| Effective Term: | 2026/20 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Clinical Intervention |
| Unit ID: | PSYCM7017 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 090701 |
| Other Change: | |
| Brief description of the Unit |
This unit covers the principles and techniques involved in Cognitive Behaviour Therapy (CBT) and provides students with knowledge of basic cognitive theory and principles informing the approach. Characteristics of the CBT approach are covered including building effective, collaborative relationships with clients. The unit equips students with the clinical skills necessary to implement CBT competently and effectively with adult presentations across common psychological disorders. There is a strong experiential focus within the unit and a clear emphasis on clinical relevance and practice. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | |  | | | Intermediate | | | | | | | | Advanced | | | | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Describe cognitive behavioural theory and the characteristics, principles and methods of CBT. |
|
| K2. | Describe the CBT model and identify how a cognitive-behavioural model is used in assessment, case formulation and treatment within a hypothesis-testing framework. |
|
| K3. | Identify ethical, professional and pragmatic matters that arise in the use of CBT including knowledge of the importance of the therapeutic relationship and alliance rupture repair |
|
| Skills: |
| S1. | Apply a theoretical framework and evidence-based techniques to assess clinical problems and deliver therapeutic interventions |
|
| S2. | Develop comprehensive CBT-informed treatment plans for the treatment of mental health conditions. |
|
| Application of knowledge and skills: |
| A1. | Apply knowledge and skills to the selection, tailoring and implementation of appropriate CBT evidence-based interventions. |
|
| A2. | Evaluate, select, and apply cognitive-behavioural interventions in a culturally responsive manner. |
|
| A3. | Apply the CBT model of assessment, case formulation and treatment within a hypothesis-testing framework. |
|
| Unit Content: |
Topics May include:
• Cognitive behavioural theory and the Beckian model.
• The structure and processes of CBT (agenda setting, collaborative goal setting, the use of action plans, therapeutic alliance)
• The CBT approach to assessment, case conceptualisation, and treatment planning
• Cognitive techniques (identifying and evaluating automatic thoughts, dysfunctional assumptions, and core beliefs
• Behavioural techniques (behavioural experiments, behavioural activation, exposure techniques)
|
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
|
| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | Y - Present | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | Y - Present | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | Y - Present | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | Y - Present |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, S1, A1, A2, A3 |
Students are to complete an assessment task (or tasks) requiring skills demonstration of core cognitive behavioural intervention techniques |
Skills Demonstration |
40-70% |
|
| 2. |
K2, S1, S2, A1, A2, A3 |
Students will demonstrate their ability to develop CBT-informed case formulations and treatment plans under exam conditions. |
Exam |
30-60% |
|
|