Please note - Swinburne University of Technology

References
Cormier, W.H. and Cormier, L.S. htewiewing Strategies for Helpers.
3rd ed, Pacific Grove, California: BmokslCole, 1991
Cotsini, R.J. and Wedding, D. Cumnt Psychotherapies. 4th ed, Lasca,
Illinois: F.E. Peacock, 1989
Egan, G. The Skilled Helper; 4th ed, Pacific Grove, California:
BrookslCole, 1990
Strupp, H. and Binder, J. Psychotherapy in a New Key: A Guide to
TimeLimited Dynamic Aychotherapy. New York: Basic Books, 1984
AY514 Development and Adaptation
No. of hours per week: three hours
Assessment: seminar paper 40%, examination
60%
Subject aims and description
Introduction to life span development theory: analysis of
meta theories. Theoretical models derived from the above
metatheory, e.g. Havighurst, Erikson, Piaget, Levinson and
others.
The notion of life transitions and their links to the
experience of stress and coping.
An illustrative model for analysing human adaptation to life
transitions: Scholsberg.
Problems and issues in conceptualising and measuring
development and adaptation to life events.
Applications of the above theoretical material and models to
specific life events and transitions including: identity and
intimacy issues in adolescence and young adulthood;
dewlopmental problems confronting men and women in
mid-life and late adulthood; crises of development such as
substance abuse; stress related illness and relationship
breakdown.
References
Lazarus, R.S. and Folkman, 5. Strerr Appraisal and Coping, New York:
Springer, 1984
Peterson, C. Looking Forward through the Life Span. 2nd ed, New
York: Prentice Hall, 1989
khaie, W.K. Adult Development and Ageing. 3rd ed, New York:
Harper & Collins, 1991
AY515 Psychological Assessment
No. of houn per week: three hours
Assessment: practical examination involving the
use, interpretation, and reporting of selected
assessment procedures (100%)
Subject aims and description
This subject builds upon knowledge of psychometrics gained
from undergraduate study and is intended to equip
graduates with skills in a selection of psychological
assessment procedures.
A review of the foundations of psychological assessment.
Topics covered may include: reliability, validity.
Procedures for establishing and improving the reliability and
validity of assessment procedures.
The assessment interview and Psychodiagnostic Systems (eg.
DSM-Ill-A).
Cognitive and behavioural assessment; Adaptive Behaviour
scales.
Assessing occupational interests and references: The Holland
VPI and SDS, the W.A.t?S.
Assessing abilities: including the use of WISC-R and WAIS-R.
Self-report an9 projective measures of personality
functioning.
Conceptualising client and social system dynamics.
Reporting psychological assessments.
References
Bellack. A.S. and Hersen, M. Behavioural Assessment, 3rd ed., New
York: Pergamon, 1988
Graham. J.R. MMPI-2 Assessing krsonalily and Psychopathology. New
York: Oxford University Press, 1990
Groth-Marnat, G. Handbook of Psychological Assessment. 2nd ed,
New York: Wilej, 1990
Merluui, T.V., Glass, C.R. and Genst, M. Cognitive Assessment. N.Y.:
New York Uni. Press, 1986
Tallent, A. Psychological Report Writing. New York: Prentice Hall,
1988
AY516 Counselling Applications
No. of hours per week: three hours
Assessment: practical examination involving casestudies
(100%)
Subject aims and description
This subject follows on from Counselling Theory and Skills. It
aims to introduce students, in a workshop context, to
important topics in counselling psychology practice in
preparation for students' supervised practica and subsequent
independent practice.
Application of counselling techniques to selected clientproblems:
e.g. depression, anxiety, anger, interpenonal-skill
deficits, decision-making, crisis counselling, substance abuse,
post-traumatic stress. rehabilitation, marital and family
conflict, child abuse.
Other issues that may be covered include:
cross cultural issues in counselling;
special issues in client assessment: level of risk of suicidal
or violent behaviour, physical illness; DSM-Ill-R;
record-keeping and referral;
supervision: models of supervision, supervision skills;
consultation;
community based interventions.
References
Bellak, 1. and Siegel, H. Handbwk of lnrensive Brief and Emergency
Psychotherapy. Lachmont, NY: C.P.S., 1983
Emener, W.G. (ed) Rehabilitation Counsellor Preparation and
Development. Springfield Ill: Thomas, 1986
Figley, C.R. Tmurna and its Wake: The Study and Treatment of &sttraumatic
Stress Disorder: New York: BrunerIMazel, 1986
Hawton, K., Salkorskis. P.M., Kirk, D. and Clark, D.M. Cognitive
Therapy for Psychiatric Problems: A Practical Guide. Oxford: Oxford
University Press, 1989
Stoltenberg, C.D. and Delworthy, U. Supervising Counsellors and
Therapists: A Developmental Approach. San Francisco: Jossey Bass,
1987
Sue, D.W. Counselling the Culturally Different. 2nd ed, New York:
Wiley, 1990
AY517 First Supervised Practicurn (Internship
A)
Prerequisites: AY512, AY515
Assessment: students will be evaluated by the
supervisor(s) most directly associated with their
work together with the coordinator. Performance
will be reviewed mid-way through the internship
and an evaluation made at the end
Subject aims and description
This first practicum is concerned primarily with helping
students to make the transition from the counselling
laboratoty to the counselling practice setting. Initially, new
students will be allocated clients at the Swinburne Centre for
Psychological Services. In addition, students will participate in
the administration of the Centre and in dealing with
telephone enquiries to the Centre.
Case Work: Students will be allocated clients in accordance
with their own existing levels of counselling skills and their