HANDBOOK FOR

MASTER OF

PSYCHOLOGY (CLINICAL)

2012

School of Psychology University of Tasmania

2

This Handbook will be updated periodically. If you note errors, or have suggestions for additional

material that might be included in future revisions, please email rapson.gomez@utas.edu.au

The Handbook is for guidance. Definitive information will be provided by Unit Coordinators and

lecturers.

2012 – Version 1

3

Table of Contents

OVERVIEW OF THE POSTGRADUATE PROGRAMS IN CLINICAL PSYCHOLOGY......................................................... 5

CLINICAL UNITS SUMMARY ............................................................................................................................................. 7 Master of Psychology (Clinical) ............................................................................................................................ 7

ENROLMENT ......................................................................................................................................................... 8

TEACHING AND STUDENT REQUIREMENTS ..........................................................................................................10

SEMINARS AND COLLOQUIA ........................................................................................................................................... 10 Research Seminars ............................................................................................................................................. 10 Clinical Forums ................................................................................................................................................... 10

PUBLISHING RESEARCH ................................................................................................................................................. 10 PRIZES ....................................................................................................................................................................... 10 TUTORING ................................................................................................................................................................. 11 STUDENT REPRESENTATIVES .......................................................................................................................................... 11 CONSULTATION TIMES WITH CLINICAL PROGRAM STAFF ..................................................................................................... 11 UNIT OUTLINES AND SEMINAR NOTES ............................................................................................................................. 11 TIMETABLES ............................................................................................................................................................... 11 CLASS ATTENDANCE ..................................................................................................................................................... 11 TEXT BOOKS AND REQUIRED READING............................................................................................................................. 12 LEARNING EXPECTATIONS ............................................................................................................................................. 12 MYLO ...................................................................................................................................................................... 12 EMAIL ....................................................................................................................................................................... 13 ASSIGNMENTS ............................................................................................................................................................ 13

Format of Assignments ...................................................................................................................................... 13 Submission of Assignments ............................................................................................................................... 13 Extensions .......................................................................................................................................................... 14 Penalties ............................................................................................................................................................ 14 Return of Assignments ....................................................................................................................................... 14

REVIEW OF RESULTS AND APPEALS ................................................................................................................................. 14 HELP FOR STUDENTS .................................................................................................................................................... 15 OCCUPATIONAL HEALTH AND SAFETY .............................................................................................................................. 15

UNIT SUMMARIES ................................................................................................................................................16

YEAR ONE UNITS......................................................................................................................................................... 16 KHA711 Current Issues in Assessment .............................................................................................................. 16 KHA713 Adult Psychopathology ....................................................................................................................... 17 KHA714 Behaviour Change 1 ............................................................................................................................ 18 KHA716 Research Design 1 ............................................................................................................................... 19 KHA722 Clinical Child Psychology ..................................................................................................................... 21 KHA734 Ethics & Professional Practice ............................................................................................................. 22 KHA736 Research Thesis 1A .............................................................................................................................. 23 KHA712 Psychopharmacology and Substance Use ........................................................................................... 24 KHA724 Behaviour Change 2 ............................................................................................................................ 25 KHA735 Professional Practice 1 ........................................................................................................................ 26 KHA739 Research Thesis 1B .............................................................................................................................. 27 KHA745 Clinical Placement 1 ............................................................................................................................ 28

YEAR 2 UNITS ............................................................................................................................................................. 29 KHA721 Advanced Assessment ......................................................................................................................... 29 KHA740 Professional Practice 2 ........................................................................................................................ 30 KHA749 Health Psychology ............................................................................................................................... 31 KHA743 Research Thesis 2A............................................................................................................................... 32 KHA746 Clinical Placement 2 ............................................................................................................................ 33 KHA741 Professional Practice 3 ........................................................................................................................ 34 KHA755 Research Thesis 2B .............................................................................................................................. 35 KHA747 Clinical Placement 3 ............................................................................................................................ 36

4

MPSYCH(CLIN) THESIS REQUIREMENTS ................................................................................................................37

GENERAL INFORMATION ............................................................................................................................................... 37 TYPES OF RESEARCH PROJECTS ....................................................................................................................................... 37 LENGTH OF RESEARCH REPORT ...................................................................................................................................... 37 PROJECT APPROVAL AND ETHICS .................................................................................................................................... 37 SELECTING A RESEARCH TOPIC ....................................................................................................................................... 37 ARRANGING SUPERVISION AND PROGRESSING THE RESEARCH .............................................................................................. 38 TIMELINE FOR MPSYCH(CLIN) RESEARCH ......................................................................................................................... 38 MPSYCH(CLIN) THESIS PROPOSAL .................................................................................................................................. 38

Format of the Research Proposal ...................................................................................................................... 38 Research Proposal Presentation ........................................................................................................................ 40 Research Proposal Evaluation ........................................................................................................................... 40

RECRUITING RESEARCH PARTICIPANTS ............................................................................................................................. 40 THE RESEARCH REPORT (THE THESIS) .............................................................................................................................. 41

Format of the Thesis .......................................................................................................................................... 41 SUBMISSION OF MPSYCH(CLIN) THESIS ........................................................................................................................... 42 EXAMINATION OF THE THESIS ........................................................................................................................................ 43 COMPLETION OF FORMAL OBLIGATIONS .......................................................................................................................... 44 WEB SUMMARY .......................................................................................................................................................... 44 PLAGIARISM ............................................................................................................................................................... 44 PUBLICATION .............................................................................................................................................................. 45

FACILITIES IN THE SCHOOL OF PSYCHOLOGY ........................................................................................................46

CONTACT DETAILS ....................................................................................................................................................... 46 POSTGRAD STUDIO ...................................................................................................................................................... 46 ACCESS TO BUILDINGS/ROOMS ...................................................................................................................................... 46 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) FACILITIES ................................................................................... 47 TECHNICAL SUPPORT.................................................................................................................................................... 47 AUDIO-VISUAL EQUIPMENT .......................................................................................................................................... 47 LIBRARY RESOURCES .................................................................................................................................................... 48 MAIL ........................................................................................................................................................................ 48 RESEARCH RESOURCES ................................................................................................................................................. 48 PRINTING AND PHOTOCOPYING ...................................................................................................................................... 49 RESEARCH FACILITIES ................................................................................................................................................... 49 LABORATORIES AND RESEARCH GROUPS .......................................................................................................................... 50 HEALTH AND AGEING ................................................................................................................................................... 50 HUMAN NEUROSCIENCE ............................................................................................................................................... 51 DEVELOPMENTAL PSYCHOLOGY AND PSYCHOPATHOLOGY ................................................................................................... 52 COMMUNITY AND ENVIRONMENTAL PSYCHOLOGY ............................................................................................................. 54

APPENDIX 1: STAFF OF THE SCHOOL OF PSYCHOLOGY .........................................................................................55

APPENDIX 2: APS COLLEGE OF CLINICAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES .................................57

APPENDIX 3: MPSYCH(CLIN) PROGRAM SCHEDULE 2011 .....................................................................................57

5

OVERVIEW OF THE POSTGRADUATE PROGRAMS IN CLINICAL PSYCHOLOGY Course title: Master of Psychology (Clinical) [MPsych (Clinical)] Duration of the course The duration of the course is two years of full-time study or the equivalent part-time. Mode of delivery The Master of Psychology is offered for both full-time and part-time study. The course is offered in on-campus mode Entry requirements In line with APAC requirements, students accepted into a fifth and sixth year Masters course must have successfully completed a four year, or three year plus a fourth year, APAC-accredited sequence in psychology, within the last 10 years, with an upper second class Honours (2A) or equivalent overall mark, and be eligible for registration with the psychologist Registration Board as conditional/provisional psychologist. An exception to this Standard is made for currently registered psychologists who can demonstrate current compliance with Registration Board CPD requirements seeking to gain a professional postgraduate qualification. Students offering a three year plus a fourth year APAC-accredited sequence without Honours grading need to provide a letter from their University indicating that their fourth year qualification is equivalent to an upper second class Honours. All international applicants or applicants with non-Australian degrees (degrees without APAC-accreditation) would need to have their qualifications endorsed as equivalent to the above qualification, and also meet at least an upper second class Honours or provide a letter from their University indicating that their fourth year qualification is equivalent to an upper second class Honours. Selection procedures Selection is made by an interview panel involving the Program Director, The Placement Coordinator/Director of the Clinic, and a staff member in the clinical program. Attempts are also made to have an external practicing clinical psychologist in the selection panel. At least two panel members would be members of the College of Clinical Psychologists. For each applicant, selection is made collectively by the panel, based on academic standards, interview performance, and at least two confidential academic referee reports. Policies for granting credit or advance standing for previous studies Students are only given credit for any coursework if it is strictly equivalent to coursework in the current course, and in the case of prior studies at an Australian institution, the coursework for which credit is to be granted must also have been successfully completed in an APAC accredited course within the previous ten year period. Studies undertaken at non-Australian institutions are not granted credits. Students will only be given credit for placement experience completed as part of their current employment if it is of direct relevance to the course, if the work would ordinarily be undertaken by a qualified psychologist, and if supervision is arranged to fulfil all of the usual requirements of placements which are part of the course. Any such experience will not amount to more than one placement component and will not constitute more than 30% of the total placement requirements of the course. No credit will be given for previous employment experience (prior to entry into the MPsych). Students are not given any credit for any previous research experience including research higher degrees. Overview of major course components In line with the course approval guidelines of the APS College of Clinical Psychologists, there are three main components: coursework, research dissertation, and practical placement. The course includes full coverage and mastery of the general knowledge and skills required by psychological practitioners as well as knowledge of the major areas of clinical psychology. The course is structured to allow the integration of learning experiences across these components.

6

Course objectives The MPsych (Clinical) aims at providing professional and research training in clinical psychology such that graduates have the skills and knowledge to gain registration and practice as psychologists, and be eligible for associate membership of the APS College of Clinical Psychologists, and full membership of the College after 2 years of post-qualification supervision. In line with APS guidelines, the MPsych (Clinical) involves a minimum of two years full-time (or equivalent part-time) study. It incorporates coursework units, clinical practicum and a minor dissertation. The primary objective of the MPsych is to provide training in the professional practice of clinical psychology. As the basic philosophy underpinning the MPsych is the “scientist-professional” model, the training in the course occurs through the integration of coursework, research dissertation, and practical placement experience, and will further:

Master the knowledge, principles and methods of the discipline and profession of clinical psychology.

Train in the conceptual skills required to apply the basic knowledge principles and methods in clinical psychology to problems of professional practice.

Acquire specific skills in the use of relevant procedures, technologies and techniques in the field of clinical psychology.

Develop an orientation, which includes a respect for evidence.

Endeavour to achieve rigorous appraisal of and improvement in one’s own practice; a constant effort to increase the component of psychological practice that is based firmly on scientific principles and evidence of professional ethics, and to decrease the component that is based on unsubstantiated speculation, unanalyzed experience, intuition or art.

Maintain a scholarly and critical approach to the scientific foundations of clinical psychology, and to the evaluation of one’s own practice.

Retain a desire to contribute to the further development of scientific clinical psychology, and to keep abreast of, and critically appraise developments by others.

7

Clinical Units Summary

Master of Psychology (Clinical) KHA750 Clinical Psychology (Umbrella code for MPsych(Clin) program. Students must be enrolled in this unit for each semester of study) Year 1 units Semester Weight KHA711 Current Issues in Assessment 1 6.25% KHA713 Adult Psychopathology 1 6.25% KHA714 Behaviour Change 1 1 6.25% KHA716 Research Design 1 1 6.25% KHA722 Clinical Child Psychology 1 6.25% KHA734 Ethics & Professional Practice 1 6.25% KHA736 Research Thesis 1A 1, 2 12.5% KHA712 Psychopharmacology and Substance Use 2 6.25% KHA724 Behaviour Change 2 2 6.25% KHA735 Professional Practice 1 2 6.25% KHA745 Clinical Placement 1 1, 2, 3 18.75% KHA739 Research Thesis 1B 1, 2 12.5% Year 1 Total 100.0% Year 2 units KHA721 Advanced Assessment 1 6.25% KHA740 Professional Practice 2 1 6.25% KHA749 Health Psychology 1 6.25% KHA743 Research Thesis 2A 1, 2 18.75% KHA746 Clinical Placement 2 1, 2, 3 12.5% KHA741 Professional Practice 3 2 6.25% KHA747 Clinical Placement 3 1, 2, 3 18.75% KHA755 Research Thesis 2B 1, 2 25.0% Year 2 Total 100.0%

N.B. Full-time MPsych(Clin) students should note that if their studies continue into a third year, it is important that they continue to enrol in the course umbrella code (KHA750) for each further semester of study. Also, students must be enrolled in KHA755 Research Thesis 2B when they submit their thesis.

8

ENROLMENT

The enrolment process is ongoing for the duration of your course and involves the management of your personal details as well as your course and unit selection. Most aspects of your enrolment are managed through the eStudentCentre, the UTAS online student administration portal for students.

Logging onto eStudentCentre When you are ready to enrol log on to eStudentCentre (accessed from the “Current Students” webpage). Using your UTAS Student Username and Password (these login details would have been sent to you after you accepted your offer ). Unit Selection You are encouraged to select your units for both semester 1 and semester 2, 2011. The required units are as shown on the previous pages. In addition to enrolling in the individual coursework, placement and research units, students should ensure that they are enrolled under the correct umbrella codes for the Postgrad Clinical Program. MPsych(Clin)(Clin) students should enrol in: KHA750 Clinical Psychology for each semester of study (N.B. this still applies if you are completing placements or your thesis after the second year of enrolment). Part-time Study Candidates normally enter a program at the beginning of each academic year and those wishing to complete a program part-time are advised to consult the Program Director to determine, and have approved, their study schedule for each year. Part-time candidates should note that they will not be eligible to commence clinical placements until they have completed and passed the following units: KHA711, KHA713, KHA714, and KHA734. Enrolling in your Units To enrol, click on Manage Enrolment in eStudentCentre and open the appropriate course link. Then follow the steps to add the units you have selected. Be sure to go through all the steps and click on "Submit" at the end to complete this part of the enrolment.

Once you have enrolled you can print out a personalised timetable using your Student ID Number.

Checking your enrolment Within 24-48 hours of enrolling online you can check your enrolment through the Current Details page. This lists the degree you are studying, all the units you have enrolled in, the semester in which you are enrolled and whether your attendance for classes is on-campus or you are studying off-campus (distance). Make sure to monitor your enrolment once semester starts to see if it has been approved. If it has not been approved contact your Faculty for advice. It is your responsibility to check that you are correctly enrolled. If you do not correctly enrol in a unit, a grade will not be able to be awarded for that unit. Incorrect enrolment could also prevent you from graduating.

9

Check your UTas Email Account Remember to check your UTas email frequently. The University will correspond with you at your UTas email account when we need to advise you about your enrolment, fees and other important information. Teaching staff will also communicate information about lectures and presentations via your UTAS email address.

Census Dates Your enrolment and all administrative details must be finalised by the census date that has been set for each unit. Details regarding the census dates for individual units are available on the Course & Unit Handbook. If you are supposed to pay a tuition fee for your unit and you have not paid by the relevant census date, your enrolment will be cancelled. If you are enrolled in a unit at the census date you will be liable for the fees and charges for that unit for the relevant semester, even if you intended to withdraw from the unit. It is not sufficient to advise the lecturer that you will no longer be attending classes; you can withdraw from your units through your eStudentCentre account. All changes can be made under the Manage Enrolment tab. Please refer to the Course & Unit Handbook for withdrawal dates, as well as dates that apply for academic and financial penalty dates and associated withdrawal dates. Need Help? Staff are available to assist students to use the eStudentCentre. If you need help please call 1300 361 928 or visit the Student Centre in Hobart or Launceston.

10

TEACHING AND STUDENT REQUIREMENTS

Seminars and Colloquia

Research Seminars During Semester time the School schedules regular research seminars or colloquia on Friday afternoons. A variety of speakers are invited to participate (both internal and external). The School of Psychology views these as an important educational resource for students and expects all postgraduate students, part-time and full-time, to attend them on a regular basis. In addition, students may present their research data, including practicing conference presentations. Contact Dr Jenn Scott for further information.

Clinical Forums From March 2011 a schedule of monthly Clinical Forums will commence. There will be seven forums per annum from March to October each year. Attendance at these forums is a mandatory hurdle requirement for MPsych(Clin) students. Students are required to attend at least four forums per annum as part of their placement requirements. This requirement is applicable for those students enrolled after 2010. The format of the forums will be two or three case presentations (purely clinical not research presentations). Case presentations will be by practising clinical psychologists. MPsych(Clin) students will also be required to do a case presentation at one of the forums (usually in their second year) as a course requirement. The forums will be video conferenced with the School of Psychology in Launceston and the Rural Clinical School in Burnie to include attendance by staff and students in the North and North West. Clinical Forums have been scheduled as follows for2012: TBA

Publishing Research All researchers have an ethical obligation to try to publish the results of their research. Students are encouraged to seek publication of their completed research as this will disseminate the findings of the research to the professional community as well as adding strength to their curriculum vitae. Individual supervisors may have an agreement with their students regarding publication of results, though generally a student’s name would be first on any publication arising from their research (this could be subject to agreement regarding a time line for the student to write up their research). If supervisors have a written agreement with a student, the proforma of this agreement should be submitted to the Research and Research Higher Degrees Committee prior to signing by student and supervisor. Copies of signed agreements will be placed in the student’s file in the School.

Prizes The Morris Miller Prize is awarded annually to the student who shows the most proficiency in, and has completed the requirements for, a Masters. The Fiona Allan Prize is awarded annually to the full-time enrolled student who shows the greatest proficiency in coursework in the first year of the MPsych(Clin) program.

11

Tutoring Some casual tutoring positions are available to postgrad students each semester within the School. Expressions of Interest for these positions are usually communicated to postgrad students by email before the start of each semester.

Student Representatives Each year, nominations are sought for student representatives from the first and second year clinical programs. The student representatives will be required to attend the Clinical Training Committee meetings (usually four to five times a year). The student representative must be able to be available to other students within the course who want to raise concerns/issues in relation to the course. It is the role of the student representative to communicate these matters at consultative meetings.

Consultation Times with Clinical Program Staff Staff within the clinical program will provide students with appropriate contact details and consultation times should students wish to speak with them regarding any matters related to the clinical program. Students should be mindful that staff have a variety of commitments both inside and outside of the University, therefore, students wishing to speak to staff should be sure to check consultation times or make an appointment to speak with staff. Guest lecturers Guest lecturers may not always be available for student consultation. Should a student have a query, they should contact the Unit Coordinator.

Unit Outlines and Seminar Notes Students will be provided with a copy of the unit outline for each of the units for which they are enrolled. Summary unit outlines will be distributed during the first class for each unit, full versions will be posted on MyLO and available from the Psychology Student Services Officer on request. Unit Coordinators/lecturers will explain the contents of the unit outline during the initial lecture. Students will also have an opportunity to ask any questions that they may have in relation to unit requirements and timetables. It is the responsibility of the student to obtain a printed copy of seminar notes for use during class. Printed seminar notes will not be provided by the lecturer. Students may obtain seminar notes from MyLO or the shared teaching drive, as advised by individual Unit Coordinators.

Timetables Class timetables will be provided with Unit Outlines. Unit outlines and timetables are also available via the University website www.courses.utas.edu.au . It is your responsibility to check the University website for timetable information.

Class attendance Students are required to attend all seminars, and attendance at classes is recorded.

12

Note : In addition to specific unit requirements, the Faculty of Science, Engineering and Technology has determined that in order to be eligible to sit for the final examination students must attend 70% of all practical classes during the semester. If you have any questions regarding your attendance at seminars, please speak with your unit or course coordinators.

Text Books and Required Reading Any required or recommended text books and reading will be listed in the unit outline. In most cases, copies of any required textbooks will also be available in the library. Throughout the unit the lecturer may draw your attention to other readings and texts. In this instance, they will advise you as to how you may access these resources.

Learning Expectations The University is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers. The University’s Code of Conduct and Learning states: Students are expected to participate actively and positively in the teaching / learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time. If you need assistance in preparing for study please refer to your tutor or lecturer. For additional information refer to the Learning

Development website: http://www.learningsupport.utas.edu.au/learners.html .

MyLO MyLO is the University of Tasmania’s on-line learning system. It is strongly suggested that all students familiarise themselves with MyLO and obtain user training if necessary. Unit Coordinators do not provide MyLO training to students. Accessing your MyLO course See UConnect at http://uconnect.utas.edu.au/ for information on: Web browser and personal computer requirements (under ‘Before you start’) Accessing your course in MyLO (under Help & Support >> Vista support - self help sheets >> Accessing MyLO.

13

Navigating MyLO For information on how to navigate your way around MyLO, see MyLO Self Help Sheets >> Navigating and using the MyLO interface available at Learning Online. Other self-help sheets are available for specific tools – e.g. assessment, discussion tools. Netiquette Netiquette is a form of etiquette for the web – the dos and don’ts of online communication. As participants of online discussion groups (either through the Discussion Board, Email or Chat facility), all students are expected to observe the University’s Information Technology Facilities User Guidelines (see Learning Online >> More Info - Policies > IT Policy). So that all students feel encouraged to participate, comments that are harassing, discriminatory, or just plain rude are not acceptable. Mainly, it is a matter of pausing before you send an email, post a message, or hit the Send button, and thinking: (1) Is this really what I want to say and (2) How will it be received by the readers? Remember that discussion board and chat postings are usually read by all, and that some people in the class may have very different backgrounds, customs and experiences to your own. If in doubt, err on the side of politeness! More information & assistance

Contact the Service Desk if you have problems using MyLO. Website: http://www.utas.edu.au/servicedesk Telephone: 6226 1818; 1300 304 903 (local call from within TAS; mobiles excepted) Email: servicedesk@utas.edu.au Contact your lecturer if you have a problem related to course content or assessment.

Email All students are provided with a University email address when they accept their offer of a place on a course. The Student Centre will send you details of your email address and access password. Your POP account and password are printed on your Enrolment Statement & Fees Invoice. Email details are also available from the Service Desk, bring your University Staff or Student ID card as proof of identity. It is essential that you regularly check your UTAS email account. Staff and the Student Centre regularly communicate to students via email. Please be aware that IT Resources recommends against forwarding university email to external email addresses. Staff are not obliged to correspond with students via personal email addresses.

Assignments

Format of Assignments All written assignments must adhere to APA style and formatting guidelines, unless instructed otherwise by the lecturer setting an assignment. For APA style and formatting guidelines please refer to the APA Manual (6th edition).

Submission of Assignments Assignments should be submitted by the due date stated in the unit outline for the units you are enrolled in. Assignments are to be submitted as a printed hard copy only unless students are instructed to submit a specific assignment via MyLO. Assignment submissions (for marking) via e-mail will not be accepted. Assignments should be submitted to the Psychology Student Services Office in Hobart. Each assignment should be accompanied by a fully completed School of Psychology cover sheet. Cover sheets can be

14

obtained from outside the Psychology Student Services Office or downloaded from the School of Psychology website (in the Student Resources section).

Extensions With regards to all units, students requiring an extension should consult the Unit Coordinator if possible prior to the due date with any supporting documentation (medical certificates, etc). The extension approval is located on the School of Psychology Cover Sheet – take this with you when you consult your lecturer to discuss your request for an extension. Do not complete the extension approval section of the cover sheet yourself.

Penalties The School of Psychology has a policy with respect to the submission of assignments. If an extension has not been granted and approved, an assignment submitted after the designated due date will incur a penalty of 5% per day. Should you need to submit an assignment during a weekend, it is your responsibility to consult the Unit Coordinator prior to the close of business on the Friday. Additionally, the number of words/pages stipulated for assignments includes citations, but excludes tables, figures, captions, abstract and the reference list. Assignments exceeding the prescribed number of words/pages will incur a penalty of 10% of the total obtainable mark.

Return of Assignments Marked assignments are usually ready for collection two weeks after the due date. Assignments can be collected from the School of Psychology Student Services Office at Hobart during the specified collection times only. The School does not post assignments back to students. To check whether an assignment is ready for collection, please check the unit MyLO site or the School of Psychology noticeboard (outside the Psychology Student Services Office in Hobart – Room SocSci110a). Any assignments not collected by the end of the third week of the following semester, will be securely destroyed.

Review of Results and Appeals Re-assessment of assignments – the following procedure is applied within the School of Psychology :

1. Students with a question about their grade should approach the Unit Coordinator to clarify why the grade was awarded. The Unit Coordinator may (at his/her discretion) direct the student to the original assessor to provide feedback.

2. If Step 1 does not resolve the student’s concern the student should present to the Unit Coordinator a written statement as to why a re-mark is warranted. The grounds for granting a re-mark include:

comments in the feedback are factually incorrect;

comments in the feedback that reduce the grade awarded are not relevant to the stated assessment criteria;

an apparent inconsistency between the feedback and the grade awarded;

the student mounting an argument for value in the assignment that has been misunderstood or overlooked by the assessor.

3. If the Unit Coordinator determines a review is warranted, students should provide the Unit

Coordinator with the original assessment plus a clean, unmarked copy of the assignment with

no identifying personal information or information regarding the original assessor.

4. The Unit Coordinator will then arrange for an independent assessment of the assignment by an

alternative assessor, ensuring that the clean copy is identical to the original assignment and that

any supporting material (e.g. the assignment outline, marking instructions, feedback sheets and

15

criteria) is forwarded to the assessor. Feedback will be in the same format as the original

assessment.

Students wishing to have their assignments re-marked must request a review within 14 days of the return date of the assignment. The University has formal procedures regarding the re-assessment of final examinations and information can be found under Rule 111 – Academic Assessment at : http://www.utas.edu.au/university-council/university-governance/rules

Help for Students If you are experiencing difficulties with your studies or assignments, have personal or life planning issues, disability or illness which may affect your course of study, you are advised to raise these with your supervisor in the first instance. There is a range of University-wide support services available to you including the Support & Equity Unit (http://www.support-equity.utas.edu.au/) , International Student Services and Learning Development. Please refer to the Current Students homepage for more details http://www.students.utas.edu.au/

Occupational Health and Safety The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit, you should refer to the University’s policy at : http://www.human-resources.utas.edu.au/__data/assets/pdf_file/0011/8687/ohs.pdf

16

UNIT SUMMARIES Please note that the following are summaries only. Full details of unit content and assessments are given in the individual unit outline which are distributed at the beginning of semester.

Year One Units

KHA711 Current Issues in Assessment

Unit Coordinator: Assoc Prof Clive Skilbeck Unit Description Current Issues in Assessment aims to provide students with the knowledge and practical skills to conduct a competent psychological assessment. Relevant clinical and theoretical literature will be reviewed, with an emphasis given to the practical skills needed to evaluate, administer, score and interpret commonly used clinical instruments. Issues of clinical judgement and decision-making/clinical inference will be considered. Emphasis will also be given to the ability to integrate this information into a meaningful and relevant report, along with the ability to feed back this information to the client, and other referral sources. Clinical assessments will include intelligence, memory, mood, and personality. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 1 x 2-hr seminar (13 weeks) Recommended Texts (check booko.com.au for cheapest prices)

Groth-Marnat, G. (2009). Handbook of Psychological assessment (5th Ed.). UK: Wiley

Prifitera, A., Saklofske, D.H. & Weiss, L.G. (2005). WISC-IV; clinical use & interpretation. USA: Elsevier

Weiss, L.G & Saklofske, D.H. (2005). WAIS-IV; clinical use & interpretation. USA: Elsevier Learning Outcomes of the Unit On completion of this unit, students should have:

1. acquired a good knowledge of relevant professional & ethical issues in test usage, including reliability, validity, use of appropriate norms, and test use with minority groups,

2. acquired a good knowledge of the clinical & theoretical background for commonly used clinical instruments,

3. developed practical skills involved in test administration, scoring & interpretation, 4. developed the ability to integrate clinical information into an accurate and relevant report, 5. developed the ability to feed back results to clients & referral sources in a clear, meaningful &

respectful manner.

Assessment Assessment Task 1 Practical: Video of WISC-IV assessment 50% Assessment Task 2 Report on WISC-IV Case 50%

17

KHA713 Adult Psychopathology

Unit Coordinator Dr Raimondo Bruno Unit Description

Studies the development, organisation and content of mental disorders. In general an experimental-clinical approach is taken, and intern psychologists are expected to become familiar with current research in the area. Consideration will be given to the diagnostic features of specific disorders, prevalence, course, aetiological knowledge and theories, familial, social and cultural features, and differential diagnostic issues. Clinical case study material is used as appropriate and intern psychologists are required to be familiar with the DSM-IV and ICD-10 classificatory systems as they apply to the practice of clinical psychology. This will involve a critical consideration of these classificatory systems. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 1 x 2 hour seminar for 13 weeks, including student presentations Recommended Texts Sadock, B. J. & Sadock, V. A. (2007). Synopsis of psychiatry: behavioural sciences/clinical psychiatry. Philadelphia: Lippincott Williams & Wilkins American Psychiatric Association (2000). Diagnostic and statistical manual of mental

disorders (4th ed., text revision). Washington, DC; Author. Learning Outcomes of the Unit On completion of this unit, students should be able to :

1. Demonstrate an understanding of the experimental-clinical approach to psychopathology

2. Demonstrate knowledge of the diagnostic features of specific disorders, including prevalence, course, aetiology and current theories, familial, social and cultural features, and differential diagnostic issues

3. Apply the DSM-IV and ICD-10 classificatory systems within the framework of the practice of clinical psychology. This includes an understanding of the strengths, limitations, and evolving nature of these systems and the ethical considerations in their application.

4. Describe alternative diagnostic frameworks and consider their implications for the practice of clinical psychology.

Assessment Assessment Task 1 Case Analysis I 15% Assessment Task 2 Case Analysis II 25% Assessment Task 3 Seminar Presentation 20% Assessment Task 4 Weekly Quiz Exercises 15% (10 questions per week) Assessment Task 5 End of Semester Assessment 25%

18

KHA714 Behaviour Change 1

Unit Coordinator: Dr Janet Haines Unit Description This unit will introduce students to therapeutic techniques necessary to undertake their first placement. The emphasis will be on skill acquisition as well as the theoretical bases of the various techniques. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 1 x 3 hr seminar weekly (12 weeks). Recommended Texts Clark, D.A., & Beck, A.T. (2010). Cognitive therapy for anxiety disorders. New York: Guilford Press. Dobson, K.S. (2010). Handbook of cognitive-behavioral therapies (3rd edn.). New York: Guilford Press. Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010). Cognitive and behavioural theories in clinical practice. New York: Guilford Press. O’Donohue, W.T., & Fisher, J.E. (2008). Cognitive behaviour therapy: Applying empirically supported techniques in your practice (2nd edn.). New Jersey: Wiley. Learning Outcomes of the Unit On completion of this unit, students should be able to :

1. Acquire skills related to the practice of specific therapeutic techniques. 2. Demonstrate an understanding of the therapeutic process. 3. Demonstrate a range of counselling skills. 4. Understand evidence-based practice.

Assessment Assessment Task 1 50% In class role-plays and exercises Outcomes 1,2,3 Assessment Task 2 50% Written assignment: therapy identification and application with specific cases Outcomes 1,2,4

19

KHA716 Research Design 1

Unit Coordinator: Prof Rapson Gomez Unit Description The objectives of the unit are to:

1. introduce students to a variety of research methodologies and statistics related to clinical psychology,

2. program planning and evaluation, and 3. assist students with developing their research proposal.

Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (12 weeks) Major References Single case experimental designs: Kazdin, A. E. (2003). Research design in clinical psychology (4th ed.). Boston: Allyn & Bacon. Moderation and Mediation: Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator distinction in social psychology research:

Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.

Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioural sciences (2nd ed.). Hillside, NJ: Erlbaum. Gomez, R. (1998). Locus of control and avoidance coping: Direct, interactional and mediating effects on maladjustment in adolescents. Personality and Individual Differences, 23, 391-398. Confirmatory Factor Analysis: Brown, T. A. (2006). Confirmatory factor analysis for applied research. NY: The Guilford Press. Survey Research Methods and Issues: Frazer, L. & Lawley, M. (2000). Questionnaire design and administration. Queensland: Wiley. Australian Institute of Health and Welfare (2007). A guide to data development. Canberra: AIHW Scale Development: Worthington, R. L. & Whittaker, T. A. (2006). Scale Development Research: A content analysis and recommendations for best practices. The Counselling Psychologist, 34, 806-838. Field, A. (2005). Discovering statistics using SPSS. London: Sage (Chapter 15). Saunders, J. B., Aasland, O. G., Amundsen, A. & Grant, M. (1993). Alcohol consumption and related problems among primary health care users. WHO Collaborative Project on Early Detection of Persons with Harmful Alcohol Consumption I. Addiction, 88, 349-362. Saunders, J. B., Aasland, O. G., Babor, T. F., de la Fuente, J. R. & Grant, M. (1993). Development of the Alcohol Use Disorders Identification Test (AUDIT): WHO Collaborative Project on Early Detection of Persons with Harmful Alcohol Consumption II. Addiction, 88, 791-804. Program Evaluation: Commonwealth of Australia (2001). Evaluation: A guide to good practice. Canberra:Author.

20

Clinical Significance: Ogles, B. M., Lunnen, K. M. & Bonesteel, K. (2001). Clinical Significance: History, application & current practice. Clinical Psychology Review, 21, 421-446. Behar, E. S. & Borkovec, T. D. (2003). Psychotherapy outcome research. In J. A. Schinka & W. F. Velicer (Eds.). Handbook of Psychology. New Jersey: Wiley Diagnostic Efficiency Rey, J. M., et al. (1992). Measuring the accuracy of diagnostic tests using the receiver operating

characteristics (ROC) analysis. Studentational Journal of Methods in Psychiatric Research, 2, 39-50.

Swets, J. A. (Ed.). (1996). Signal detection theory and ROC analysis in psychology and diagnostics: Collected papers. Hillside, NJ: Erlbaum.

Smits, N., Smit, F., Cuijpers, P., de Graaf, R. (2007). Using decision theory to derive optimal cut-off scores of screening instruments: an illustration explicating costs and benefits of mental health screening. Studentational Journal of Methods in Psychiatric Research, 16, 219-229.

Topp, L. & Mattick, R. P. (1997). Choosing a cut-off on the Severity of Dependence Scale (SDS) for amphetamine users. Addiction, 92, 839-845. Learning Outcomes of the Unit On completion of this unit, students should:

1. have knowledge of a number of different approaches to research design and analysis in clinical psychology

2. be able to develop a research proposal with an appropriate design and statistical techniques

3. be able to plan and evaluate clinical intervention programs

Assessment Assessment Task 1: 50% Statistical exercise involving testing moderation & mediation models Assessment Task 2: 50% Development and evaluation of a hypothetical program Assessment Task 3: (Hurdle requirement) Class presentation of research proposal

21

KHA722 Clinical Child Psychology

Unit Coordinator Prof Rapson Gomez Unit Description This unit aims to provide an overview of the most commonly encountered behavioural, emotional, social, developmental and health-related childhood and adolescent clinical disorders. An evidence-based practice approach will be used to examine current diagnostic, assessment and treatment issues. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 3-hr seminar weekly (12 weeks)

Major References Kronenberger, W. G., & Meyer, R. G. (2001). The child clinician’s handbook. Boston: Allyn & Bacon. Mash, E. J., & Barkley, R. A. (eds.) (2003). Childhood psychopathology. New York: The Guilford Press. Mash, E. J., & Barkley, R. A. (eds.) (2006). Treatment of childhood disorders (3rd edition). New York: The

Guilford Press. Mash, E. J., & Barkley, R. A. (eds.) (2007). Assessment of childhood disorders (4th edition). New

York: Guilford Press. Learning Outcomes of the Unit Knowledge

provide theoretical and applied knowledge in clinical child and adolescent psychology

understand the relationships of biological, social, behavioural and cognitive factors in relation to child and adolescent psychopathologies and developmental disabilities

knowledge of assessment and intervention methodologies used with children and adolescents with developmental psychopathology and developmental disabilities

psychopharmacology for child and adolescent disorders Skills

develop skills in conceptualization, assessment and treatment of a number of problems in the area of child and adolescent clinical psychology

Values/Attitude

develop professional, ethical and relationship qualities necessary for working with children and adolescents, families, teachers and other professionals in the context of mental health

Assessment Assessment Task 1 40% Written Assignment Essay on issues related to diagnosis Assessment Tasks 2 60% Examination (short answer questions; 2-hr)

22

KHA734 Ethics & Professional Practice

Unit Coordinator Dr Kim Felmingham Unit Description

This unit considers practical and ethical issues in clinical psychological practice. Students are introduced to key ethical codes and legislation and to a model for ethical decision-making through practice-based examples. Issues and skills particularly relevant to the student experience of practicum placement are addressed. Seminar presentations are undertaken as part of the practice of communicating with colleagues and related professionals, and classroom discussion and exercises provide an opportunity to develop problem-solving skills. Students will be introduced to key practice issues including guidelines of professional and ethical conduct, confidentiality, and supervision. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks).

Recommended Texts and Reference Material

Australian Psychological Society (2007). Code of ethics. Melbourne, Vic: Author.

Australian Psychological Society (2010). Ethical Guidelines: Complementing the APS Code of Ethics.

Melbourne, Vic: Author. 10th Edition. Reference should be made to the material available on the: Australian Health Practitioner Regulation Agency (AHPRA) website: www.ahpra.gov.au Psychology Board of Australia website: www.psychologyboard.gov.au Australian Psychological Society website: www.psychology.org.au Recommended Reading:

Beck, J. (2011). Cognitive Therapy: Basics and Beyond (Second Edition).New York: Guilford Press.

Corey, G., Corey, M.S., & Callanan, P. (2007). Issues and ethics in the helping professions. (7th ed.) Pacific

Grove, Ca: Brooks/Cole.

Corey, G., Corey, M.S. & Haynes, R. (2003). Ethics in action. CD-ROM. Version 1.2. Pacific Grove, Ca:

Brooks/Cole.

Koocher, G.P., & Keith-Spiegel, P. (1998). Ethics in psychology. Professional standards and cases. New

York: Oxford Univ Press. Kuyken, W., Padesky,C., Dudley, R. . (2009). Collaborative Case Formulation: Working effectively with

clients in cognitive-behavioural therapy. New York: The Guildford Press. Morrissey, S. and Reddy, P.(Eds.) (2006) Ethics and Professional Practice for Psychologists. South

Melbourne: Thomson Social Science Press.

23

Learning Outcomes of the Unit 1. Identify and articulate ethical issues arising in clinical psychology practice. 2. Apply existing codes, guidelines, and standards in a systematic fashion to ethical and practical

challenges arising from clinical psychology practice.

3. Demonstrate ability to handle professionally ethical dilemmas in practice 4. Demonstrate knowledge and skills in conducting a clinical diagnostic assessment and risk

assessment. 5. Demonstrate knowledge and skills in cognitive behavioural therapy.

Assessment Formal assessment is based upon seminar presentations and an assignment bearing on ethical issues. Students must pass all parts of the assessment. Assessment Task 1: 20% Short answer/multiple choice questions Assessment Task 2: 40% Complex ethical scenario assignment Assessment Task 3: 40% Case formulation and treatment plan assignment

Assessment Task 4: 0% (hurdle) Videotaped role-play of presenting a case formulation and therapy rationale to a “client.” (other student)

KHA736 Research Thesis 1A

Unit Coordinator Assoc Prof Clive Skilbeck Unit Description Each student prepares a research proposal and presents this to the School towards the end of May. The proposal should conform to the School guidelines (see p.54). During this unit the literature review and/or research study is commenced. Campus Hobart Semester 1 Unit Weight 12.5% Teaching Pattern Individual Consultation with Research Supervisor Recommended Texts As advised by Research Supervisor. Learning Outcomes of the Unit On completion of this unit, students should be able to:

1. prepare a research proposal in all its aspects 2. commence literature review and/or research

Assessment Formal approval of research project by School research panel, following presentation to a School audience.

24

KHA712 Psychopharmacology and Substance Use

Unit Coordinator Dr Raimondo Bruno

Unit Description This unit contains two major components. The first provides an introduction to psychopharmacology and the underlying physiological systems that are involved in psychopathological disturbances. Students will also be introduced to pharmacological interventions currently used in Australia for particular disorder classes, their mechanisms of action, and the evidence base for their effectiveness. Additionally, the effects of these drugs on cognitive and behavioural function are examined where relevant to the practice of clinical psychology.

The second component aims to introduce students to the impact of psychoactive drugs on brain chemistry and behaviour, biopsychosocial models of development of dependence and addiction, and the strategies employed in assessment and the clinical treatment of people experiencing problems in relation to substance use. There will be a focus on the types of drugs most commonly used within Australia (alcohol, cannabis, methamphetamine, ecstasy and related drugs, heroin and prescription opioids and benzodiazepines) and the effects of such use on brain function at both the neurophysiological and cognitive levels. Students will also be introduced to clinical strategies for helping people overcome problems associated with substance use, such as motivational interviewing, problem solving skills, behavioural self-management, and relapse prevention training.

Campus Hobart Semester 2 Unit Weight 6.25% Teaching Pattern 2-hr Seminars Weekly

Required Text Jarvis, T. J., Tebbutt, J., Mattick, R. P., Shand, F. & Heather, N. (2005). Treatment approaches for alcohol and drug dependence: An introductory guide. Sydney: John Wiley & Sons.

Recommended Texts Sadock, B. J. & Sadock, V. A. (2007). Synopsis of Psychiatry: Behavioural Sciences/Clinical Psychiatry.

Philadelphia: Lippincott Williams & Wilkins. Stahl, S. (2009). Stahl’s Essential Psychopharmacology: The Prescriber’s Guide. Cambridge: Cambridge

University Press. Stahl, S. M. (2008). Stahl’s Essential Psychopharmacology: Neuroscientific basis and practical applications,

3rd Ed. New York: Cambridge University Press. Miller, W., & Rollnick, S (2002). Motivational Interviewing: Preparing People for Change, 2nd ed. New

York: Guilford Press.

Learning Outcomes of the Unit On completion of this unit, students should:

1. have a good knowledge of the underlying physiological systems that are involved in common psychopathological disturbances such as schizophrenia, affective disorders and anxiety disorders

2. have a good knowledge of the current psychopharmacological interventions currently applied in Australia for these disorders, their modes of action, and the evidence base for their effectiveness

3. understand the effects of common psychoactive drugs on brain and behaviour, particularly as this relates to clinical psychological practice

4. be familiar with assessment tools for substance use

5. have developed skills for clinical interventions for substance use problems.

25

Assessment Assessment Task 1 35% Educational Pamphlet 1 Assessment Task 2 35% Educational Pamphlet 2 Assessment Task 3 30% Weekly Quiz Exercises

KHA724 Behaviour Change 2

Unit Coordinator Dr Janet Haines Unit Description

Further study of the empirically-based systems of behaviour-change, counselling and psychotherapy. Students must enter this unit with sound skills in basic counselling procedures. The unit emphasises skill acquisition and students are required to demonstrate their skills in relation to specific therapeutic procedures. Seminars will involve formal presentations and a workshop format involving role-plays and exercises.

Campus Hobart Semester 2 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks) Recommended Texts Clark, D.A., & Beck, A.T. (2010). Cognitive therapy for anxiety disorders. New York: Guilford Press. Dobson, K.S. (2010). Handbook of cognitive-behavioral therapies (3rd edn.). New York: Guilford Press. Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010). Cognitive and behavioural theories in clinical practice. New York: Guilford Press. O’Donohue, W.T., & Fisher, J.E. (2008). Cognitive behaviour therapy: Applying empirically supported techniques in your practice (2nd edn.). New Jersey: Wiley. Learning Outcomes of the Unit On completion of this unit, students should:

1. have developed advanced therapeutic skills

2. be able to devise strategies to overcome resistance and other problems in therapy

3. be conversant with a number of therapy approaches beyond CBT

Assessment Assessment Task 1 60% Treatment Manual Assessment Task 2 40% Written assignment: case formulations

26

KHA735 Professional Practice 1

Unit Coordinator Dr Kim Felmingham Unit Description This unit considers the practical issues and skills relevant to the experience of clinical psychology practice. Lectures will outline key theoretical models and evidence-based treatments for specific adult psychological disorders, and classroom discussion and exercises will provide an opportunity to develop key cognitive behavioural therapy skills. Where appropriate, lectures will be supplemented with audio-visual material and handouts, and students should be prepared to role play elements of the key therapy skills discussed. Campus Hobart Semester 2 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks). Requisite Texts

Australian Psychological Society (2007). Code of ethics. Melbourne: Author.

Barlow, D. (2008). Clinical Handbook of Psychological Disorders: A step-by-step treatment manual (4th

Edition). New York: The Guildford Press. Intern psychologists should also make themselves familiar with additional guidelines and statements of

advice on ethical matters provided by the APS. These may be found at the APS website. (www.aps.psychsociety.com.au) and published in In-Psych, The Bulletin of the Australian Psychological Society.

Recommended texts

Baird, B.N. (1999). The internship, practicum, and field placement handbook. A guide for the helping

professions. New Jersey: Prentice Hall.

Bennett – Levy, J. Et al., (2004). Oxford guide to behavioural experiments in cognitive therapy. Oxford:

Oxford University Press.

Corey, G., Corey, M.S., & Callanan, P. (1998). Issues and ethics in the professions. Pacific Grove, Ca:

Brooks/Cole.

Greenberger, D., Padesky, C. (1995). Clinicians Guide to Mind Over Mood. New York: Guildford Press.

Leahy, R. (2003). Cognitive Therapy Techniques: A Practitioner’s Guide. New York: Guildford Press.

Leahy R, Holland S. (2000). Treatment plans and interventions for depression and anxiety disorders. New

York, Guildford Press. Psychologists Registration Board of Tasmania. (2003). Psychologists Code. By Law made under

Psychologists Registration Act 2000, S.11. Hobart: Author and available at: http://www.regboardstas.com/psychologists/tas-psych-code.pdf

Learning Outcomes of the Unit On completion of this unit, students should:

1. Demonstrate knowledge of key theoretical models and evidence-based cognitive behavioural

therapy for specific adult psychological disorders.

2. Demonstrate that they have developed knowledge and skills in applying cognitive behavioural

therapy for specific adult psychological disorders.

3. Demonstrate skills in case formulation, treatment planning and psychological report writing.

27

Assessment Formal assessment is based upon seminar presentations and case reports. Students must pass all parts of the assessment. Assessment Task 1: 0% (hurdle) Role-play: cognitive therapy Assessment Task 2: 0% (hurdle) Role-play: set up and review behavioural experiment. Assessment Task 3: 50% Case formulation and treatment plan (written assignment) Assessment Task 4: 50% Written assignment – Psychological Report for Health Professionals

KHA739 Research Thesis 1B

Unit Coordinator Assoc Prof Clive Skilbeck Unit Description During this unit the literature review and/or research study should be progressing. Campus Hobart Semester 2 Unit Weight 12.5% Teaching Pattern Individual Consultation with Research Supervisor Recommended Texts As advised by Research Supervisor Learning Outcomes of the Unit On completion of this unit, students should have progressed their literature review and research project.

Assessment 1. Successful submission to University Human Research Ethics Committee (where appropriate) 2. Submission of drafts of literature review ( or substantial data collected) as assessed by the Research

Supervisor(s).

28

KHA745 Clinical Placement 1

Unit Coordinator Ali Maginness – Clinical Placement Coordinator Unit Description

This is the first period of supervised practice for all students, and for most students this placement occurs in the University Psychology Clinic (UPC). In total the first clinical placement requires 300 to 350 hours of professional experience at the UPC, or other suitable external placement setting for experienced students. Students will work in the Clinic under the supervision of appropriate staff. This placement provides an opportunity to develop some clinical skills to a level suitable for effective practice as a clinical psychologist. It is the first placement in an integrated sequence of placements in the clinical programs. Campus Hobart Semester 2 Unit Weight 18.75% Teaching Pattern Weekly attachment summing to 300 - 350 hours using model of supervised clinical practice Required Texts As specified by Supervisor(s) Prerequisites KHA711 Current Issues in Assessment KHA713 Adult Psychopathology KHA714 Behaviour Change 1 KHA734 Ethics and Professional Practice Learning Outcomes of the Unit On completion of this unit, students should have:

1. a good knowledge of, and skills in, a range of assessment methodologies,

2. basic skills in psychological formulation,

3. experience and skills in using a CBT model or other psychological interventions appropriate to the setting

Assessment A pass, based upon the student’s performance in assessment, formulation, and therapy competencies over the course of the placement and a folio of work undertaken, including a log of clinical and supervisory placement activities. For more details, consult the current Clinical Placement Handbook.

29

Year 2 Units

KHA721 Advanced Assessment

Unit Coordinator Dr Janet Haines Unit Description This unit aims to provide students with advanced training in the administration and interpretation of commonly used clinical instruments for assessment and treatment planning. An evidence-based approach to best practice in psychological assessment will be emphasized. Topics to be covered will include diagnostic interviewing, brief screens, cognitive functioning, and specific psychological problems. Consideration will also be given to the differing assessment needs of children, adults and the elderly. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks) Recommended Texts Gregory, R.J. (2004). Psychological testing: History, principles, and applications.Needham Heights, MA: Allyn & Bacon. Groth-Marnat, G. (2009). Handbook of psychological assessment (5th edn.). New Jersey: Wiley. Learning Outcomes of the Unit On completion of this unit, you should have: 6. Good knowledge of and skills in a range of assessment methodologies.

7. Understanding of the assessment process.

8. Assessment skills related to specific client presentations. Assessment Assessment Task 1 40% Class Exercises Assessment Task 2 60% Assessment Manual

30

KHA740 Professional Practice 2

Unit Coordinator Dr Jenn Scott Unit Description This unit aims to provide clinical supervision and training to students engaged in psychology placements Clinical practice or ethical Issues relevant to the practice and professional of psychology are discussed and problem solved. The format involves seminar presentation with professional input from the unit co-ordinator and peer and expert review. Discussions are also linked to clinical theory and externs are assisted to develop skills in self-evaluation of their clinical competencies and to identify goals and strategies for enhancing their best practise from the scientist practitioner framework. Externs also learn the skills for writing succinct and professional therapy reports for referral agencies and case files. Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (12 weeks) Recommended Texts Zuckerman, E.L (2010) Clinician's Thesaurus, 7th Edition: The Guide to Conducting Interviews and Writing Psychological Reports (The Clinician's Toolbox). Guilford Press, New York, ISBN [ 978 60623 874 5] Learning Outcomes of the Unit On completion of this unit, students should:

1. identify personal goals for enhancing their clinical practice skills and knowledge necessary for

professional practice

2. describe their plan for ongoing professional development in order to achieve or strengthen their practice goals

3. present case information succinctly in peer group format

4. present case information and a summaries of therapy succinctly in written format

Assessment Assessment Task 1 40% Case presentation assessed on the following criteria:

Clear, informative and accurate coverage of case history

Formulation including explanations of psychopathology & psychological reactions and responses

Identification of relevant therapeutic approaches

Outline of proposed or actual treatment plan and overview of content of treatment sessions.

Identification of measures to assess treatment effect and clinical change.

Discussion of potential obstacles to treatment delivery, ethical or professional practice

considerations (where appropriate)

Quality of summary and closure

Assessment Task 2 60% Case report for the presented case. (3 pages) Due 2 weeks after presentation

31

KHA749 Health Psychology

Unit Coordinator Dr Jenn Scott Unit Description

This unit provides an overview of core skills and practice issues in health psychology, intervention and prevention. Sessions involve discussion, role plays, and video review and cover the processes of assessment, formulation and core treatment components in health psychology Campus Hobart Semester 1 Unit Weight 6.25% Teaching Pattern 2-hr lecture weekly (12 weeks) Recommended Readings Cameron, L. D., & Leventhal, H. (eds) (2003.) The self-regulation of health and illness behaviour. New York: Routledge Cohen, L. M., McCharque, D.E., & Collins, F. L. (2003). The health psychology handbook: Practical issues for the behavioural medicine specialist. Thousand Oaks: Sage

Kayser, K & Scott, J. L. (2008). Helping couples cope with women’s cancers. New York: Springer. Revenson, T. A., Kayser, K., & Bodenmann, G. (2005). Couples coping with stress: Emerging perspectives on dyadic coping. Washington, APA books Learning Outcomes of the Unit On completion of this unit, students should be able to:

1. outline the specific psychosocial issues pertaining to the main chronic illnesses affecting

Australians.

2. describe the core components of health psychology intervention and primary preventions

programs

3. describe an overview of innovative therapy program, that includes person’s primary support

person (s), for either a chronic illness , or a health risk behaviour,

4. design an innovative treatment component that includes the primary support person

Assessment Assessment Task 1 40% Brief written summary of assessment tool/instrument used to assess adjustment to a specific illness Assessment Task 2 60% Write a brief introduction and sessions outline for a Therapy Manual for an intervention to enhance adjustment to a specific Chronic illness

32

KHA743 Research Thesis 2A

Unit Coordinator Assoc Prof Clive Skilbeck Unit Description

This unit involves the completion of data collection (where applicable) and continued drafting of the thesis/review. Campus Hobart Semester 1 Unit Weight 12.5% Teaching Pattern Individual Consultation with Research Supervisor Required Texts As advised by Supervisor Learning Outcomes of the Unit The knowledge and skills required to prepare a research thesis Assessment

Advanced drafts of the introduction and where appropriate the method sections of the thesis, and commenced and has made satisfactory progress with data collection, as assessed by supervisor(s) OR

Early drafts of the introduction and where appropriate the method sections of the thesis, and commenced and has made advanced progress with data collection, as assessed by supervisor(s)

Overall progress of thesis work judged to be satisfactory by supervisor(s)

33

KHA746 Clinical Placement 2

Unit Coordinator Ali Maginness – Clinical Placement Coordinator Unit Description

This second clinical placement requires 300 to 350 hours of professional experience in an external placement setting (or settings). Placement settings will encompass a range of client problems, varying age ranges, contexts, and use of a variety of clinical skills. This placement provides an opportunity to experience a variety of client problems, and to develop more advanced clinical skills, working towards a level suitable for independent practice as a clinical psychologist. It is the second placement in an integrated sequence of placements in the clinical programs. Campus Hobart Semester 1 or 2 of the second year of full-time study Unit Weight 18.75% Teaching Pattern Weekly attachment summing to 300 - 350 hours using model of supervised clinical practice Required Texts As specified by Supervisor(s) Prerequisites KHA745 Clinical Placement 1 KHA735 Professional Practice 1 Learning Outcomes of the Unit On completion of this unit, students should have:

1. extended knowledge of, and skills in, a range of assessment methodologies,

2. good skills in psychological formulation,

3. good experience and skills in using CBT, or other model(s), in therapy

Assessment A pass, based upon Student’s performance in assessment, formulation, and therapy competencies over the course of the placement, and folio of work undertaken, including a log of clinical and supervisory placement activities. For more details see the current Clinical Placement Handbook.

34

KHA741 Professional Practice 3

Unit Coordinator Dr Janet Haines Unit Description

TBA Campus Hobart Semester 2 Unit Weight 6.25% Teaching Pattern 2-hr seminar weekly (13 weeks) Recommended Text TBA Learning Outcomes of the Unit On completion of this unit, you should be able to: 1. Demonstrate intake interview and history taking skills 2. Establish rapport using counselling skills 3. Identify target areas for treatment 4. Explain potential therapeutic strategies (where appropriate) 5. Provide clients with homework – assessment/therapeutic (where appropriate) 6. Summarise and close the session. 7. Respond to referral source with summary of session and targets for intervention.

Assessment Assessment Task 1 60% Role Play Assessment Task 2 40% Written assignment: Response to referral source

35

KHA755 Research Thesis 2B

Unit Coordinator Assoc Prof Clive Skilbeck Unit Description

For MPsych(Clin) students this unit involves the completion of drafting of the thesis. For DPsych(Clin) and PhD(Clin) students significant data collection will have been achieved, with some thesis writing. Campus Hobart Semester 2 Unit Weight 25.0% Teaching Pattern Individual Consultation with Research Supervisor Required Texts As advised by Supervisor Learning Outcomes of the Unit The knowledge and skills required to prepare a research thesis. Assessment Pass for the submitted written thesis

36

KHA747 Clinical Placement 3

Unit Coordinator Ali Maginness – Clinical Placement Coordinator Unit Description

This third clinical placement requires 300 to 400 hours of professional experience at an external placement setting, or settings. Placement settings will encompass a range of client problems, varying age ranges, settings, and use of a variety of clinical skills. More advanced clinical skills, suitable for independent practice as a clinical psychologist, will be developed. It is the third placement in an integrated sequence of placements in the clinical programs. Campus Hobart Semester 1 or 2 Unit Weight 18.75% Teaching Pattern Weekly attachment summing to 300 to 400 hours using model of

supervised clinical practice Required Texts As specified by Supervisor(s) Prerequisites KHA740 Professional Practice 2 Learning Outcomes of the Unit On completion of this unit, students should have:

1. wide knowledge of, and well-developed skills in, a range of assessment approaches,

2. advanced skills in psychological formulation,

3. extended experience and good therapeutic skills therapy Assessment A pass based upon student’s performance in assessment, formulation, and therapy competencies over the course of the placement, and a folio of work undertaken, including a log of clinical and supervisory placement activities. In addition, at the end of the third placement, students must have:

1. submitted at least three clinical case reports from placements

2. fulfilled the attendance and presentation requirements related to the Clinical Forums (see page

12).

37

MPsych(Clin) Thesis Requirements This section is for those completing a thesis as part of the MPsych(Clin) degree only.

General Information The research thesis component of the MPsych(Clin) is an integral part of the Program and gives students the opportunity to conduct an individual research project, with the possibility of publication in a scientific journal. Students should plan their research as early as possible during the first year of the MPsych(Clin) Program, as it is the objective of KHA736/KHA739 to prepare a proposal and commence the literature review and/or the collection of data. KHA743 & KHA755, undertaken during the second year of the Program, focus on completion of the research project and the writing of the literature review and research report.

Types of Research Projects The research project must take the form of one or more of the following:

a program evaluation study;

a study based on experimental single case design;

a critical review and a meta-analysis;

a critical review and secondary data analyses;

a traditional empirical research project

Length of Research Report The total length of the project report must be at least 9000 words, and not more than 11,000 words. The text of the report should be approximately 10,000 words. Data collected for the project, where appropriate, should be available for inspection.

Project Approval and Ethics For all degrees, it is School policy that the thesis or ethics approval cannot be sought and data collection cannot begin until a student has submitted and presented his or her research proposal and had it approved officially by the School. In exceptional circumstances, explicit approval may be sought and may be obtained in writing from the Director of Clinical Training for research to commence prior to the proposal being approved. Not all theses (e.g. meta-analysis of existing studies) would require ethics approval. Where ethics approval is required, this must be obtained before data collection.

Selecting a Research Topic Students should select a possible topic for research taking account of their own interests and requirements and bearing in mind the resources of the School in terms of staff expertise, materials and equipment, and the general feasibility of the research, including (if applicable) any potential difficulties there may be in obtaining suitable or sufficient research participants in the time available. Topics must relate to clinical psychology. Topics should be selected so that arrangements can be made for ethics approval (if applicable) and any access to educational or health facilities well in advance of data collection. Obtaining official access to participants can sometimes prove an unnecessary difficulty for students which can be largely avoided through good preparation.

38

Arranging Supervision and Progressing the Research As early as possible during Semester 1 of KHA736, Research Thesis 1A, students are advised to decide on possible areas for research and seek a suitable supervisor (or supervisors). All projects must be supervised by at least one member of staff in the School of Psychology.

Timeline for MPsych(Clin) Research

Year 1 By end of March, Complete consultations with potential supervisors & decide on research topic (inform Program Coordinator by email) Between March and May In discussion with Supervisor(s) prepare Proposal for early June presentation Early June Present Proposal & seek Ethics Committee approval (if required) Thereafter Commence thesis and where applicable data collection & continue work

on literature review. Schedule regular meetings with Supervisor(s). Year 2 by 30 November Literature review and thesis/research report to be submitted.

MPsych(Clin) Thesis Proposal MPsych(Clin) students should aim to prepare a research proposal for presentation at the June proposals session.

Format of the Research Proposal The MPsych(Clin) proposal should be 1000-1500 words in length, excluding references. Aim for a maximum of four A4 pages, typed in size 12 font (eg. Times New Roman) with single spacing. This is used as a handout for circulation to all staff and students and must be emailed to the Student Services Officer one week prior to presentation. The proposal should summarise the research in a succinct manner, so that staff and students can read and understand the proposed study. It is a permanent record and is a useful point of reference later in the development of the thesis/research project by the student or by others pursuing related research. It also allows for contribution to the research proposal by people unable to attend the panel meeting. The handout should be written to be comprehensible to a generally informed but non-specialist audience. Technical terminology should be explained. It should conform to the style expected in the psychological literature (e.g., consistent use of APA format). The content of the written proposal will vary according to the type of thesis proposed. In general, it should contain the following:

Title - should be succinct, pertinent and preferably stated in 12 words or less.

Student’s name.

Supervisor's name (or supervisors' names in the case of joint supervision).

39

Statement of the issue to be investigated, leading into essential background information in the form of theoretical positions and previously reported empirical studies. A lengthy review of the literature is not required. The handout should contain the rationale for the proposed study and state clearly the aims (and hypotheses when appropriate) to be investigated. The expected scientific or applied contribution of the research can also be stated.

Methodology of the research, including:

Design: A concise description of the methodology. Depending on the type of thesis, this could include the following:

Research Participants: For an empirical study, the characteristics and methods of selecting participants, and the basis of allocation to particular groups or matching, where relevant. Please note that proposals in which it is anticipated that clinical populations will be used will need a back-up plan for participant recruitment included in the proposal document. For review related projects an overview of the studies that will be covered (and their sources) need to be presented. MPsych(Clin) projects can use archival data. However, the project planned for the MPsych(Clin) thesis cannot replicate a previously completed study. The project must be different. Students need to explain how their project will be different from all previous studies that have used the same data set. Also note that the data collected must have been approved by an acceptable human research ethic committee.

Ethical considerations: Any potential risks to participants through participation must be described and how these are to be minimised. Steps to preserve anonymity and confidentiality must be described as must any briefing and debriefing procedures. For all subjects, recruitment and consent procedures should be outlined;

Instruments/materials: A brief description of the instruments to be used and the measures

to be obtained should be included. Standardised procedures and tests should be fully

referenced. If the study design involves the development of instruments, issues of validity

and reliability should be addressed;

Procedure: Outline exactly how measures are to be collected from participants, along with

any control procedures;

Analysis: Specify as precisely as possible the particular statistical tests that will be used to

test the experimental hypotheses;

References: Include only those references that are cited in the handout, which in general should be those most essential to the proposal;

Budget: Students should include an accurate budget estimate (such as costs of any purchases of equipment, computer software, computer programming, test consumables, payment of subjects, etc) to reflect the anticipated costs associated with the research;

Timetable: A timetable for the collection of data, the analysis of the data and of the writing up of the literature review and research study should be included, bearing in mind the deadline for submission. The timetable should be negotiated between the student and the supervisor and should allow for drafts to be submitted for supervisor comment before the final deadline.

As the proposals are photo reduced for handouts, it is important that they be clearly laid out, with suitable spacing, headings and sub-headings to enhance legibility.

40

Research Proposal Presentation Following the submission of the written thesis proposal, all candidates are required to present their proposal at a seminar in June which will be attended by academic staff (including members of the Proposal Committee) and fellow students. An MPsych(Clin) proposal presentation takes 20 minutes.

Research Proposal Evaluation Following presentation of the proposal, the Proposal Committee members will make a report on each proposal. The proposed research will be assessed on the following criteria:

The theoretical basis of the rationale of the study

The link between the proposed thesis and the existing literature

Adequate specification and soundness of the major features of the study, such as design, hypotheses, methodology, procedure, statistical analyses and relevance to clinical psychology.

The feasibility of the research being completed within the time limit, including such things as adequate access to participant population, adequate participant population, etc.

The required infrastructure (e.g., special equipment, funds, etc.) is either available in the school, or can be acquired.

Following the completion of all the proposals, the Proposal Committee will meet and moderate the reports of the proposals. If the Committee need clarification on any issue, you, and your supervisor, may be asked to attend a meeting at which clarification will be sought. Following discussion, and meetings if necessary, the Committee grade proposals as:

"Satisfactory, no changes suggested",

"Satisfactory, but suggest student and supervisor consider making modifications as set out in the report", or

"Not satisfactory" Following this, you will be provided with a copy of the approval or report on your proposal. If you receive either of the "Satisfactory" gradings, you may apply to the appropriate committee (if required) of the Human Research Ethics Committee (Tasmania) Network (you will find these forms on the Research Office Web site) for ethics approval and commence your research once ethics approval has been obtained. If you receive a "Not satisfactory" grading, you will receive a letter advising that approval to commence research is subject to certain changes being made to the proposal and in this case, approval will be given on receipt of a revised proposal which incorporates the agreed changes, or provides reasonable reasons for not adopting the proposed changes. If this is not accepted then the student will make another presentation. This would have to conform to, and be evaluated as described earlier for the initial presentation.

Recruiting Research Participants Some students may want to recruit human research participants from the volunteer participant pool. The number of volunteers is very limited. Any request for participants from the pool must be made through your supervisor. You are advised to make the necessary arrangements with your supervisor as soon as possible. If your research requires accessing undergraduate students during class time (e.g., completion of questionnaires) you should, in conjunction with your supervisor, approach the Unit Coordinator for that class. It might be that you need to recruit participants for your project via the media. As psychological topics are of great interest to the general public and to the media, it is very important that all contacts with or through the media should be handled with caution. Often the media will wish to conduct follow-up

41

interviews on items of psychological interest. The following are the guidelines that should be adhered to for media releases (including advertisement in newspapers, talks on television or the radio, etc.):

In general, the Head of the School of Psychology will clear all media release activity.

All media releases, which have the primary aim of recruiting participants, should state that the study has ethics approval from the relevant ethics committee.

Information given in any release should not provide information that may lead to a potential participant having negative feelings.

All media release activity should be conducted professionally

If, in a media release, you say that you will be available, then you must be available.

Make sure you make your name and contact phone number available in all releases.

The Research Report (The Thesis)

Format of the Thesis Your thesis should be double-spaced and typed in 12 point Times New Roman type. The text should be typed on one side of the paper only, with a left-hand margin of 4 cm to permit binding. All other margins should be at least 2.5 cm. All pages of text, including tables and figures, should be numbered consecutively. The introductory pages described below should be numbered with Roman numerals. The first (title) page is not numbered. The thesis should be set out as follows: Thesis title page. This page is not numbered, and should be set out as follows:

Title (approx 12 words)

Bianca Smyth BA (Hons)

A report submitted in partial requirement for the degree of Master of Psychology (Clinical) at the

University of Tasmania p. ii -- Statement page Statement I declare that this thesis is my own work and that, to the best of my knowledge and belief, it does not contain material from published sources without proper acknowledgement, nor does it contain material which has been accepted for the award of any other higher degree or graduate diploma in any university. (Signature)

42

p. iii -- Acknowledgements page. If you received any special assistance in terms of finance, equipment, facilities, access to subjects, advice etc., you must acknowledge it. This is both a matter of courtesy as well as a matter of integrity (to avoid the possibility of taking credit for the work of others). Take care not to identify sources of participants e.g., schools, hospitals, by name as that may breach confidentiality. Present the acknowledgments in a professional and succinct manner. Do not overdo it. p. 1 Literature Review Abstract page (from this point on, all pages in the thesis should be numbered consecutively) The Abstract should be a stand-alone single page, containing a concise, accurate and self-contained summary of the review. Aim for around 250 words. The final report is to be presented for examination as a thesis. In addition to the few introductory papers as listed, the actual report has to be written using the format mentioned in the Publication Manual of the American Psychological Association. Use the format (in style, content, flow and organisation) that corresponds to your thesis type (see Chapter 1 of the current Manual). The manual mostly provides details of the format for an empirical report. If your thesis is a narrative review, an appropriate format is that used in the following paper: Rusting, C. L. (1998). Personality, mood, and cognitive processing of emotional information.

Psychological Bulletin, 124, 165-196. If your thesis is a meta-analysis, an appropriate format is that used in the following paper: Twenge, J. M. (2001). Changes in women’s assertiveness in response to status and roles: A cross

temporal meta-analysis, 1931-1993. Journal of Personality and Social Psychology, 81, 133-145.

Submission of MPsych(Clin) Thesis The thesis submission date is 30th November. The only exceptions to this rule are:

1. MPsych(Clin) students who apply for transfer to DPsych(Clin) or PhD(Clin) by the transfer application date in November.

2. Students granted a formal extension. Applications for an extension must be made by

31st October. Applications made after this date will not be considered. To apply for an extension, you must write to the Clinical Program Director, Prof. Rapson Gomez, stating your reasons and submitting any supporting documentation e.g. medical certificates. Inability to recruit your participants in time or other work or study commitments will not be acceptable reasons for an extension. All requests for an extension will be decided by the MPsych(Clin) Thesis Extension Committee.

The final version of your thesis should be handed in to the Student Services Officer by 30th November. Three unbound (pages securely fastened together) copies of the thesis should be submitted at this stage. After submission the School sends a memorandum to the Examinations Office requesting a result of TT (thesis submitted) be recorded against the relevant unit (KHA755). PLEASE NOTE: It is essential that you are enrolled in this unit at the time of submission.

43

Examination of the Thesis

Your thesis will be examined by two examiners. PLEASE NOTE: In all cases, examiners’ names MUST remain confidential until after the examination process is complete. Specifically, students must not be informed of the names of the examiners.

The supervisor(s) will consult with the Program Director regarding potential examiners within two weeks of the thesis being submitted. The supervisor, or any associate supervisors, may not be examiners. After agreement with the Program Director, the supervisor(s) should contact potential examiners to determine their availability to examine the thesis. At least one examiner has to be external to the School. In the case where the Program Director is also the thesis supervisor, potential examiners will be discussed and agreed with the Head of School.

Copies of the thesis will be sent to both examiners within four weeks of the submission of the thesis.

Examiners will be asked to complete their assessment of the thesis within two months of receipt. If no response has been received by that time, the School will remind the examiner that a report is expected.

On receipt of both examiners’ reports, the Program Director and the supervisor(s), will determine whether corrections or rewriting of sections of the thesis should occur. If there is substantial disagreement between the two examiners, the examiners’ reports will be discussed at a meeting comprising the Program Director, supervisor(s) and both examiners. If the examiners recommend that the thesis be resubmitted for re-examination, this will be followed. If one examiner passes the thesis, and the other examiner fails the thesis then the thesis would have to be re-examined. The student would be required to address the issues raised by the examiners, and all attempts will be made to have the thesis reassessed by the examiner who failed the thesis. If it is failed outright, the examiners’ comments will be discussed at an academic staff meeting that includes the Head of School. This group will decide what action to take next.

When both reports have been received the Program Director will: 1) provide copies of the reports to the supervisor(s) 2) write to the student advising the result of the examiners’ reports The student will be

asked to contact his/her supervisor(s) in order to go through the report and make any corrections as listed in writing by the supervisor. Prior to this the supervisor and Program Director will agree on the required changes.

Once corrections have been completed to the satisfaction of the supervisor(s) and Program Director, the candidate will be asked to submit two hardbound copies of the thesis to the School’s Student Services Officer. One copy will be sent by the School to the Morris Miller Library and one will be retained in the School’s thesis collection which is maintained by the Student Services Officer. It is also suggested that students submit an extra copy for their supervisor.

When all formal obligations have been met (see below) a memo is then sent to the Exams Office with a copy to Faculty Office advising that KHA755 Research Thesis 2B has been completed and that the student is eligible to graduate (providing all placement and coursework requirements have also been completed).

44

Completion of Formal Obligations The School of Psychology will withhold Masters results until you complete specific University and School obligations. These include:

Submission of two bound copies of the research thesis to the Student Services Officer in Hobart.

The provision of a summary of the Masters research for posting in the School of Psychology's Web page as part of the formal debriefing process for research participants, unless this is excluded by the ethics approval. This research summary must be submitted to the thesis supervisor for acceptance as to accuracy, completeness, and to avoid harm to participants.

Raw data files (the data on which analyses are based) must be submitted to your supervisor to satisfy archiving requirements for research data. Electronic data files should be given to supervisors as an e-mail attachment, thumb drive, tape, or CDRom. Check with your supervisor as to the preferred format for data transmission and storage.

A Word file containing the final version of your thesis must be given to your supervisor. Please note that the School may choose to publish your abstract on the University’s web site.

You must comply with your supervisor’s requirements to ensure that they meet data storage conditions in compliance with Ethics approval.

Please ensure that you attend to these requirements before you pack up and leave at the end of your course. Otherwise, you may find that a withheld result will mean that you cannot graduate with your fellow students at the graduation ceremony.

Finally, before you leave at the end of your course, you should return keys to the Hobart workshop or to Security Services in Launceston, return any borrowed books, articles, or equipment to the appropriate source, and make sure you give the School of Psychology Administration Officers an address and telephone number where you can be contacted if need be.

Web Summary Clinical students have an obligation to submit a summary of their research findings for the school web page. In the past most students have merely submitted their thesis abstracts. These are not understandable to the lay community and do not help our endeavours to market the School as a place of exciting, worthwhile research. The guidelines for 2011 include the requirements that the summary has a title, is limited to a maximum of 200 words in length, and it must be presented in lay language that is understandable to the general public. Provision of this lay statement fulfils the frequent requirement by the Ethics Committee to provide research participants with the opportunity to find out about the project results. It also means that we have a web page that is interesting and engaging to the broader community and potential future students. Please email your summary to the Student Services Officer (Hobart) by COB 30th November.

Plagiarism It is expected that the thesis submitted for assessment will be the student's own work. Any contribution made by others (whether ideas or written statements) should be acknowledged appropriately and the source referenced.

45

If such acknowledgment is not given, the student is guilty of plagiarism, which is the use of the work of others (e.g., other students’ published work) as though it were one's own. Plagiarism is a very serious offence in any form of scientific work, including other students' research. In the context of an externally examined thesis, the consequences are likely to be severe. The practice of copying significant portions of the work of others, either word-for-word or with some words changed, and then attempting to legitimise the practice by citing the source, is also unacceptable. The only instance where this is permissible is when a quotation direct from source is used to introduce or explain a point. The quotation should be limited to a sentence or two, be in quotation marks, and be acknowledged appropriately. Any work submitted should be the student's own. Copying is not only unacceptable but it also demonstrates a lack of understanding both of the material and of the scientific process. Synthesising the ideas of others shows that the student has understood the material and is capable of expressing the ideas in his or her own words. This is the hallmark of a good scientific psychologist.

Publication Students and their supervisor(s) are encouraged to submit the research report for publication. Whereas the student is the sole author for the Research Report submitted for examination, with due acknowledgment to the supervisor, reports submitted for publication are jointly authored. Generally, the supervisor is the first author if that person makes substantial input in writing up for publication. It should be noted that The Australian Psychological Society Code of Professional Conduct (1994) has Guidelines on Authorship (Appendix H), modified from those of the American Psychological Association. Students and supervisors should be aware of these guidelines when submitting any jointly authored work for publication. Particular attention is drawn to guideline 4. Students should also familiarise themselves with The University of Tasmania's Code of Conduct in Research.

46

FACILITIES IN THE SCHOOL OF PSYCHOLOGY

Contact Details Any problems, such as meeting specific deadlines or accessing particular school resources, that arise in relation to individual modules or units, should be taken up in the first instance with the relevant staff member or Unit Coordinator. Matters pertaining to the course as a whole, or which cannot be resolved at a lower level, such as serious supervision difficulties, should be referred to the Clinical Program Coordinator (Prof Rapson Gomez, Room SB.SocSci121, Tel. 03 6226 2887, Email: Rapson.Gomez@utas.edu.au ). For enquiries regarding enrolment issues and access to the Test Library resources, please see the Student Services Officer in Hobart (Room SB.SocSci110a, Tel. 03 6226 2250, Email: Leanne.low@utas.edu.au (sem 1) or susan.jopling@utas.edu.au (sem 2)) For administration enquiries eg. Print credit, research expenses or building access, please contact the Administration Officers - Lydia Parish in Hobart (Psychology Reception, Tel. 03 6226 2237, Email: Lydia.Parish@utas.edu.au) or Anthea Rooney in Launceston (Room O-006, Tel.03 6324 3191, Email: A.Rooney@utas.edu.au). School Contact Information Postal Addresses Sandy Bay Campus: School of Psychology University of Tasmania Private Bag 30 Hobart TAS 7001 Launceston Campus: School of Psychology University of Tasmania Locked Bag 1342 Launceston TAS 7250 Fax Hobart: 03 6226 2883 Launceston: 03 6324 3168

Postgrad Studio The postgrad studio is available for Honours and Masters students (counselling and psychology). The studio is located off the foyer in the Sandy Bay Campus Social Sciences building (upstairs from the School of Psychology). The studio includes a dedicated study room for MPsych(Clin) students, and a shared computer lab and kitchen facilities.

Access to Buildings/Rooms Access to the School of Psychology buildings (Sandy Bay Campus) after hours and access to the postgrad studio is via a proximity card. These can be purchased from the TUU Contact Centre (opposite the bookshop). To activate your card please see Lydia Parish, the School’s Administrative Officer at the

47

Sandy Bay campus. You will need to check with your supervisor regarding access to any special spaces. Keys to study rooms and other necessary facilities for research purposes are also obtainable from Lydia Parish after paying a deposit of $15 which is refundable in full when the key is returned. Proximity cards must be returned when your enrolment ceases.

Information and Communication Technology (ICT) Facilities The School of Psychology ICT facilities are managed by Dr Vlasti Broucek (vlasti.broucek@utas.edu.au). The School is well equipped with modern IT facilities catering for the needs of research and teaching at both the Hobart and Launceston Campuses. The School operates with more than 150 IBM-PC compatible computers, several B/W, colour, A4, A3 laser printers, colour scanners and a range of specialised experimental hardware. The School has two main computer teaching labs equipped with computers that are always under three years of age. The Hobart laboratory is equipped with 30 Hewlett Packard computers and two Lexmark printers, while the Launceston laboratory is equipped with 20 Hewlett Packard computers and a Lexmark printer. A new “Postgrad Studio” room in Hobart is equipped with 12 Hewlett Packard computers and one Lexmark printer. This studio is available for Honours and Masters (psychology and counselling program) students only. All the computers are connected to CISCO based fully switched 100/1000 Mbps LAN and through AARNet (Australian Academic and Research Network) to the Internet. The School runs Microsoft 2008 servers for file and print services and CA BrightStor ARCserve backup system in modern and ecologically friendly VMware environment. The HMC Lab is using a Sun Microsystems Blade 1500 workstation running Solaris for large data manipulation. The Cognitive Psychophysiology and Reading Laboratory has its own local network and fileserver based on SuSE Linux designed for collection and analysis of large amounts of data. Since 2008, the school is also running on-line survey server enabling secure delivery of surveys and questionnaires utilising Web based interface. All students have access to a range of software packages including MS Office, SPSS, Statistica, EndNote, nVivo and other specialised packages. Students are also provided with access to Web based e-mail and have access to the Internet. Wireless access points are available throughout the school’s areas enabling secure access to University network and Internet using “UConnect network” from privately owned WiFi enabled computers.

Technical Support On the Hobart Campus, technical services are provided by the Technical Officer, Rodney Evans (Room SocSci102). Technical services include the design, construction and testing of specialised equipment and unique devices, as well as installing and servicing the school's assets. Students in Launceston who require these services will need to consult with their supervisors who will arrange the appropriate meeting and job request forms.

Audio-Visual Equipment Students may be required to conduct videotaped role plays for assessment in some units. The School of Psychology (Hobart Campus) has a consultation room and digital video camera that can be booked for these purposes. Please see Lydia Parish at Psychology Reception to make room and audio-visual equipment bookings. Audio-visual equipment can be collected from the Technical Officer.

48

Library Resources The School of Psychology in Hobart is situated only 50 metres from the main University Library. The library collection includes over 650,000 volumes, almost evenly divided between monographs and serials (including continuations). In the monographs, there are between 10,000 and 12,000 volumes in the areas of psychology, social psychology, educational psychology, clinical psychology, and closely related fields (e.g., psychologically relevant volumes in the collections attributed to psychiatry, statistics, genetics, etc.). In the serials collection, the Library has continuing subscriptions to approximately 400 serials regularly indexed in Psychological Abstracts, including most of the standard psychological journals, and there is access to PsycINFO and other abstract databases that are URL accessible via the network. The Launceston Campus also has a well stocked library. The Library also subscribes to a large number of electronic journals. At the beginning of each semester, library tours are conducted by library staff. If you are unfamiliar with the University Libraries, please contact the library for information about their tours. The School of Psychology has an extensive library of psychological tests and test materials, available for staff teaching and research, and for loan to students under the supervision of qualified users. The Test Library also holds copies of past psychology and counselling theses. A new electronic borrowing system and database of holdings is currently being implemented and should be in place during 2011.

Mail MPsych(Clin) students share a pigeonhole in the main office for receipt of mail. There are also three pigeonholes for RHD students. Mail is delivered to the School twice daily and is distributed to staff and students via the pigeonholes. Messages are also left in these pigeon-holes.

Research Resources The School attempts to support research to the fullest possible extent being mindful of budgetary constraints. All supervisors are assigned funds to support the research of postgraduate students. Your research proposal will include a budget, which should be discussed with your supervisor prior to presentation of your proposal. In all cases, you should organise purchase of research tools (tests, equipment, stationery etc.) through your supervisor, to obtain approval for expenses. MPsych(Clin) students are usually allocated a research budget of a maximum of $600 for research resources. Any spending by students on items for research must be: 1. Approved by the supervisor who will specify items and sign the authority 2. Approved by Mrs Lydia Parish or Mrs Heather Williams who will check whether items are held in

stock or may be purchased more cheaply through an official University supplier. Petty cash reimbursement will not be available to anyone who does not follow these procedures. Authorised Travel for Research Purposes If your research requires travel to interview participants, please obtain authorised approval (i.e. from your supervisor) and then contact one of the School Administration Officers to complete the necessary paperwork PRIOR to travelling. Travel expenses cannot be reimbursed if this process is not followed.

49

Printing and Photocopying Printing Printing facilities are available in the Postgrad studio. MPsych(Clin) students are allocated a free printing allowance upon their initial enrolment in the Program. The current allocation is 600 pages. Additional credits for printing can be obtained from the School Administrative Officers (Lydia Parish in Hobart and Anthea Rooney in Launceston). Printing credits are sold in blocks of 50 copies. The current rate is $5.50 per 50 copies. Photocopying Postgrad students can use the photocopier in the annexe building (Hobart students) or the staff photocopier at the School of Psychology main office in Launceston (during business hours only). Students are assigned an individual PIN code to use these photocopiers. Students are provided an allocation on their initial enrolment of 300 copies. Further photocopying credit can be purchased from the School Administrative Officers. The current rate is $5.50 per 50 copies. Photocopying is also available in the main libraries. Copytex cards can be purchased from vending machines within the library. The Contact Centre in the Union Building also provides photocopying services. Students are expected to pay for their personal printing and photocopying i.e. thesis preparation (binding, printing drafts as well as final copies), seminar/assignment references and seminar/assignment preparations are regarded as personal costs. Thesis research costs including additional photocopying of questionnaires and score sheets and research photocopying done for the thesis supervisor, may be supported from Lab. Group funds, with prior arrangement and with approval of the thesis supervisor. All photocopying and printing related to your coursework is the student’s responsibility. School administration staff do NOT do photocopying for students.

Research Facilities Not all research is carried out within the School’s laboratories which are located in the Psychology Research Centre. The School enjoys excellent relations with the Schools in the Faculty of Health Sciences, the State Department of Education, and the Department of Health and Human Services (DHHS). A number of postgraduate students have taken advantage of these relations to conduct research in local schools, mental health facilities, and hospitals. The School operates the University Psychology Clinic, and the Paediatric Neuropsychology Clinic on the Hobart Campus as part of the postgraduate training and its research program in clinical psychology. The Clinics provide a community service in making available the skills of clinical psychologists to people within and beyond the University, and the opportunity for postgraduate students to undertake supervised casework or to embark on clinical research.

50

Laboratories and Research Groups The School of Psychology has a strong and active research program organised around four theme areas within which are well-equipped laboratories and research groups. Research themes are:

• Health and Ageing • Human Neuroscience • Developmental Psychology and Psychopathology • Community and Environmental Psychology.

Health and Ageing The Psychopharmacology & Clinical Psychopathology (PCP) group examines areas such as the dynamics

of illicit drug markets, and the health and, more specifically, neuropsychological sequelae of use of illicit

drugs such as methamphetamine, MDMA and cannabis. Moreover, research contributing to the

evidence base for harm reduction programs and interventions is a particular area of interest. Other

research areas include the psychopathology of psychosis and of substance use disorders, and the

pharmacological treatments of these disorders

Dr Raimondo Bruno (Hobart):

Factors associated with protective and risky health behaviour amongst consumers of illicit drugs;

Studies of the dependence syndrome relating to ecstasy and other psychostimulants

Examination of drug education strategies;

Identification and treatment responses for problems arising from misuse of prescription medications

Design and evaluation of harm reduction interventions for consumers of illicit drugs;

Illicit drug use trends.

The Health Behaviour group is interested in the prediction and modification of health-related behaviours using theory and evidence. Of particular interest is:

how people deal with discordant information about their health, for example, health risk communication or the perception of health changes, and

how health behaviour theory can be applied to promote health in specific at-risk populations, for example older adults with multiple illnesses.

Current research is examining how self-affirmation affects individual reactions to health risk information, and which factors both on the individual and the context level affect older adults’ health behaviours, such as physical activity or adherence to prescribed medication.

Dr Ben Schüz (Hobart):

Factors associated with protective and risky health behaviour amongst consumers of illicit drugs;

Using health behaviour theory to predict and modify health-related behaviours

Determinants of physical activity and medication adherence in older adults with multiple illnesses

Development of theory- and evidence-based health promotion Effects of positive self-thoughts on processing discordant information (in particular applications of self-affirmation)

The HealthCOPE Interventions group focuses on the development and trial of innovative health interventions. The lab develops and tests interventions designed to help people maintain a healthy lifestyle, or to enhance adjustment in patients and families coping with major health problems, such as cancer, dementia, respiratory disease, or psychological problems such as depression. HealthCOPE interventions are designed to be delivered in a range of formats such as via DVD, internet, telephone or face-to-face format.

51

Dr Jenn Scott (Hobart):

Processes that help, or hinder, people’s adjustment to major health crises;

Efficacy and effectiveness trials of interventions to improve adjustment in patients, and their loved ones;

Multi-media methods for dissemination of interventions.

Cognitive and Motor Ageing Laboratory (CAMAL) research focuses on the progressive decline in cognitive and motor functions that accompany ageing. Of particular interest is whether cognitive training can moderate mental decline in healthy older adults and individuals with mild cognitive impairment. How cognitive training affects the structure and function of the ageing brain and the influence of genetic factors on response to the intervention are also being examined.

Professor Jeff Summers (Hobart):

The effects of a mental training program on cognitive and neurophysiological functions in older adults;

Quality of life, social networks and lifestyle effects on cognitive functions in older adults.

Dr Mathew Summers (Launceston):

Identifying factors that reduce or minimise risk for developing dementia.

Human Neuroscience Human Movement and Neuroscience (HuMAN) Laboratory research examines the interactions between the cognitive and motor systems and how these interactions give rise to skilled movement. Using transcranial magnetic stimulation (TMS) and electromyography, our research investigates the neural reorganisation that occurs during development and ageing, in response to motor learning and skill acquisition, and in response to injury or degeneration of the central nervous system. Motor behaviour is studied using a 3D motion tracking system (OptoTrak Certus), instrumented two-joint and single-joint levers for recording of arm and leg movements and force plates for measuring postural stability and gait.

Dr Mike Garry (Hobart):

Understanding the neural mechanisms that underlie the acquisition of motor skills and how these mechanisms are influenced by cognitive processes such as attention.

The role of ovarian hormones in motor control and learning.

Professor Jeff Summers (Hobart):

Age-related changes in cognitive and motor processes, especially interlimb coordination;

The acquisition of bimanual coordination patterns;

Therapy-induced neural reorganisation after stroke; neural correlates of attention.

The Cognitive Neuroscience Laboratory is equipped with a 64-channel Neuroscan system for recording EEG activity and deriving event-related potentials. A portable 32-channel system is also available for data collection off-site. The focus of the research in this laboratory is on understanding how the basic electrophysiological processes of the brain aid in the explanation of the more cognitive levels, thus giving insight into basic cognitive processes. Thus we conduct research which examines emotional, cognitive (including word recognition and reading processes) and attentional processing using cognitive psychophysiological and behavioural measures of performance.

Dr Kim Felmingham (Hobart):

Psychophysiology and neural mechanisms underlying Posttraumatic Stress Disorder and anxiety disorders

Sex differences in emotional memory and anxiety disorders

Effects of noradrenaline and cortisol on memory

Genetic influences on emotional memory anxiety disorders and response to treatment

52

The Driving and Drugs Laboratory is equipped with a STISIM M400 Driving Simulator. This provides a validated and rich assessment of driving performance that can be safely applied to examine the effects of drugs, medications, or other aspects of impaired cognitive functioning on driving quality.

Dr Raimondo Bruno (Hobart):

Cognitive, visual and neuropsychological impacts of illicit drug use;

Effects of medications and other drugs on driving ability;

The Clinical Neuropsychology group is continuing studies, both cognitive and psychosocial, involving head-injured people. The group also researches working memory (verbal, visual and spatial) and the interrelationships of executive functions.

Associate Professor Clive Skilbeck (Hobart):

Assessment of cognitive and psychosocial functioning in neurological patients

Evaluation of neurological rehabilitation processes and their outcome.

A population study of head injury in southern Tasmania,

Studies of Parkinson’s Disease.

The Cognitive Neuropsychology Laboratory is based on the Launceston campus. Its avenues of research involve, at a broad level, an applied examination of neuropsychological and cognitive processes. Current avenues of research include an exploration and integration of cognitive attentional theories within an applied neuropsychological framework. The laboratory is currently investigating neuropsychological deficits in mild cognitive impairment, Alzheimer's dementia, and in relation to chemical exposure. Further, the laboratory is examining potential benefits of exercise and further education in preventing age-related cognitive decline.

Dr Mathew Summers (Launceston): (Currently a fractional Research Fellow with the Wicking Dementia Research and Education Centre.)

Identifying early neuropsychological deficits in dementia,

Isolating neuropsychological markers in mild cognitive impairment that predict risk for developing dementia

Identifying factors that reduce or minimise risk for developing dementia.

Developmental Psychology and Psychopathology The Clinical Psychometric group focuses mainly on applications of structural equation models and item response theory in clinical child and adolescent psychology, such as the evaluation of psychometric properties of clinical measures, scale development and revisions; and measurement invariance across clinical and non-clinical groups, sex, and ethnic groups. The major focus is on the disruptive behaviour disorders. Other areas of research include measurement issues related to Gray's reinforcement

sensitivity theory of personality, and resilience and positive psychology.

Professor Rapson Gomez (Hobart):

Developmental psychopathology; Attention Deficit Hyperactivity Disorder; Oppositional Defiant Disorder;

Applications of structural equation models and item response theory models in construct validation of childhood psychological disorders;

Biological theories of personality and their applications in psychopathology.

Dr Raimondo Bruno (Hobart):

Scale development in drug and alcohol applications;

The Clinical, Forensic and Professional Laboratory utilises PowerLab-based psychophysiological recording facilities combined with a guided imagery methodology to investigate psychophysiological and psychological factors involved in the development and maintenance of specific clinical disorders. Projects being undertaken include self-mutilation, self-poisoning, post-traumatic stress disorder and acute stress disorder, acts of homicide, work stress and abusive relationships.

53

Dr Janet Haines (Hobart):

Investigation of factors associated with the acquisition and maintenance of abnormal behaviours

Psychological and psychophysiological correlates of self-mutilative behaviour, work stress, post-traumatic stress disorder, and abusive relationships

The Language and Literacy group conducts research into reading and spelling in both children and adults. Investigating the development of knowledge of written letter patterns provides insight into more general patterns of human learning, especially statistical learning, and the understanding of abstract categories. Sessions using game-like activities are used to test and improve participants’ spelling strategies, as well as their general linguistic understanding. Links between mobile phone texting abbreviations and literacy skills are studied, as is the social meaning of Australian diminutives (such as arvo and footy) in spoken language. Collaborative research with the University of British Columbia examines the early detection of language delay in at-risk toddlers, and has led to a general interest in early vocabulary acquisition. Finally, children’s cognitive development is studied more generally. Several projects focus on the effects of humour and of task instructions on children’s early learning, and the helpfulness of pictures and words for young children answering questions about facts and emotions.

Dr Nenagh Kemp (Hobart):

spelling and reading development in children;

spelling and reading strategies in adults;

specific reading disability;

understanding word structure;

mobile phone text abbreviations (c u l8er) and links with literacy skills;

use of Australian diminutives (arvo, footy) and their social meaning;

picture books and written words in young children's learning;

the effects of task content, instructions, and difficulty on children's test performance.

The Social Development group focuses on research into aspects of family and peer relationships, such as how gender differences within the family influences social-emotional development. The lab also focuses on research into changes in social support networks across the lifespan.

Dr Mandy Matthewson (Hobart):

Exploring how parental factors such as attachment and familial support influence children’s anxiety;

The differential contribution mothers and fathers make to children’s anxiety and whether these parental behaviours differ for sons and daughters;

Psycho-social problems experienced by children with chronic pain and how maternal and paternal behaviours might impact children’s capacity to cope with chronic pain.

Dr Kimberley Norris (Hobart):

Examining processes of adaptation and resilience within educational and organisational contexts.

Human performance in extreme environments.

54

Community and Environmental Psychology The Psychological Resilience and Growth group conducts research on resilience to adverse life events and developing models to explain how individual trauma survivors, professionals in high risk work, and disaster survivors can successfully adjust in the aftermath of such life experiences. It is also involved with researching risk reduction strategies for natural disasters that focuses on developing community capacity and promoting effective disaster management. Research has been conducted in Taiwan, Portugal, Japan and Indonesia since 2007.

Professor Douglas Paton (Launceston):

Organisational and community aspects of crisis and disaster reduction, readiness and response management;

Work-related traumatic stress;

Developmental health psychology;

Community engagement.

Mr Peter Tranent (Launceston):

Strong (extreme) attitude, its relationships to social and political activism and how to measure it.

Causes and consequences of social activism.

The Organisational Psychology and Human Factors group focuses on individuals in workplace settings. Among the particular areas of interest are selection of personnel, person-environment fit, stress and coping among professional groups, human factors in complex technical environments. The group is interested in research and consultancy services to organisations.

Dr Greg Hannan (Launceston):

My research interests focus on individuals in workplace settings. Among the particular areas of interest are selection of personnel, person-environment fit, stress and coping among professional groups, human factors in complex technical environments. The group is interested in research and consultancy services to organisations.

Workplace psychology in specific areas such as safety in organisations,

Conflict styles and factors affecting conflict resolution approaches, and situation awareness in individuals and teams.

Internet use from the perspective of problem use and ‘addiction’, including internet forums such as facebook and problem use with mobile phones, and examining what traits might be predictive of problem use.

Dr Matt Palmer (Launceston):

I am interested in how people make judgments and decisions in applied contexts, such as forensic and organizational settings. Some more specific topics include:

Factors that affect the accuracy of eyewitness memory for people and events

Evaluating the accuracy of eyewitness evidence

The effects of evidential and non-evidential factors on juror decisions

Comparing the effectiveness of different strategies for restoring consumers’ trust following a

corporate transgression

55

APPENDIX 1: STAFF OF THE SCHOOL OF PSYCHOLOGY PROFESSORS Rapson Gomez, BSc (Hons) N’cle (UK), DipAppChdPsych, MSc Stir, PhD Melb Hobart Douglas Paton, BSc(Hons) StAnd PhD Edin Launceston Jeff Summers, BSc MSc MA PhD Oregon Hobart ASSOCIATE PROFESSORS Greg Hannan, BA NE, DipEd MPsych(Ed) PhD N’cle(NSW) Launceston Clive Skilbeck, BSc(Hons) BPhil MPhil Liv PhD Plymouth Hobart SENIOR LECTURERS Raimondo Bruno, BA(Hons), PhD Tas Hobart Kim Felmingham (From 1st July 2011), BA(Hons) Tas, MA(ClinPsych) Canada, PhD UNSW Hobart Jenn Scott, BA UQ Grad.Dip.Psych Tas MCP UQ PhD Griffith Hobart Mathew Summers, BBSc(Hons) MPsych(Clin.Neuropsych) LaT PhD Monash Launceston LECTURERS Michael Garry, BHK PhD BC Hobart Janet Haines, BA(Hons) PhD Tas Hobart Nenagh Kemp BA (Hons) Tas, DPhil Oxon Hobart Ben Schüz Dipl-Psych PhD FU Berlin Hobart Matthew Palmer BA (Hons) PhD Flinders Launceston ASSOCIATE LECTURERS Liane Anderson, BA(Hons), MA (Org Psych) UQ Hobart Lyndy Burt, BA, MEd(Counselling) Tas Hobart Andrea Carr, BA(Hons), PhD Tas Hobart Mandy Mathewson, BA(Hons) PhDTas Hobart Allison Matthews, BSc (Hons) PhD Tas Hobart Kim Norris, BA (Hons) PhDTas Hobart Christine Pritchett, BPsych(Hons)Tas Launceston Donna Simpkins, BSc, PGDip Hobart Peter Tranent, BPsych(Hons) JamesCook Launceston Amy Washington, BA(Hons) PhD Tas Hobart MANAGER, UNIVERSITY PSYCHOLOGY CLINIC Ali Maginness GradDip Applied Psych (Clinical), PhD Tas Hobart HONORARY SENIOR LECTURER Iain Montgomery, BPsych WAust MA PhD Tas

HONORARY ASSOCIATES Andrea Adam, BA(Hons) PhD Qld James Alexander, BSc(Hons) Tas Peter Ball, BSc(Hons) Hull MA Tas Rosanne Burton Smith, BA(Hons) Tas MEd(Psych) Exe PhD Tas Bruno Cayoun, BA(Hons) DPsych Tas Tess Crawley, BA(Hons) PhD Tas John Davidson, BSc(Hons) BA(Hons) Q’ld PhD N’cle(NSW) Elaine Hart, BSc(Hons) PhD Tas Jurgen Keil, BSc(Hons) PhD Tas Ali Maginness, Grad Dip App Psych(Clin), PhD Walter Slaghuis, BA(Hons) MPsych(Clinical) PhD Tas

56

George Wilson, BCom(Hons) PhD Q'ld Ann Stark, BA(Hons) Q’ld POST DOCTORAL RESEARCH FELLOWS Hakeui Fujiyama, BA MA PhD Tas Mark Hinder, MSci Bham MSc Canada PhD UQ Matthew Schmidt ADMINISTRATION Administrative Officer - Lydia Parish Hobart Administrative Officer - Anthea Rooney Launceston Administrative Assistant, University Psychology Clinic - Helen Poprawski Hobart Executive Officer - Heather Williams, BA DipEd Tas Hobart Student Services Officer - Sue Jopling, BA(Hons) MSocSc Birmingham Hobart - Leanne Low ASA, BComm Canberra Hobart ICT & TECHNICAL ICT Manager - Vlasti Broucek, MSc Prague, GradDipSci Tas, PhD Tas Hobart Technical Officer – Rodney Evans Hobart

57

APPENDIX 2: APS COLLEGE OF CLINICAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES

Updated, November 2010

The APS College of Clinical Psychologists Course approval guidelines can be found at: http://www.psychology.org.au/Assets/Files/APS-College-Course-Approval-Guidelines-Dec-2010.pdf

APPENDIX 3: MPsych(Clin) PROGRAM SCHEDULE 2011

Thurs 16th February Orientation Day at Hobart Campus

Wed 22nd February – 2pm Supervisor Choice Forms submitted to Sue Jopling

Mon 27st February First Semester commences

Thu 5th April to Wed 11th April Easter Break

Fri 1st June Submission of research proposal (First year students)

Fri 8th June Research proposal presentations (First year students)

Sat 2nd June to Tue 26th June Examinations (including study break)

Wed 27th June to Fri 15th July Intra-semester Break

Mon 16th July Second Semester commences

Sat 1st September to Sun 9th September Mid Semester Break

Mon 10th September Second Semester classes resume

Wed 31st October Deadline for thesis extension requests (2nd Year students)

Fri 30th November Submission of two unbound copies of thesis (2nd Year students)