Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- 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 develop advanced therapeutic skills in art therapy and psychotherapy fields of study. The focus is on skills needed to manage complex clinical presentations related to the treatment of severe mental health conditions (personality disorders, complex PTSD, psychosis, eating disorders, somatic symptoms, etc.) such as lack of engagement, impasses in therapeutic relationship, decompensations or deterioration in mental state, and self-harm risk. The course will also address advanced skills needed to effectively manage non-traditional populations, such as first nations, LGBTIQ, refugees and disabled. The course mainly focuses on the development of skills, but also includes critical revision of key knowledge that underpins the practice in the aforementioned subjects.
This course is designed to develop advanced therapeutic skills in art therapy and psychotherapy fields of study. The focus is on skills needed to manage complex clinical presentations related to the treatment of severe mental health conditions (personality disorders, complex PTSD, psychosis, eating disorders, somatic symptoms, etc.) such as lack of engagement, impasses in therapeutic relationship, decompensations or deterioration in mental state, and self-harm risk. The course will also address advanced skills needed to effectively manage non-traditional populations, such as first nations, LGBTIQ, refugees and disabled. The course mainly focuses on the development of skills, but also includes critical revision of key knowledge that underpins the practice in the aforementioned subjects.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
PXMH7035 and PXMH7048
Course contact
School enquiries
Medical School Student and Academic Administration Team
Course staff
Lecturer
Ms Farah Suleman
Dr Jaime Yasky
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please refer to 'Learning Activities' for more details about dates and activities.
Workshops:
- Mon 3 March 8:30am - 12pm: Assessing and managing risk (w Jaime Yasky)
- Mon 3 March 1:00pm - 4:30pm: Repairing alliance ruptures (w Jaime Yasky)
- Tue 4 March 8:30am - 12pm: Motivational interviewing (w Jaya Valvoi)
- Tue 4 March 1:00pm - 4:30pm: Working with diverse non-traditional clients (w Farah Suleman)
Tutorials:
- Art Therapy Tutorials:
- Tuesdays 9 - 10:15am Tutorial for local students with Farah Suleman via Zoom
- Wednesdays 9 - 10:15am Tutorial for remote students with Farah Suleman via Zoom
- Psychotherapy Tutorial:
- Thursdays 5.30 - 6.45pm with Jaime Yasky via Zoom
Aims and outcomes
Update knowledge and skills required for AT and PT to manage the clinical challenges posed by people presenting to treatment with complex mental health difficulties
Update knowledge and skills required to adjust AT and PT for the treatment of non-traditional populations
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Critically reflect on key knowledge about complex clinical problems and particular needs and characteristics of non-traditional clinical populations
LO2.
Practice advanced skills required for the effective management of complex clinical challenges (motivational interviewing, repair of alliance ruptured, risk management, etc.)
LO3.
Practice specific skills required for the effective treatment of non-traditional clients
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Notebook/ Logbook, Reflection | Weekly online discussion board | 40% 10 posts/300 words |
10/03/2025 - 26/05/2025 |
| Reflection | Challenges of practicing advanced skills | 20% 1200 words |
24/03/2025 1:00 pm |
| Essay/ Critique | Therapeutic models for complex clinical problems | 40% 2500 words |
12/05/2025 1:00 pm
Use of AI to create content is not allowed and might be considered as academic misconduct. Please consult with staff before submission for legitimate use of AI. |
Assessment details
Weekly online discussion board
- Mode
- Written
- Category
- Notebook/ Logbook, Reflection
- Weight
- 40% 10 posts/300 words
- Due date
10/03/2025 - 26/05/2025
- Learning outcomes
- L01, L02, L03
Task description
Before the tutorial time you should post in the Learn.UQ (Blackboard) online discussion board a response to the questions identified for that week’s tutorial based on the readings associated with that tutorial. Post should be 300 words long (10% tolerance), use content of the readings to address the questions, and show evidence of your reflections.
Criteria & Marking:
- Online entries are original and show evidence that the readings have been analysed in a thoughtful and reflective manner.
- Online entries have addressed the set of questions using a professional approach to learning.
- There are 10 online entries posted on time, within the word limit, free of spelling and grammatical errors and that demonstrate appropriate engagement with the task.
Submission guidelines
Post in Discussion Board at the course Blackboard website on Learn.UQ.
Deferral or extension
You may be able to apply for an extension.
Please find information about applying for an assessment extension here.
Late submission
Please refer to the UQ policy on late submission.
Challenges of practicing advanced skills
- Mode
- Written
- Category
- Reflection
- Weight
- 20% 1200 words
- Due date
24/03/2025 1:00 pm
- Learning outcomes
- L01, L02, L03
Task description
The experience of putting in practice an advanced therapeutic skill can differ importantly from what theory and books prescribe. You are asked to write about a particular challenge you encountered while practicing or training an advanced therapeutic skill, either during the course workshops or in your own clinical practice, explaining how you addressed this challenge and what you learned as practitioner from this experience.
Criteria & Marking:
Your reflection should not exceed 1200 words. You are not required to reference publications, but if you chose to do so don’t include more than three. You should not present personal material that makes you uncomfortable.
Submission guidelines
This reflective essay has to be submitted through the Turnitin link provided in the Learn.UQ (Blackboard) site.
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.
Please find information about applying for an assessment extension here.
Late submission
Please refer to the UQ policy on late submission.
Therapeutic models for complex clinical problems
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2500 words
- Due date
12/05/2025 1:00 pm
Use of AI to create content is not allowed and might be considered as academic misconduct. Please consult with staff before submission for legitimate use of AI.
- Learning outcomes
- L01, L02, L03
Task description
The management of complex clinical problems and the adjustments to practice for non-traditional populations are understood in different ways by diverse therapeutic traditions, leading to differences in practice. For this essay you are asked to refer to one complex clinical problem or one particular non-traditional population, comparing how this problem or population is understood and treated by two different therapeutic traditions, proposing a comparative analysis. Identify the implications for clinical practice of the differences you drew. Also provide a clinical example from your practice to illustrate these implications.
Criteria & Marking:
- Clearly defines a clinical problem or a non-traditional population, referring to its importance according to theory and research
- Presents how this problem is managed, or this population is addressed by two contending traditions, identifying similarities and differences in these conceptualisations
- Discusses possible implications to clinical practice that derive from the identified differences, and illustrates the implications using an example from own clinical practice
- Writing is clear and grammatically sound, uses well-chosen and correctly spelt vocabulary; referencing and citation format is standard and the number of words (excluding references) is +/- 10% of the specified limit: text is well organised and visual layout is clear
Submission guidelines
This essay has to be submitted through the Turnitin link provided in the LearnUQ (Blackboard) site
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.
Please find information about applying for an assessment extension here.
Late submission
Please refer to the UQ policy on late submission.
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 requirements; attains an overall mark of less than 35%. |
| 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; attains an overall mark of at least 35% but less than 45%. |
| 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 clear deficiencies when submitted assessment material is evaluated against marking criteria; attains an overall mark of at least 45% but less than the overall pass mark of 50%. |
| 4 (Pass) | 50 - 65 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Has met but not exceeded minimum assessment criteria; attains the overall pass mark of at least 50% but less than 66%. |
| 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; attains an overall mark of at least 66% but less than 76%. |
| 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 |
| 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; attains an overall mark of at least 86%. |
Additional course grading information
Calculation of Final Grade
The percentage mark for this course is reached by calculating the weighted average percentage mark achieved across 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%.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Artificial Intelligence
These assessment tasks evaluate students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). You are advised that the use of AI technologies to create responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct. If you wish to use AI technology for legitimate academic purposes please consult the course staff and get approval before submitting your essay. Please refer to UQs AI guidelines here.
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 |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Tutorial |
T1: Introduction to Semester Presentation of the course, learning activities and assessment for course Learning outcomes: L01, L02, L03 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Workshops 1 & 2 8:30-12pm: Assessing and managing risk (w Jaime Yasky) 13-16:30pm: Repairing alliance ruptures (w Jaime Yasky) Learning outcomes: L01, L02, L03 |
Workshop |
Workshops 3 & 4 8:30-12pm: Motivational interviewing (w Jaya Valvoi) 13-16:30pm: Working with diverse non-traditional clients (w Farah Suleman) |
|
Week 3 (10 Mar - 16 Mar) |
Tutorial |
T2: Enhancing engagement and motivation to therapy What factors underpin low motivation to change? What factors hinder engagement? What is helpful to work through these challenges? Art Therapy reading: Jung Min Cho Learning outcomes: L01, L02, L03 |
Week 4 (17 Mar - 23 Mar) |
Tutorial |
T3: Repairing alliance ruptures What factors lead to alliance ruptures or relational impasses? What is helpful to repair or manage ruptures? Art Therapy readings: Watson et al; Crane & Byrne. Learning outcomes: L01, L02, L03 |
Week 5 (24 Mar - 30 Mar) |
Tutorial |
T4: Understanding emotional dysregulation and crises What leads to these states and how can we understand their occurrence? When are they normal and when not? Whatﾒs helpful to support someone going through an affect storm, dysregulation or an emotional crisis? Art Therapy readings: Huss et al; Haeyen, S. Chap 6 Learning outcomes: L01, L02 |
Week 6 (31 Mar - 06 Apr) |
Tutorial |
T5: Managing DSH & suicide risk in therapy What leads to deliberate self-harm? What leads to suicidal risk? What is helpful working with people through these difficulties? Whatﾒs the emotional impact for clinician working with these risks? Art Therapy readings: Harnden, B.; Rasmussen et al Learning outcomes: L01, L02, L03 |
Week 7 (07 Apr - 13 Apr) |
Tutorial |
T6: Managing aggression & violence risk What leads to aggressive and violent behaviour? How is it linked to mental health? When is anger/aggression normal, and when can its absence be seen as a problem? How does the risk of violence impact the clinician? Art Therapy readings: Gussak Learning outcomes: L01, L02, L03 |
Week 8 (14 Apr - 20 Apr) |
Tutorial |
T7: Discussion of advanced skill essay This tutorial provides students an opportunity to discuss with their tutor how to approach the essay and decide on topics to compare contending views about treating a specific complex clinical problem. Learning outcomes: L01, L02, L03 |
Week 9 (28 Apr - 04 May) |
Tutorial |
T8: Working with personality disorders What leads to the development of personality disorders? What kind of therapeutic approaches are helpful for personality disorders? What's the impact over the therapist of these clinical presentations? Learning outcomes: L01, L02 |
Week 10 (05 May - 11 May) |
Tutorial |
T9: Working with other complex presentations How can psychotherapy help people with psychosis? What is complex PTSD and what is helpful for treatment? Art Therapy readings: Rudstam et al. Learning outcomes: L01, L02, L03 |
Week 11 (12 May - 18 May) |
Tutorial |
T10: Working with other complex presentations How can psychotherapy help people with somatic/conversion disorders? What do we know about eating disorders? What is helpful to treat people with eating disorders? Art Therapy readings: Gussak, D.; Trably et al. Learning outcomes: L01, L02, L03 |
Week 12 (19 May - 25 May) |
Tutorial |
T11: Working with non-traditional clients What principles are useful to work effectively and respectfully with first nations and CALD populations? What are the main clinical challenges faced by refugees? What is helpful to support these groups? Art Therapy readings: Cameron, L.; Annous & El Zein Learning outcomes: L01, L03 |
Week 13 (26 May - 01 Jun) |
Tutorial |
T12: Working with other non-traditional clients What kind of mental health challenges are faced by LGBTIQ peoples? What are some psychotherapeutic approaches to these challenges? What are some challenges faced by people with disabilities and what is helpful to support this group? Art Therapy Readings: O'Farrell, K. Learning outcomes: L01, L03 |
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.