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

Weekly online discussion board

  • Hurdle
  • Online
Mode
Written
Category
Reflection
Weight
40% 10 posts 300 words each
Due date

22/07/2024 - 25/10/2024

Learning outcomes
L01, L02

Task description

Before each tutorial, you will post a 300-word response (±10%) to that week's questions on the Learn.UQ discussion board. You will use key concepts from the assigned readings and relate them to your clinical practice. Questions and readings will be available in the 'learning activities' tab of the Course Profile. You will submit your post through the "Discussion Board" tab on the Learn.UQ course site. No bibliographical references are needed.

This assessment task evaluates your abilities, skills and knowledge without the aid of Artificial Intelligence (AI). You 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.

Hurdle requirements

You must complete and submit all assessment items to pass the course.

Submission guidelines

Submission instructions will be provided via Learn.UQ.

Deferral or extension

You may be able to apply for an extension.

Late submission

Assessments submitted after the due date without an approved extension will receive a late penalty.

Reflection on practicing a therapeutic skill

  • Hurdle
Mode
Written
Category
Reflection
Weight
20% 1200 words
Due date

26/08/2024 1:00 pm

Learning outcomes
L01, L02, L03

Task description

The experience of applying a therapeutic skill can often differ significantly from what is taught in class or outlined in theoretical frameworks. For this assessment, you will write a reflection on a specific challenge you encountered while training or practicing therapeutic skills during the course workshops. Describe how you addressed this challenge and what you learned from it as a practitioner.

This assessment task is designed to evaluate your abilities, skills, and knowledge without the use of Artificial Intelligence (AI). Please note that the use of AI technologies to develop your responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.

Hurdle requirements

You must complete and submit all assessment items to pass the course.

Submission guidelines

Submission instructions will be provided via Learn.UQ.

Deferral or extension

You may be able to apply for an extension.

Late submission

Assessments submitted after the due date without an approved extension will receive a late penalty.

Common factors across therapeutic traditions

  • Hurdle
Mode
Written
Category
Essay/ Critique
Weight
40% 2500 words
Due date

14/10/2024 1:00 pm

Learning outcomes
L01, L02, L03

Task description

Common factors are conceptualised and practiced differently across various therapeutic traditions. For this assessment, select one common factor and compare how it is conceptualised by two different therapeutic traditions. Conduct a comparative analysis, highlighting their similarities and distinctions. Identify two possible implications for clinical practice based on the differences you have identified. Use clinical examples from your own practice to illustrate these implications.

This assessment task is designed to evaluate your abilities, skills, and knowledge without the use of Artificial Intelligence (AI). Please note that the use of AI technologies to develop your responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.

Hurdle requirements

You must complete and submit all assessment items to pass the course.

Submission guidelines

Submission instructions will be provided via Learn.UQ.

Deferral or extension

You may be able to apply for an extension.

Late submission

Assessments submitted after the due date without an approved extension will receive a late penalty.

Course grading

Full criteria for each grade is available in the Assessment Procedure.

Grade Cut off Percent Description
1 (Low Fail) 0 - 34

Absence of evidence of achievement of course learning outcomes.

Course grade description: Failure to submit any assessment requirement.

2 (Fail) 35 - 44

Minimal evidence of achievement of course learning outcomes.

Course grade description: Some assessment items submitted but material submitted shows major deficiencies when evaluated against assessment criteria or major part of assessment is incomplete.

3 (Marginal Fail) 45 - 49

Demonstrated evidence of developing achievement of course learning outcomes

Course grade description: Fails to submit all assessment requirements and/or shows clear deficiencies when submitted assessment material is evaluated against marking criteria.

4 (Pass) 50 - 65

Demonstrated evidence of functional achievement of course learning outcomes.

Course grade description: Has met but not exceeded minimum assessment criteria.

5 (Credit) 66 - 75

Demonstrated evidence of proficient achievement of course learning outcomes.

Course grade description: Has consistently exceeded the minimum assessment criteria on some assessment items but met only minimum criteria on others.

6 (Distinction) 76 - 85

Demonstrated evidence of advanced achievement of course learning outcomes.

Course grade description: Has consistently exceeded minimum assessment criteria and has substantially exceeded minimum requirements on at least some items.

7 (High Distinction) 86 - 100

Demonstrated evidence of exceptional achievement of course learning outcomes.

Course grade description: Has consistently demonstrated outstanding achievement on assessment items when judges against marking criteria.

Additional course grading information

Calculation of Final Grade

The overall course mark will be calculated by adding the point marks achieved across all the marked assessment tasks. The total of the weighted assessment tasks for the course will be rounded to a whole number such that a percentage mark for the course of x.5% or greater will be rounded up to (x+1)%. A percentage mark of less than x.5% will be rounded down to x%.

You must complete and submit all assessment items to pass the course.

Supplementary assessment

Supplementary assessment is available for this course.

Additional assessment information

Please note that all submission dates for assessments are in Brisbane time - Australian Eastern Standard Time (AEST).

Please submit all written assessment via Learn.UQ using Turnitin. You must include an Assignment Cover Sheet. A copy of the Assignment Cover Sheet and Guidelines for submitting using Turnitin can be foundᅠon your Learn.UQ course site under Assessment.

Artificial Intelligence

Artificial Intelligence (AI) provides emerging tools that may support you in completing some assessments. You may appropriately use AI in completing your assessment tasks for this course unless otherwise indicated by the Course Coordinator. You must clearly reference any use of AI in each instance. A failure to reference AI use may constitute student misconduct under the Student Code of Conduct. Refer to the following guide regarding referencing of AI: Overview - ChatGPT and other generative AI tools - Library Guides at University of Queensland Library (uq.edu.au).

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.

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Learning period Activity type Topic
Week 1

(22 Jul - 28 Jul)

Tutorial

T1: Introduction to Semester

Review of Course Profile with students, including learning objectives, activities, learning method, and assessment pieces for the course.

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02, L03

Week 2

(29 Jul - 04 Aug)

Tutorial

T2: The Dodo verdict and common factors paradigm

Discussion of readings that explore the common factors paradigm and alternative views.

  • Are all therapies equally effective/efficacious?
  • Can common and specific factors be teased apart?
  • Are specific therapies and traditions obsolete?

Art therapy only:

  • Edwards,C. King, R. and O Brien, T. (2016) Visual art: Principles and evidence base for art therapy.
  • Neilsen et al Creative arts in counselling and mental health Sage.(Systematic review of art therapy outcomes research)

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02

Week 3

(05 Aug - 11 Aug)

Workshop

Workshop Day 1

Workshop 1:

  • What is psychotherapy, which are its main traditions, and how does it work?
  • Process and stages of treatment. Common factors theory (theoretical)
  • Delivered by Dr Jaime Yasky

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L03

Workshop

Workshop Day 2

Workshop 2:

  • Other common factors: empathy, facilitation of emotional experience, genuineness/congruence, appreciation, non-judgmental attitude (theory - skills)
  • Delivered by Dr Jaya Judd

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L03

Workshop

Workshop Day 3

Workshop 3:

  • Building therapeutic alliance: bond, task and goals (theory - skills)
  • Delivered by Dr Jaime Yasky

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L03

Week 4

(12 Aug - 18 Aug)

Tutorial

T3: Procedural view and dose of treatment

Discussion of readings that explore the process view of therapy and related issues.

  • Different approaches to phases of treatment.
  • Do therapeutic processes have a distinctive shape and critical stages?
  • The dose effect: the more the merrier or is the quicker the better? What is the cost-effectiveness argument?

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02

Week 5

(19 Aug - 25 Aug)

Tutorial

T4: The therapeutic alliance

Discussion of readings that explore the origin and alternative views of the therapeutic alliance.

  • Working alliance, therapeutic relationship, transference and real relationship: are they the same?
  • Is having an emotionally corrective experience inherent to the therapeutic alliance?
  • Can good alliance oppose therapeutic gain?

Art therapy only:

  • Bat Or,M & Zilcha-Mano, S (2019) The Art Therapy Working Alliance Inventory: the development of a measure, International Journal of Art Therapy, 24:2, 76-87
  • Kossak, M.S. (2009) Therapeutic attunement: A transpersonal view of expressive arts therapy. The Arts in Psychotherapy 36 13-18. https://doi.org/10.1016/j.aip.2008.09.003

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02

Week 6

(26 Aug - 01 Sep)

Tutorial

T5: Client factors, feedback and responsiveness

Importance of client factors. Discussion of readings that explore factors from the client and the therapist affecting therapeutic process and outcome.

  • Is the client always right?
  • What are the benefits and perils of accommodating to the clients characteristics and preferences?
  • Therapists responsiveness and use of feedback.
  • How do we know how the client is going?
  • What are the pros and cons of feedback measures?
  • What are the advantages and disadvantages of being responsive to the client?

Art therapy only:

  • Regev,D. HAdnass,K. & Snir,S. (2016) Silence during art therapy : the art therapists perspective. International Journal of Art Therapy, 21:3, 86 94
  • Regev,D Chasday,H & Snir,S. (2016) Silence during art therapy the clients perspective. The Arts in Psychotherapy, 48: 69-75.

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02

Week 7

(02 Sep - 08 Sep)

Tutorial

T6: Different platforms for the 'talking' cure

Discussion of readings that explore modalities of therapy that rely on alternative communication / interaction platforms (play, art, movement, drama, music, writing, etc.)

  • Does therapeutic change require a talking modality of treatment?
  • Under what conditions are other communication / interaction modalities of treatment beneficial?
  • What is it that cures?

Art therapy only:

  • Huckvale,K. (2011) Alchemy, sandtray and art psychotherapy: Sifting sands, International Journal of Art Therapy, 16:1, 30-40

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02

Week 8

(09 Sep - 15 Sep)

Tutorial

T7: Supportive and expressive emphases in therapy

Discussion of readings that explore the use and aims of supportive and of expressive interventions.

  • What kind of changes happen in therapy?
  • Do clients go back to 'normal' or undergo a transformative experience?

Art therapy only:

  • Riley,S. (1999) Brief Therapy: An Adolescent Invention, Art Therapy, 16:2, 83-86

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02

Week 9

(16 Sep - 22 Sep)

Tutorial

T8: Discussion of common factors essay

This tutorial provides students an opportunity to discuss with their tutor how to approach the essay on a topic related to common factors from specific therapeutic traditions.

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02

Week 10

(30 Sep - 06 Oct)

Tutorial

T9: Therapy as a skills building instance

Preparing for what life throws at you. Discussion of readings that explore the idea of therapy as a skills development instance.

  • What are the advantages and disadvantages of conceiving therapy as a skills training instance?
  • Explicit and implicit teaching of skills: What skills are implicitly taught in therapy?
  • How does this learning take place?

Art therapy only:

  • Heckwolf,J; Bergland,C & Mouratids,M. Coordinating principles of art therapy and DBT. The Arts in Psychotherapy 41,4

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02

Week 11

(07 Oct - 13 Oct)

Tutorial

T10: Mentalizing, changing thinking and meaning

Flexing your thinking and seeing things differently. Discussion of readings that explore change in mentalising, thinking or in meaning as key task in therapy.

  • How important is re-signifying experience, changing perspective and beliefs for the therapeutic process?
  • Are they different things?

Art therapy only:

  • Elise Ford, Nicholas George, Edith Holland, Shane Maher, LeesaMaree, Kate Naylor, Karen Rossel & Justine Wake (2021) Seven lived experience stories of making meaning using art therapy, International Journal of Art Therapy, 26:1-2, 65-72, DOI: 10.1080/17454832.2021.1893771

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02

Week 12

(14 Oct - 20 Oct)

Tutorial

T11: Changing maladaptive patterns

Acknowledging our contribution to vicious cycles. Discussion of readings that explore the importance of awareness and self-control to change pathological patterns (behavioural, intrapsychic and interpersonal).

  • How important is insight to change self-defeating habits?
  • What's the role of owning and mastering our behaviour to change habits?

Art therapy only:

  • Eren,N et al (2014) Psychosocial, symptomatic and diagnostic changes with long-term psychodynamic art psychotherapy for personality disorders, The Arts in Psychotherapy 41 :375 385

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

Learning outcomes: L01, L02

Week 13

(21 Oct - 27 Oct)

Tutorial

T12: Exposure, distress tolerance and change

Sitting with distress and breaking avoidance. Discussion of readings that explore the importance of connecting to and negotiating distressing/conflictive circumstances as key task in therapy.

  • How important is this for change?
  • Is exposure an internal or external experience?
  • Is the therapeutic space a haven or a place to face our demons?
  • In session and out of session forms of exposure.

Art therapy only:

  • Chapman, L.et al (2001) The Effectiveness of Art Therapy Interventions in Reducing Post Traumatic Stress Disorder (PTSD) Symptoms in Paediatric Trauma Patients, Art Therapy, 18:2, 100-104

Please refer to ‘Learning Resources \ Course Reading List’ for this session’s compulsory readings.

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:

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.