General Information
This subject introduces students to the theoretical frameworks used to develop evidence-based treatments in psychology. The first half of the subject focuses on learning interpersonal communication and interview skills in situations appropriate to psychological practice and research. The second half of the subject focuses on exploring the behavioural procedures used to create positive change in client functioning. Students learn about the major theoretical frameworks and empirical findings used to conceptualise and understand client difficulties and treatments. Students are taught several techniques used to clarify the effects of difficult behaviours on client well-being. This subject provides students with a basis for developing the theory-driven practical skills needed for effective psychological practice.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC71-413 Subject title: Professional Psychology Subject level: Postgraduate Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended study hours
Attendance and learning activities: -
Resources
Prescribed resources: Books
- Bianca Murphy,Carolyn Dillon (2014). Interviewing in Action in a Multicultural World. 5th ed, Cengage Learning 592
Others
- Sturmey, P. (2020). Functional analysis in Clinical Treatment. Academic Press
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC71-413 |
| Subject title: | Professional Psychology |
| Subject level: | Postgraduate |
| Semester/Year: | January 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Skills Test Demonstration of communication and interview skills, and self-reflection. 50.00% Week 6 1,2 Written Report Behaviour Change Project . 50.00% Week 12 1,3 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Skills Test | Demonstration of communication and interview skills, and self-reflection. | 50.00% | Week 6 | 1,2 |
| Written Report | Behaviour Change Project . | 50.00% | Week 12 | 1,3 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Introduction to interpersonal communication and the scientist practitioner model
The principles of effective communication, professional ethics, and an overview of the scientist practitioner model.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
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Effective communication skills
Setting the scene, attending, and listening, with key cultural considerations.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Support and Empathy
Skills training support and empathy crucial for a trusting relationship.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Exploration and Elaboration
Skills training in questions, prompts, probes, and encourages.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
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Assessment, Formulation, and Goal Setting
Skills training in clinical assessment, case formulation, and goal setting.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Building Motivation, Formulating Plans, and Evaluating change
Skills training in fostering motivation to change.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Functional Analysis Frameworks, Concepts, and Procedures
Investigation of frameworks for targeting and measuring problem behaviour.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Functional analysis methods with children
Conducting functional assessments of children including Autism Spectrum Disorder and ADHD.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Functional analysis of Depression and anxiety
Reinforcer loss model for understanding depressive disorders, and charting fear based responses for client functioning.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Functional analysis and offending behaviour
Applying functional analysis with criminal behaviours.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Functional analysis and treatment of substance abuse
Application with alcohol and drug disorders.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Evaluation and behaviour change
Integration of skills to effect and evaluate behaviour change.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate appropriate interpersonal communication and interview skills in situations appropriate to psychological practice and research.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.