Master Of Psychology - Adelaide to Outback GP Training Program

!SCHOOL OF PSYCHOLOGYMASTER OF PSYCHOLOGY(CLINICAL)PROGRAM HANDBOOK2012Program Coordinator:Dr Rachel Roberts!

CONTENTSCONTENTS ...................................................................................................................................................... 2!INTRODUCTION AND PROGRAM AIMS ......................................................................................................... 4!ADMINISTRATIVE STRUCTURE ..................................................................................................................... 4!THE DEGREE STRUCTURE ............................................................................................................................ 5!COURSEWORK ................................................................................................................................................ 6!TIMETABLE 2012 ............................................................................................................................................. 7!USUAL PATTERNS OF STUDY ....................................................................................................................... 8!Completion of Program .................................................................................................................................. 9!Provisional registration ...................................................................................................................................... 9!POLICE CLEARANCE ...................................................................................................................................... 9!CHILD-SAFE ENVIRONMENTS: REPORTING ABUSE AND NEGLECT’ TRAINING COURSE .................... 9!TEACHING STAFF ......................................................................................................................................... 10!DESCRIPTION OF COURSES ....................................................................................................................... 10!PSYCHOL 7130 Evidence-Based Practice ................................................................................................. 10!PSYCHOL 7131 Interviewing & Intervention ............................................................................................ 12!PSYCHOL 7132 Psychological Assessment ............................................................................................... 14!PSYCHOL 7133 Abnormal Psychology ....................................................................................................... 15!PSYCHOL 7134 Health Psychology ............................................................................................................ 17!PSYCHOL 7135 Clinical Neuropsychology & Disability .............................................................................. 19!PSYCHOL 7136 Advanced Child and Adult Intervention ........................................................................... 21!Practical Assignment (Videotape + Self-Rating Exercise) .............................................................................. 22!PSYCHOL 7141 Placement I ...................................................................................................................... 22!PSYCHOL 7140 Placement II ..................................................................................................................... 23!PSYCHOL 7143 Placement III .................................................................................................................... 23!Recording of Professional Development activities. ..................................................................................... 23!PSYCHOL 7114A / PSYCHOL 7114B Research Project In Clinical Psychology ........................................ 23!Masters Research Forum ............................................................................................................................ 28!Prizes In The Master Of Psychology (Clinical) Program ............................................................................. 28!Publication Award Incentive Scheme .......................................................................................................... 29!GENERAL INFORMATION ............................................................................................................................. 29!Recording Lectures ..................................................................................................................................... 29!School Of Psychology Ethics Proforma Application .................................................................................... 29!Copyright ..................................................................................................................................................... 30!Psychological Test Library ........................................................................................................................... 30!Representation In School Of Psychology Governance ............................................................................... 31!Assessment Policy ...................................................................................................................................... 31!Master of Psychology (Clinical) Program Handbook 20122

Assessment Procedures .............................................................................................................................. 32!Criteria For Assignment And Report Grades ............................................................................................... 32!Submission Of Written Work ....................................................................................................................... 33!Facilities Available In The School ................................................................................................................ 33!Complaints ................................................................................................................................................... 33!Computing ................................................................................................................................................... 34!Copying Facilities ........................................................................................................................................ 34!Myuni And Student Email ............................................................................................................................ 34!Passwords ................................................................................................................................................... 34!Office Facilities ............................................................................................................................................ 34!School of Psychology Seminars .................................................................................................................. 35!The Postgraduate Seminar Program ........................................................................................................... 35!The Barr Smith Library ................................................................................................................................ 35!APS Student Subscriptions ......................................................................................................................... 35!Psychology Students Association ................................................................................................................ 36!Getting Help ................................................................................................................................................. 36!Health, Safety and Wellbeing (hsw) ............................................................................................................ 37!Further Information ...................................................................................................................................... 37!Appendix A: Program Rules Master Of Psychology (Clinical) ....................................................................... 38!Appendix B: Course Approval Guidelines - APS College Of Clinical Psychologists (November 2006) .......... 40!1. General Introduction and Principles ........................................................................................................ 40!2. General Program Requirements .............................................................................................................. 41!3. Resourcing the Program .......................................................................................................................... 42!4. Content of Coursework ............................................................................................................................ 42!5. Research ................................................................................................................................................. 43!6. Practical Placements ............................................................................................................................... 43!7. Assessment ............................................................................................................................................. 46!Appendix C: Recording of Professional Development .................................................................................... 47!Record of Professional Relevance .............................................................................................................. 47!Professional Development Log Sheet ......................................................................................................... 49!Appendix D: Instructions FOR Examiners ...................................................................................................... 50!Instructions to Examiners ................................................................................................................................... 50!Appendix E: Research Ethics And Practice .................................................................................................... 52!Appendix F: Clinical Ethics And Practice ........................................................................................................ 53!Appendix G: Plagiarism ................................................................................................................................... 53!Appendix H: University Guidelines For Secure Passwords ............................................................................ 55!Appendix I: Research ProJect Supervisors .................................................................................................... 56!School Of Psychology Staff ......................................................................................................................... 56!Adjunct Associates ...................................................................................................................................... 62!Master of Psychology (Clinical) Program Handbook 20123

Visiting Research Fellows ........................................................................................................................... 63!INTRODUCTION AND PROGRAM AIMSWelcome to the University of Adelaide School of Psychology Master of Psychology (Clinical) degreeprogram, which consisting of three major components: coursework, research thesis and field placements.The program involves two years full-time or four years part-time study. A list of Graduate Attributes can befound in the University’s Postgraduate Calendar. The aim of this program is to provide graduates with thetertiary-level education required to be eligible for registration as a Psychologist and eligibility for membershipof the Australian Psychological Society’s (APS) College of Clinical Psychologists.The APS College of Clinical Psychologists (CCP) defines clinical psychology as “a specialist branch ofpsychology which is concerned with the development, prevention and treatment of emotional problems inchildren, adolescents and adults. A distinguishing feature of clinical psychology is its focus on scientifictraining, clinical practice and research with persons disabled by psychological problems including those withthe most severe mental disorders.” The approved model for training is the “scientist-practitioner” model,which means maintaining a scholarly and critical approach to the scientific evidence-base of the profession,and to the evaluation of one’s own practice, as well as contributing to the further development of scientificclinical psychology and staying up to date with the contributions of others. Accordingly, the program has twokey objectives. The first is to provide thorough theoretical and clinical skills preparation in core areas to meetformal requirements for entry to the profession (as determined by its accrediting bodies). The second is toprepare graduates to accept responsibility for continual self-monitoring and development after graduation,skills that are essential to ongoing professional practice.The program is available to graduates with an Honours degree in Psychology. Selection procedures dependon academic results, referee reports and a structured interview. Honours students who wish to be consideredfor Masters enrolment must apply by completing the Masters of Psychology (Clinical) application form on theSchool of Psychology website.The program has current accreditation for entry to the APS and approval from the APS College of ClinicalPsychologists. The current (November 2006) Course Approval Guidelines of the APS College of ClinicalPsychologists are included in this Handbook as Appendix A. The School undergoes regular accreditation byAPAC, the national psychology accreditation body, which specifies the curriculum and training methods forprograms such as this throughout Australia. The APAC Accreditation Standards are available atwww.apac.psychology.org.au and is a useful sources of information for students.To assist the program to maintain credibility and relevance by reflecting theoretical and practicaldevelopments in psychology and serving students responsibly, a Masters External Advisory Committee(MAC) advises the School on relevant issues. Membership includes practicing psychologists, one or morecurrently enrolled students, and a graduate, as well as School representation and a member of the tenuredacademic staff from a cognate School. There is also an internal Master’s Committee consisting of the Schoolmembers with major teaching roles in this degree program.ADMINISTRATIVE STRUCTURETUREThe program is administered through the Faculty of Health Sciences, although most administrative mattersare managed by the Program Coordinator: Dr Rachel Roberts Ph: 8303 5228,rachel.roberts@adelaide.edu.au.In 2012, the Research Project Coordinator is Dr Matt Davies (8303 5259,matthew.davies@adelaide.edu.au), and the Placement Coordinator isMaster of Psychology (Clinical) Program Handbook 20124

……………………………………………………. Queries concerning research projects or placements shouldbe directed to them in the first instance.In this context, the School of Psychology is the University's agent. The program is governed by a set ofGeneral and Specific Program Rules (Appendix A) approved by the University Council and set out in thePostgraduate Calendar. Students should study these Rules because they prescribe how the Administrationand the School manage the program.This Program Handbook for students and the separate Placement Handbook contain the information mostrelevant to students. In addition, as the need arises, the Program Coordinator, the Placement Coordinatorand the Research Project Coordinator will email students with further or updated information. These emailshave the same official status as this Handbook. Students need to keep all these materials for reference.Although every effort is made to update this Handbook, students are reminded that the University Calendarshould be consulted for definitive information on rules, regulations, and policies.Enquires about any aspect of the program can be directed to the Program Coordinator, who will alsoconvene informal lunch-time meetings during semester, with a view to maintaining good communicationbetween students and staff concerning any aspects of the program as the need arises. These informalmeetings are additional to the Teaching and Learning Committee on which the program is represented (see'General information: Representation in School Governance'). The class will be asked to electrepresentatives to this subcommittee as well as the Masters Advisory Committee (MAC).Students should learn to use MyUni, our online course management system (www.myuni.adelaide.edu.au),because lecturers and administrative staff will be using it to provide course materials and to communicatewith students.The Program Coordinator welcomes student comments and queries at any time, particularly if issues remainunresolved after students have approached the placement or research supervisor. or the coordinator of thespecific course. Further information regarding complaints mechanisms can be obtained fromwww.adelaide.edu.au/student/policies/complaints/.Students should be aware that they will incur a HECS charge for their enrolment, and if they accept adomestic full-fee-paying or International place, additional fees will be payable.THE DEGREE STRUCTUREUREThe program commences in late January of the first year of study. It is very demanding, and somecoursework, practical placement and research requirements are undertaken outside the Semesters, duringperiods regarded as vacations for undergraduate students.Full-time students must be available from 9am to 5pm, Monday to Friday (and part-time students for the halftimeequivalent) and they must arrange any other commitments to fit in with scheduled courses, researchand placements. It is not feasible to undertake much employment during candidature, or to take more than 4weeks’ leave per year. It is very important that students note this because the program must be completedwithin four years from commencement.In the normal pattern of study, students enrolled on a full-time basis will complete seven courses of studyand one placement, during first year. They should also do preliminary work on their research project althoughthey will not enroll formally for this until second year. During second year they will complete two furtherplacements, and the research project. Students may wish to consider linking the research project to one ofthe placements.Marking schemes: The marking scheme for components of the program will involve grades and marks,except for Interviewing and Intervention, Advanced Child and Adult Intervention and the Placements, where5Master of Psychology (Clinical) Program Handbook 2012

Non-Graded Passes will be awarded. Forms of assessments will be discussed and written informationdistributed, in each course.Extensions policy: Extensions of time for assignments may be granted at the discretion of the CourseCoordinator, to whom students should apply in writing (including e-mail), and should be accompanied bysupporting evidence.• The FORMAL SUBMISSION TIME for all assignments is 4:30pm on the first working day of theweek (usually a Monday).• However, a "grace period" is permitted, to allow for unforeseen minor delays, until 4:30 pm on theFriday of the week in which the due date falls. Submission of work in the grace period will attract nopenalty. Duly-made cases for extensions can be made up to the formal submission time (see below)but only with respect to difficulties experienced up to that time.• Please note that an assignment lodged on the Monday after the end of the grace period ending on aFriday is overdue by one day, even if it is lodged before 9.00am.• Students should realise that NO REQUESTS FOR EXTENSIONS WILL BE CONSIDERED IFMADE BEYOND THE FORMAL SUBMISSION TIME, even if made within the grace period. Toemphasise this, even falling ill or experiencing some other misfortune during the grace period willNOT constitute grounds for an extension — STUDENTS UTILISE THE GRACE PERIOD AT THEIROWN RISK!• Standard School penalties for late submissions will apply: that is, five per cent (5%) of marks will bededucted for each working day, after the grace period has elapsed, that the work is late.COURSEWORKCourses Course Code UnitsSummer Semester, First YearEvidence-based Practice PSYCHOL 7130 3Interviewing & Intervention PSYCHOL 7131 3First Semester, First YearPsychological Assessment PSYCHOL 7132 3Abnormal Psychology PSYCHOL 7133 3Clinical Neuropsychology & Disability PSYCHOL 7135 3Second Semester, First YearHealth Psychology PSYCHOL 7134 3Advanced Child & Adult Intervention PSYCHOL 7136 3Placement I PSYCHOL 7141 3Second YearPlacement II PSYCHOL 7140 3Placement III PSYCHOL 7143 6Research Project in Clinical Psychology PSYCHOL 7114a 8Research Project in Clinical Psychology PSYCHOL 7114b 8Total Units49Master of Psychology (Clinical) Program Handbook 20126

It is very important that students note that class attendance is mandatory, for at least 80% of the sessionsin any course. If, for example, a student is late or absent for 3 or more classes in a 12 class semester, theyrisk exclusion from the course in that year.All curriculum material is essential to the student’s preparation for professional practice. Therefore, classattendance is essential. In addition to material presented by lecturers, courses may include practicalexercises, demonstrations, tutorial discussions and student presentations. Although all classes containtheoretical input, there is a major emphasis on active participation, discussion, experiential learning andpractising professional skills in a 'learning exchange' context. The aim is to establish a professional,supportive and ethical learning environment in which a part of students’ learning will derive from materialgenerated from their own experience and from interaction with other members of the group.Data collection and attendance at work or placements are NOT accepted as excuses for absence - Lecturersare likely to provide a redemption assignment for any missed class to assist the student in making up themissed learning opportunity.It is important to be on time for classes, even more so when guest lecturers will be presenting. Lateness willbe seen as reflecting a lack of professionalism, and may be penalised – in terms of grades. A redemptionexercise may be required for lateness, which is considered to be an absence and counted in applying the80% attendance requirement.Attendance records will be kept for this purpose. If you are unable to attend at any time please contact thespecific lecturer and the Coordinator of that course beforehand by phone or email or, in the last resort, leavea message with the School Office (8303 5693). If you are experiencing difficulties with attendance, pleasecontact the Course Coordinator and Program Coordinator to discuss these as soon as possible.TIMETABLE 2012Summer Semester Course Code Time RoomEvidence-based Practice PSYCHOL 71309.30am - 12.30pm, Mon - Fri,24 Jan – 9 Feb526Interviewing & Intervention PSYCHOL 71312.10pm – 5.00pm, Mon - Fri,24 Jan – 9 Feb526,Semester 1Abnormal Psychology PSYCHOL 7133 Mon 9.10am – 12.00pm 526Psychological Assessment PSYCHOL 71329.00am – 12pm & 2.00pm –5.00pm Thur 10 Feb – Thur 17Feb (intensive)Wed 9.10am – 12.00pmClinical Neuropsychology & Disability PSYCHOL 7135 Fri 9.10am – 12.00pm 526Semester 2Advanced Child & Adult Intervention PSYCHOL 7136 Tues 9.10am – 12.00pm 526Health Psychology PSYCHOL 7134 Tues 2.10pm – 5.00pm 526Placement I PSYCHOL 7141526Master of Psychology (Clinical) Program Handbook 20127

USUAL PATTERNS OF STUDYFull-time Masters:Year 1Summer semester: PSYCHOL 7130 Evidence-based Practice (intensive) 3 unitsPSYCHOL 7131 Interviewing & Intervention (intensive) 3Semester 1: PSYCHOL 7133 Abnormal Psychology 3PSYCHOL 7132 Psychological Assessment 3PSYCHOL 7135 Clinical Neuropsychology & Disability 3Semester 2: PSYCHOL 7134 Health Psychology 3PSYCHOL 7136 Advanced Child & Adult Intervention 3PSYCHOL 7141 Placement I 3Year 2Semester 1: PSYCHOL 7140 Placement II, 3PSYCHOL 7114a Research Project in Clinical Psych 8Semester 2: PSYCHOL 7143 Placement III, 6PSYCHOL 7114b Research Project in Clinical Psych 8Half-time Masters (suggested plan)Year 1Summer semester: PSYCHOL 7131 Interviewing & Intervention (intensive) 3 unitsPSYCHOL 7130 Evidence-based Practice (intensive) 3Semester 1: PSYCHOL 7133 Abnormal Psychology 3PSYCHOL 7132 Psychological Assessment 3Semester 2: PSYCHOL 7134 Health Psychology, 3PSYCHOL 7136 Advanced Child & Adult Intervention 3Year 2Semester1: PSYCHOL 7135 Clinical Neuropsychology & Disability 3Semester 2: PSYCHOL 7141 Placement I 3Year 3Semester 1: PSYCHOL 7140 Placement II 3Semester 2: PSYCHOL 7114a Research Project in Clinical Psych 8Year 4Semester 1: PSYCHOL 7143 Placement III 6Semester 2: PSYCHOL 7114b Research Project in Clinical Psych 8Master of Psychology (Clinical) Program Handbook 20128

COMPLETION OF PROGRAMThe Academic Program Rules in the University Calendar 2012 (p.347) state that: “Except with the permissionof the Faculty, the courses of study and the dissertation shall be completed in not more than two years of fulltimestudy or four years of part-time study. A student whose work on the dissertation is interrupted for areason acceptable to the Executive Dean may be granted an intermission by the Head of the School ofPsychology on behalf of the Faculty. If such an application is approved the maximum period specified inclause 1.1 will be adjusted accordingly by adding the length of the intermission.” In other words, it is essentialthat you complete your course within four years, including your dissertation.PROVISIONAL REGISTRATIONTIONOn enrolment all students MUST obtain provisional registration with the Psychology Board of Australia. Theapplication form and details of fees payable are available from the PBA website:http://www.psychologyboard.gov.au/Forms.aspxPOLICE CLEARANCEAll students must have a police clearance.The collaborative committee comprising the Universities and school sectors has agreed on the following setof procedures:1. Download the PDF file – Application for National Police Certificate from the SA police website –http://www.sapolice.sa.gov.au/sapol/services/information_requests/national_police_certificate.js.The link ‘National Police Certificate application form’ will download the PDF application form.2. Fill in those parts of the form relevant to you – you should tick the student box in the “Reasonfor Request” section. NB you will need either a passport, birth certificate, or citizenshipcertificate as well as your driver’s licence or student ID for identification. Under ‘DespatchOptions’ on the second page you must tick the ‘Mail to Other Person / Organisation ‘ box, and,in that section, fill in the ‘School of Psychology, The University of Adelaide, Adelaide SA 5005.Attention The School Administrator.3. You must go to the Police Station with your ID and application form. Note that the fee is $37.25for full-time student ID card holders and $51.50 for others.The standard timeframe to process an NPC is between 5 – 15 working days. Students must undertake thisprocess prior to putting in ethics applications or commencing placements.CHILD- SAFE ENVIRONMENTS: NMENTS: REPORTING ABUSE ANDNEGLECT’ TRAINING COURSEAll students to complete a ‘Child-Safe Environments: Reporting Abuse and Neglect’ training course (formerlycalled a Mandated Notifiers Program), prior to commencing research or placements.Details of courses will be provided to students.Master of Psychology (Clinical) Program Handbook 20129

TEACHING STAFFIn addition to teaching contributions by academic staff in the School of Psychology, significant input to thecoursework courses is contributed by Clinical Title Holders and other clinical psychologist practitioners. Theaim here is to provide an excellent foundation of both theoretical and practical knowledge, as a secure basisfor the application of this knowledge in field settings and the capacity and indeed commitment, to continuelife-long professional self-education.For current lists of both Clinical Title Holders and academic staff of the School (including Visiting ResearchFellows), check the School website at http://www.adelaide.edu.au/psychology/staff. Other psychologists inthe Faculty of Health Sciences also participate in teaching and supervision within the Masters program.Academic psychiatrists also provide some valuable teaching.School Course Coordinators for 2012 are as follows:PSYCHOL 7130 Evidence-based PracticePSYCHOL 7131 Interviewing & InterventionPSYCHOL 7132 Psychological AssessmentPSYCHOL 7133 Abnormal PsychologyPSYCHOL 7134 Health PsychologyPSYCHOL 7135 Clinical Neuropsychology & DisabilityPSYCHOL 7136 Advanced Child & Adult InterventionProf Deborah TurnbullDr Matt DaviesProf Ted NettelbeckDr Linley DensonProf Helen WinefieldProf Jane MathiasMs Yvonne ClarkDESCRIPTION OF COURSESPSYCHOL 7130 EVIDENCE-BASED PRACTICESemester: Summer (24, 25, 27, 28 Jan, 31 Jan to 4 Feb, 7 Feb to 9 Feb)9.10am – 12.00pm, Room 526 Hughes Building9.30am – 12.30pm, Room 526 Hughes Building (for sessions by PD)Coordinator:Prof Deb Turnbull, Level 3 Eleanor Harrald Building Rm EH3-19Telephone: 8313 1229Email: deborah.turnbull@adelaide.edu.auOther Teaching Staff:Assoc. Prof Paul Delfabbro / Prof Jane Mathias/ Prof Anna Chur-Hansen / Dr Antonina Mikocka-Walus/ MrPhillip Tully/ Ms Maureen Bell, Dr Andrew Cohn (Lt Col)Prerequisite: acceptance into a Master program.Preparation:Students are required to watch the following You Tube video before attending the first session.http://www.youtube.com/watch?v=WQNbbBwsPfUMaster of Psychology (Clinical) Program Handbook 201210

Objectives:On completion of this course students will be able to demonstrate:• knowledge and skills required to undertake research in applied settings;• knowledge of and aptitude for fulfilling statutory and other professional responsibilities.Course content:LecturerTopic12Monday24 th JanuaryTuesday25 th JanuaryDTMBA M-WIntroductionThe scientist practitioner model and the evidence-basedpractice paradigmLevels of evidence, critical appraisal3Thursday27 th JanuaryPDApplied survey design4Friday28 th JanuaryPDEvaluating psychometric instruments567Monday31 st JanuaryTuesday1 st FebruaryWednesday2 nd FebruaryJMPDDTPTMeta-analysis and systematic reviewsReading and interpreting the numbers andmeasures (1)Applied qualitative research methodsReading and interpreting the numbers and measures (2)8Thursday3rd FebruaryDTPTCase study methodsReading and interpreting the numbers and measures (3)9Friday4 th FebruaryDTEvaluation researchStatutory requirements (1)10Monday7 th FebruaryACHReflective practice, self-care & use of supervision / Workingwith diversity1112Tuesday8th th FebruaryWednesday9 th FebruaryDT Statutory requirements (2)DT / ACHin collaborationwith othersPsychologists’ professional ethics, practice and statutoryresponsibilitiesAssessment:Multiple choice exam (85%) (Mid year exam period June/ July)Critical appraisal exercise (15%) (10 June)Self-directed learning exercise: hurdle requirements (NGP) (due 28 October)Further details will be provided during classes. Both assessment tasks must be passed, and the requiredSDLs completed, to pass the course.Note: Students in the following programs undertake this course jointly: Master of Psychology (Clinical;Health; Organisational/Human Factors; Occupational Mental Health).Master of Psychology (Clinical) Program Handbook 201211

Reference list:Marks DF and Yardley L (Eds) (2004). Research methods for clinical and health psychology. London: SagePublicationsMorrissey, S., & Reddy, P. (Eds.). (2006). Ethics and professional practice for psychologists. Melbourne:Thomson Social Science Press.Norcross, J.C., Hogan, T.P., & Koocher, G.P. (2008). Clinician's guide to evidence-based practices: mentalhealth and the addictions. Oxford: Oxford University Press.Page, A. C., & Stritzke, W. G. K. (2006). Clinical psychology for trainees: foundations of science-informedpractice. Cambridge: Cambridge University Press.Spring, B., (2007). Evidence-based practice in clinical psychology: What it is, why it matters; What you needto know. Journal of Clinical Psychology, 63(7), 611-631.PSYCHOL 7131INTERVIEWING & INTERVENTIONSemester: Summer (Jan 24 th - Feb 4 th Mon-Fri) (Feb 7 th2.10pm – 5.00pm, Room 526, 305, 306 & 324 Hughes Building– Feb 9 th Mon, Tues & wed)Coordinator:Dr Matt Davies, Room 522, Hughes BuildingTelephone: 8303 5259Email: m.davies@adelaide.edu.auOther Teaching Staff:Ms Margaret Hartstone / Ms Amanda Burlock / Ms Kari WalshPrerequisite: Acceptance into the Master of Psychology (Clinical) program.Aims:The aim of this course is to provide students with skills in both interviewing and counselling as well as theevidence-based interventions of CBT and motivational interviewing.Objectives:On completion of this course students will be able to demonstrate;• competence in interviewing and counselling skills;• competence in conducting an initial interview with children and adults,• knowledge of the essential components of a mental status examination;• knowledge of and key skills in conducting risk assessments and Motivational Interviewing• knowledge of and competence in conducting a CBT intervention. This will include knowledge ofprinciples of CBT, behavioural theory, case conceptualisation, interventions, thought records,Socratic questioning, schemas/core beliefs, integrating cognitive and behavioural intervention inbehavioural experiments, treatment planning and suitability for CBT, relapse prevention, and anintroduction to third wave CBT.Master of Psychology (Clinical) Program Handbook 201212

Course content::Date 2012 Lecturer Topic1 Monday 24 thJanuary2 Tuesday25 th January- Wednesday26 th January3 Thursday27 th January4 Friday 28 thJanuary5 Monday 31 stJanuary6 Tuesday 1 stFebruary7 Wednesday2 nd February8 Thursday 3 rdFebruary9 Friday 4 thFebruary10 Monday 7 thFebruary11 Tuesday 8 thFebruary12 Wednesday9 th FebruaryM. Davies Introduction to counsellingM. Davies Introduction to counsellingNo ClassM. Davies Introduction to counsellingM. Davies The initial interview and history takingM. Davies Mental Status examination and risk assessmentM. Davies Motivational InterviewingM Hartstone /A BurlockM.Hartstone /A. BurlockM.Hartstone /A. BurlockM.Hartstone /A. BurlockM.Hartstone /A. BurlockIntroduction to CBTIntroduction to CBTIntroduction to CBTIntroduction to CBTIntroduction to CBTK. Walsh Interviewing childrenAssessment• competence in counselling skills and conducting an initial interview will be assessed using a videorecorded role-play of an initial interview.• SDLs will assess understanding of key risk assessment issues, and competence in conducting aCBT intervention will be assessed using between session homework exercises and in classexercises.Further details will be provided during the class. All assessment tasks are non-graded and all tasks must bepasses to pass the course. Redemption assignments will be set for any missed classes.Note: Seminars 1 to 6 are taught jointly with Master of Psychology (Clinical, Health, Organisational/HumanFactors, and Occupational Mental Health) students. Seminars 7 to 12 are only taught to Master ofPsychology (Clinical, Health, and Occupational Mental Health) students.Pre-course reading for MPsych Clinical and Health studentsWright, J.H., Basco, M.R., & Thase, M.E. (2006) Learning cognitive-behavior therapy: An illustrated guide.American Psychiatric Publishing, Inc.: Arlington, VA, USAReference listSommers-Flannagan, J. & Sommers-Flanagan, R. (2009). Clinical interviewing. 4th Ed. John Wiley & Sons,Inc. : Hoboken, New Jersey, USA.Master of Psychology (Clinical) Program Handbook 201213

PSYCHOL 7132 PSYCHOLOGICAL ASSESSMENTSemester 1Thurs and Fri 10th & 11 th Feb 9.10am – 5.00pm, Rm 526 Hughes BuildingMon – Fri 14 th Feb to 18 th Feb 9.10am – 5.00pm, Rm 526 Hughes BuildingCoordinator:Prof Ted Nettelbeck Room 416, Hughes BuildingTelephone: 8303 3764Email: theodore.nettelbeck@adelaide.edu.auOther Teaching Staff:Prof Jane Mathias / Prof Ted Nettelbeck / Dr Linley Denson / Kari Walsh / Nina Cook / Jack White / Dr JuliaHarries / Melissa Stephens / Amie Faran / Patricia Rayment / Dr Jane MortimerPrerequisite:Aims/Objectives:Honours PsychologyThis single semester course aims to introduce students to the principles and practice of psychologicalassessment. The course will focus on a small number of widely used norm-referenced tests of abilities aswell as diagnostic interview schedules, and both clinician rated and self-report measures used in theassessment of emotional and behavioural problems.On completion of this course the student will be able to demonstrate:• An understanding of the nature and principles of psychological assessment;• That s/he has practiced giving tests to an infant or child and an adult;• That s/he is able to score the tests covered and draw inferences from the results within a hypothesisgenerating and hypothesis testing framework;• That s/he is able to write a report of a professional standard.• That s/he is able to identify suitable psychological assessment measures for a variety of assessmenttasks and contexts across the lifespan.Course Content:Seminar 1 10 Feb Assessment Planning and Test selection (JM)Seminar 2 10 Feb Report Writing 1: Planning, Organisation, Professional Standards (TN)Seminar 3 11 Feb Report Writing 2: Interview Content, Legal and Ethical Implications (KW)Seminar 4 11 Feb Personality Assessment (JW)Seminar 5 14 Feb Introduction to the Wechsler Scales (AF, MS)Seminar 6 14 Feb Assessment of Memory (Wechsler Memory Scales – IV) (AF, MS)Seminar 7 15 Feb Assessment of adaptive behaviours and support needs (MS)Seminar 8 15 Feb Diagnostic interview; adult, child (NC)/(JMORT)Seminar 9 16 Feb Wechsler Adult Intelligence Scale-IV (TN)Seminar 10 16 Feb Assessment of elderly persons (LD)Seminar 11 17 Feb Assessment of intellectual ability in children & adolescents (WPPSI-III & WISC-IV)(NC)Seminar 12 17 Feb Infant developmental assessment (PR)Disclaimer: These arrangements are provisional and are subject to change.Master of Psychology (Clinical) Program Handbook 201214

Self-Directed Learning Activities:• Specified weekly readings from both the international journal literature and relevant testadministration and scoring manuals.• Peer /group practice in scoring mood and behavioural assessment measures for mock cases• Online assessment planning exercise for a mock case (online peer discussion and interaction for thisexercise will be encouraged.)Assessment Activities:Two practical and written assignments (50% weighting each), one involving psychological assessment of anadult, one involving psychological assessment of a child, and both involving a comprehensive psychologicalreport about the assessment outcomes, prepared to professional standards.PSYCHOL 7133 ABNORMAL PSYCHOLOGYSemester 1Monday 9.10am – 12.00pm, Room 526 Hughes Building.Coordinator:Dr Linley Denson, Room 516 Hughes BldgTelephone: 8303.4128Email: linley.denson@adelaide.edu.auPrerequisites: Honours (or equivalent) in Psychology.Objectives:PSYCHOL 7130 Evidence-Based PracticeThis unit aims to describe psychological problems as they present and are diagnosed throughout thelifespan.On completion of this unit the student will be able to demonstrate:• thorough and critical understanding of the most commonly-used diagnostic classificationsystems (e.g. DSM-IV-TR) and techniques for diagnostic assessment (e.g. SCID, MINI,psychometric scales)• knowledge of the causes, presentation, diagnosis and treatment of psychological problemsfrom childhood to old age.• a basic understanding of the SA mental health system and its supporting legislation.Master of Psychology (Clinical) Program Handbook 201215

DAY Date Topic1 28/2Introduction and diagnostic methodology. The Mental Health Act &the mental health system. Denson2 7/3 Child mental health(1) : developmental learning disorders & autism3 21/3 Child mental health (2): anxiety, ADD/HD, conduct disorder.4 28/3 Anxiety disorders in adults. Hartstone5 4/4 Child & adult mood disorders & suicide.6 11/4 Child & adult psychoses.Mid-Semester Break7 2/58 9/5Personality disorders, substance abuse.Problem gambling: DelfabbroOlder people (1) Normal ageing, anxiety, depression, grief & loss.Denson9 16/5 Older people (2) Dementia, delirium, behaviour problems. Denson10 23/5 Psychopharmacology (1). Potts11 30/5 Psychopharmacology (2). Potts12 6/6 Other mental health problems. Course review & test. Denson.TextsHoffnung, M., Hoffnung, R. J., Seifert, K., Burton Smith, R., Hine, A., Ward, L., et al. (2010). Lifespandevelopment. Milton, QLD: Wiley. Kring, A. M., Johnson, S. L., Davison, G. C., & Neale, J. M.(2010). Abnormal psychology (11th ed.). Hoboken, NJ: Wiley. Rieger, E. (Ed.) (2008). Abnormalpsychology: leading researcher perspectives. North Ryde: McGraw-Hill.Assessment(1) Final Test 50%(2) Critical Review Exercise 40% (8 critical reviews of journal club articles @ 5% each)(3) Journal Club SDL 10%For successful completion of the course, each of the three assessment components must be passed.The course coordinator will convene an on-line journal club. Students will be provided with a recent article toreview and critically discuss on a MyUNI discussion Board Forum, in the week before each class (except thefirst class)Students must post each of their 8 graded critical reviews on the MyUNI forum BEFORE the relevant lecture,otherwise they will not receive a grade for it.* Please Note: Class and assessment details are provisional and may change: final details will beprovided in class.Master of Psychology (Clinical) Program Handbook 201216

PSYCHOL 7134 HEALTH PSYCHOLOGYSemester 2Tuesday 2.10pm – 5.00pm, Room 526 Hughes BuildingCoordinator:Prof. Helen Winefield, Room 718b HughesTelephone: 8303-3172Email: helen.winefield@adelaide.edu.auOther Teaching Staff: Ms Anne Burke / Prof Jason White / Prof Prasuna.Reddy / Dr Linley Denson / MsDiana DorstynPrerequisite:7130/7230 Evidence-based Practice; 7131/7231 Interviewing & Intervention; 7132/7232 PsychologicalAssessment; 7133/7233 Abnormal PsychologyAim:The aim of this unit is to prepare students to practise clinical health psychology and health promotion inphysical health care settings, and to be able to manage physical health issues in mental health settings andvice versa.Objectives:On completion of this unit the student will be able to demonstrate:• understanding of the biological, behavioural, cognitive and social determinants of health, the riskfactors for health-compromising behaviours and strategies for their modification, across the agerange from childhood to old age.• understanding of the health-relevant interactions amongst family members and between health-careconsumers and health-care providers, collaborative relationships in multidisciplinary health careteams, and ethical considerations affecting both practice and research in health psychology• advanced knowledge of individual, group and community-based approaches to the management andprevention of major identifiable health concerns and problems (both acute and chronic conditions).• an ability to plan and critically evaluate research in health psychology and behavioural medicineCourse content:1. Major theories and models of health psychology interventions, roles for health psychologists,including in indigenous and rural health. Principles of self-management of chronic illness &disabilities, motivational interviewing techniques. (HW)2. Physical systems of the body; psychophysiology of health and illness; basic neuro-anatomy.Information sources. History of thinking about mind-body interactions (RR)3. Stress and emotions: Psycho-neuro-immunology etc. Somatising and conversion disorders; stress,emotions and health – applications to headaches, obesity and relaxation training (RR)4. Brain development and long term effects of stress and damage; stress, emotions and health –applications to sleep problems, chronic fatigue syndrome (RR)5. Acute pain and preparation for surgery; psychologists and interprofessional collaboration in hospitalsettings (A Burke)6. Chronic pain & its treatment, injury rehabilitation and the compensation system (AB)Master of Psychology (Clinical) Program Handbook 201217

7. Addiction, substance abuse treatment and prevention (JW)8. Behavioural health consultancy and promotion in primary care; issues re rural health psychologypractice (PR)9. Health psychology of reproduction, infants and children (RR)10. Health effects of work stress & unemployment; paid and emotional work, family caregivers, work-lifebalance, self-care for health professionals (HW)11. Health psychology of the old and very old; death & dying (LD)12. Coping with acquired brain injury (DD)Possible SDLs:• Men’s and women’s health issues, sexuality and sexual health promotion and care• Psychologists working collaboratively with other health professionals in community settings,integrated family health care and health promotion (possible field visits and projects at Playford NorthSuper-Clinic)• Eating disorders and obesity: interventions and preventionAssessment:• Dr Roberts will distribute instructions for the first assignment before the beginning of the course. Thiswill be worth 40% of the grades, taking the form of a group presentation, with distribution toclassmates of literature review and resource lists• An essay assignment on a topical health psychology issue; worth 60% of grades. Instructions will bedistributed at the first meeting of the class.References:Belar, C.D. & Deardorff, W.W. (1995). Clinical health psychology in medical settings (Revised ed.).Washington: APA.Boyatzis, R.E. (1998). Transforming qualitative information: Thematic analysis and code development.Thousand Oaks, Ca.: Sage.Caltabiano, M.L., Byrne, D., Martin, P.R. & Sarafino, E.P. (2002). Health psychology: Biopsychosocialinteractions. An Australian perspective. Milton Qld: Wiley.Compas, B.E., Haaga, D.A.F., Keefe, F.J., Leitenberg, H. & Williams, D.A. (1998). Sampling empiricallysupported psychological treatments from health psychology: Smoking, chronic pain, cancer, andbulimia nervosa. Journal of Consulting and Clinical Psychology, 66, 89-112.Duckett, S.J. (2007). The Australian health care system (3rd edn). 362.10994 D835aGatchel, R.J. & Oordt, M.S. (2003). Clinical health psychology and primary care. APAJohnston, D.W. & Johnston, M. (Eds) Health Psychology. Volume 8 in Comprehensive Clinical Psychology(A.S.Bellack & M. Hersen, Eds). Barr-Smith Library Reference Collection 616.89 B435.Kaplan, R.M. (1994). The Ziggy theorem: Toward an outcomes-focused health psychology. HealthPsychology, 13, 451-460.Michie, S.& Abraham, C. (2004). Health psychology in practice. British Psychological Society. BSL Reserve.Milgrom, J. & Burrows, G.D. (2001). Psychology and psychiatry: Integrating medical practice. Chichester:Wiley.Patterson, J, Peek, C.J., Heinrich, R.L., Bischoff, R.J. & Scherger, J. (2002). Mental health professionals inmedical settings: A primer. New York: Norton & Co. Barr-Smith Library Reference Collection 616.89B435.Pope, C. & Mays, N. (2006). Qualitative research in health care (3rd edn) BSL Reserve 362.1072 P825qSarafino, E.P (2006) Health psychology: Biopsychosocial interactions (5th edn). 610.19 S243h.5Master of Psychology (Clinical) Program Handbook 201218

Skovholt, T.M. The resilient practitioner: Burnout prevention and self-care strategies for counsellors,therapists, teachers and health professionals. BSL Reserve: 610.69 S628rTurk, D.C & Gatchel, R.J. (2002). Psychological approaches to pain management: A practitioner’s handbook.616.0472 G258pOther readings and resources will be suggested at the time, and students are expected to find and evaluateresource materials independently.PSYCHOL 7135 CLINICAL NEUROPSYCHOLOGY & DISABILITYSemester 1Friday 9.10am – 12.00pm Room 526 Hughes BuildingCoordinator:Prof. Jane Mathias, Room 524, Hughes BuildingTelephone: 8303-5266Email: jane.mathias@adelaide.edu.auPrerequisite or co-requisite: PSYCHOL 7132 Psychological AssessmentAim:The overall aim of this course is to introduce trainees to the fields of clinical neuropsychology anddevelopmental disability by examining some of the developmental and acquired brain-based disorders thatcan impact on the cognitive and psychological functioning of children and adults.Objectives:Upon completion of this unit, students will be able to demonstrate:• an advanced understanding of the nature, rationale, and purposes of neuropsychological anddisability assessments;• a knowledge of the structural and functional organisation of the brain;• familiarity with, and understanding of, a number of neuropsychological assessment procedures;• knowledge of some of the main types of developmental and acquired brain damage/dysfunction, andthe main cognitive and psychological problems that are associated with these different disorders.Course content:This course will introduce students to the field of clinical neuropsychology and disability with a particularemphasis on assessment and the consequences of a variety of developmental and acquired forms of braindamage. It will examine: the field of interest, the main purposes of neuropsychological and disabilityassessments, the underlying assumptions in this field, the areas of cognitive and psychological functioningthat are of interest, behavioural neuroanatomy, and the neuropathology of brain damage. Moreover, it willintroduce students to some of the main methods by which specific cognitive functions are assessed.Students will also be introduced to a variety of disorders across the life-span that are characterised bydeficits in these areas of functioning. Case studies will be used to illustrate the deficits associated with thesedisorders and to develop students' skills in interpreting test data.Course Content (provisional timetable)*:Seminar 1 Introduction to clinical neuropsychology & neuropsychological assessmentSeminar 2 Assessment: orientation, attention & memorySeminar 3 Assessment: language, verbal reasoning & constructionMaster of Psychology (Clinical) Program Handbook 201219

Seminar 4Seminar 5Seminar 6Seminar 7Seminar 8Seminar 9Seminar 10Seminar 11Seminar 12Assessment: executive functions, motor performanceChildhood Disorders: Intellectual DisabilityChildhood Disorders: autismChildhood Disorders: Other neuropsychological disordersAdult disorders: Traumatic brain injuriesAdult disorders: Drug and alcohol abuseAdult disorders: EpilepsyAdult disorders: Vascular disordersAdult disorders: Alzheimer’s and other dementiasPossible SDLs (provisional)*:1. Behavioural neuroanatomy – dvd/video & reading – revision2. Design an interview schedule for patient background & history-taking purposesAssessment (provisional)*:1. Resource materials: Tests. This assignment will involve providing a review of a commonly usedneuropsychological test and the compilation of relevant information on that test for distribution to allother members of the class. Students will provide a brief overview of this material in the relevantseminars dealing with neuropsychological assessment.2. Resource Materials: Disorders. Students will be required to review a common neuropsychologicaldisorder and to compile relevant materials for distribution to all other members of the class.*Handouts outlining the final lecture schedule, course assignments and course references will beprovided in the first lecture.References*Adams, R. L., Parsons, O. A., Culbertson, J. L., & Nixon, S. J. (Eds.). (1996). Neuropsychology for clinicalpractice. Etiology, assessment, and treatment of common neurological disorders. Washington, DC:American Psychological Association.Grant, I., & Adams, K. M. (Eds.). (2009). Neuropsychological assessment of neuropsychiatric disorders.Third edition. New York: Oxford.Groth-Marnat, G. (2000). Neuropsychological assessment in clinical practice: A guide to test interpretationand integration. New York: John Wiley.Horton, A.M. & Wedding, D (2007). The Neuropsychology Handbook. Third Edition. Springer.Larner, A. J. (2008). Neuropsychological neurology. The neurocognitive impairments of neurologicaldisorders. New York: Canbridge Press.Lezak, M. D., Howieson, D.B., & Loring, D.W. (2004). Neuropsychological Assessment. Fourth edition. NewYork: Oxford University Press.Lichtenberger, E. O., Mather, N., Kaufman, N. L., & Kaufman, A. S. (2004). Essentials of assessment reportwriting. Hoboken, NJ: John Wiley.Mitrushina, M.N., Boone, K.B., Razani, J. & D’Elia, L.F. (2005).neuropsychological assessment. 2 nd Edition. New York: Oxford.Handbook of normative data forOgden, J (2005). Fractured minds. A case-study approach to clinical neuropsychology. New York: Oxford.Sbordone, R.J., Saul, R.E., & Purisch, A.D. (2007). Neuropsychology for psychologists, health careprofessionals, and attorneys. Boca Raton: CRC Press.Master of Psychology (Clinical) Program Handbook 201220

Snyder, P.J., Nussbaum, P.D., & Robins, D. L. (2006). Clinical neuropsychology: A pocket handbook forassessment. 2 nd Edition. Washington, DC: American psychological Association.Strauss, E., Sherman, E. M. S., & Spreen, O. (2006). A compendium of neuropsychological tests. 3 rdEdition. New York: Oxford University Press.Vanderploeg, R. D. & Haley, J.A. (Eds.) (2000). Clinician’s guide to neuropsychological assessment.Second Edition. Hillsdale, New Jersey: Lawrence Erlbaum.Zuckerman, E. L. (2000). Clinician’s thesaurus. A guidebook for writing psychological reports. 5 th edition.New York: Guilford.PSYCHOL 7136 ADVANCED CHILD AND ADULT INTERVENTIONSemester 2Seminar: Tuesday 9.10am to 12.00pmRoom 526 Hughes BlgCoordinatorMs Yvonne ClarkRoom 418, Hughes BuildingTelephone: 8303 5007Email: yvonne.clark@adelaide.edu.auAim: This unit aims to develop students’ skills in professional practice and communication; in evidencebased and cross-cultural practice with adults, children and families via a range of clinical topics.Objectives: On completion of the course students will be able to demonstrate• Knowledge and clinical skills in Cognitive Behaviour Therapy (CBT)• Competence in other evidence based interventions• Knowledge and skills in working with Aboriginal and Torres Strait Islander people• Knowledge and skills to operate in a general cultural context• An ability to critically evaluate one’s own clinical psychology practice• An ability to plan, deliver and evaluate an intervention• An ability to consult, maintain records and provide written and oral reports.Prerequisite: Acceptance into the Master of Psychology (Clinical) program.Course content: *Provisional* Will be updated on MyUni Prior to start of semester 2Date Topic1 Interventions for children with attachment disorders2 Evidence-based practice with children and families: CBT with children3 Evidence-based practice with children and families: parenting and familytherapy4 Early Psychosis5 Risk assessment and prevention of suicide6 Rural Psychology and Mental Health Care7 Indigenous Social and emotional wellbeing: loss and grief8 Trauma and culture: working with refugees9 Mindfulness CBT10 Acceptance and Commitment therapy11 Interventions with the Aged12 CBT for Bulimia NervosaAssessment:Master of Psychology (Clinical) Program Handbook 201221

PRACTICAL ASSIGNMENT (VIDEOTAPE + SELF- RATING EXERCISE)Conduct and videotape 10-15 minutes of a role-play evidence-based intervention with a role-played ‘client’(who may be an adult or a child). Then perform a self-rating of your videotaped therapy segment. More detailprovided at start of course.-Class participation-SDL to be confirmedFurther details will be provided during the class. All assessment tasks are non-graded and all tasks must bepasses to pass the course. Redemption assignments will be set for any missed classes.ReferencesBlacklegde, J.T., & Hayes, S.C. (2001). Emotion regulation in acceptance and commitment therapy. Journalof Clinical Psychology, 57: 243-255Brody, E.M. (2010) On being very, very old: an insiders’ perspective. The Gerontologist, vol 50, no 1, 2-10Goldney, RD (2008) Suicide Prevention, Oxford University Press.Kaplan, M. & Hoffman, S.B., (eds.). (1998) Behaviour in dementia: Best practices for successfulmanagement. Health Professions Press Inc: Baltimore, USA.Kelly, K., Dudgeon, P., Gee, G., & Glaskin B. (2009) Living on the Edge: Social and Emotional Wellbeingand Risk and Protective Factors for serious psychological distress among Aboriginal and Torres StraitIslander people, Cooperative Research Centre for Aboriginal Health (CRCAH)URL: http://www.lowitja.org.au/files/crcah_docs/DP10-Living-on-the-Edge-Kelly-et-al-AIPA.pdfHayes, S.C., Luoma,J. B., Bond, F.W., Masuda,A., Lillis, J. (2006). Acceptance and Commitment Therapy:Model, processes and outcomes. Behaviour Research and Therapy 44: 1-25Roufeil, L., Battye, K. & Lipzker, A. (2007) Psychology services in rural and remote Australia, InPsych (Coverfeature)Westerman, T (2004) Engagement of Indigenous clients in mental health services: What role docultural differences play? Australian e-Journal for the Advancement of Mental Health (AeJAMH), Volume 3,Issue 3.Wright, J. H., Basco, M., & Thase, M. E. (2006) Learning cognitive behaviour therapy: an illustrated guide.Arlington, VA: American Psychiatric AssociationPSYCHOL 7141 PLACEMENT IMaster of Psychology (Clinical) Program Handbook 201222

PSYCHOL 7140 PLACEMENT IIPSYCHOL 7143 PLACEMENT IIIThe placement system is explained in the separate Placement HandbookRECORDING OF PROFESSIONAL DEVELOPMENT ACTIVITIES.Students are required to keep a record of their professional development (PD) activities throughout theirenrolment in the program. Students should begin recording PD from the time of their enrolment in January oftheir first year, and continue recording PD until they complete Placement III (usually at the end of theirsecond year). This record will be based on the APS logbook that all APS members are required to complete.This should be submitted with the paperwork associated with the completion of Placement III. The ProgramCoordinator will need to sign the Placement III paperwork to indicate that this record has been completed,and a copy will be kept with student’s placement records.The primary aim is to encourage students to take advantage of relevant professional development activitiesduring their enrolment, to develop an awareness of available professional development activities (such asthe APS College of Clinical Psychology seminar series), to network with practicing clinical psychologists, todevelop specialist skills not taught within the program, and to record this in a way which is consistent with therecords that will be required with APS membership.Students are required to complete this record on a PD logsheet. (see Appendix C)Students are required to provide verification of participation in the PD activity (e.g., tax invoice for registrationat a conference/workshop/seminar) including documents which show the content of the activity. For any PDactivities of a more self-directed nature that cannot be otherwise verified (e.g., self-directed reading, internetbasedlearning, etc.) a “Record of Professional Relevance‟ form must be completed and a copy of the form isprovided in Appendix CRecording of activities which are a part of their program requirements are not to be recorded (e.g., readings,assignments, presentation). However options (even if they have been recommended) PD such as seminars,workshops, conferences and supervised volunteer activities should be recorded.Any queries regarding the recording of PD should be directed to the Program Coordinator: Dr RachelRobertsPSYCHOL 7114A / PSYCHOL 7114B RESEARCH PROJECT IN CLINICAL PSYCHOLOGYCoordinator:Dr. Matthew DaviesRoom 522 Hughes BuildingPhone: 8303 5259Email: m.davies@adelaide.edu.auPrerequisites: Evidence-based Practice and the Submission of an Ethics ApplicationAn empirically-based research project of direct relevance to the field of clinical psychology will be pursuedunder the control of the School of Psychology and under the guidance of one or more supervisors appointedby the School (at least one of whom shall be a title holder the School of Psychology). The project should bestructured so that the student participates in all of the steps involved in the research including the formulationof the research question(s), the design of the study including the selection of appropriate methodology, thecollection and analysis of data, the interpretation of the findings and preparation of the report.Master of Psychology (Clinical) Program Handbook 201223

Clinical psychology is defined in the Introductory section of this Handbook. Please note that the thesis shouldhave direct implications for some definable aspect of mental health care. These implications need to bedirectly addressed in the thesis. While many masters theses will involve consumers of mental healthservices, theses do not necessarily need to include ‘clinical participants’.These guidelines make a broad range of clinical masters theses possible, specifically:• Examination of variables relevant to the assessment and treatment of psychological disorders• Examination of variables relating to ‘at-risk’ groups, vulnerabilities, and prevention of mental healthissues• Examination of variables relating to emotional difficulties in a particular populationo E.g., Investigating depression in Traumatic Brain Injury, cancer sufferers, etc.• Examination of ‘mechanisms of action’, underlying psychological disorderso E.g., The effect of rumination on depressed mood or threat-based cognitive processing onanxiety disorders, etc.Although Masters students will not enrol formally for the Research Project in Clinical Psychology until theirsecond (full-time) year, it is assumed that they will invest in considerable preparatory work from the timewhen they enrol in the program.You are asked to note the following carefully:(1) Full-time students should have decided upon a suitable topic for their thesis, found a willingsupervisor from amongst the staff, prepared a critical review of the relevant clinical psychologyliterature, and submitted an ethics application before the commencement of the academic yearin the second year of the program. Part-time students not initially enrolled in -the ResearchProject course should have decided upon a suitable topic by the end of their second year so thatthey can undertake their research work in the third and fourth years of their program. While it is thestudent's responsibility to choose a topic, some supervisors are also willing to suggest possibleprojects. You may also wish to consider linking your project to one of your placements. Somepersons in other Schools and institutions have indicated their willingness to be involved insupervising research, and in some cases joint-supervision, not only from within the School but alsoinvolving psychologists outside the University may be approved. In such cases, however, it isSchool policy that ultimate supervisory responsibility resides within the School. A list of members ofstaff, outlining their current research interests, will be available from the Program Coordinator (andsee Appendix I). Whenever possible, students should attempt to develop a research project thatcoincides with the interests of at least one member of staff.(2) The process of determining a topic begins with informal consultation with potential supervisors.Greater student independence is expected than in an Honours thesis. After a preliminary decisionabout supervision has been agreed, the candidate and supervisor will decide upon the generaltopic, which will be conveyed to the Program Coordinator. In the event that an external supervisoris appointed, an internal supervisor will also be appointed, who will be responsible for the overallmanagement of the arrangement.(3) Ethical Procedures and viability of the research proposal: All projects require approval by theSchool Ethics Committee. This process is established under the auspices of the University'sCommittee on the Ethics of Human Experimentation. You will need to prepare a submission to theSchool Ethics Committee using the required form from the School’s website under “Research”outlining your proposed research. This should be done in cooperation with your supervisor, whoformally takes responsibility for your project. It is important to note that obtaining approval may takeup to two weeks. Many Masters projects need be submitted only to the School Ethics Committee,of which the 2012 Chair is Dr Paul Delfabbro. However this is not so for projects involving ingestionof anything, blood samples not taken as part of routine medical care, aboriginal participants, oranything controversial or “newsworthy” (e.g. sex, AIDS, etc.) Participants in a dependentrelationship to the investigator (e.g. patients, students, staff) need especially careful protection, inaddition to children and the mentally ill. Also students should always include in their ethicsMaster of Psychology (Clinical) Program Handbook 201224

application an explicit statement about how they will protect participants from any harm which mighteventuate from participation. In clinical psychology this may relate most to distress caused byinterviews or questionnaires about sensitive or personally upsetting topics. Referral advice forexample, must be available. Projects submitted to the University’s Human Ethics Committee takelonger to get approval because it meets less frequently. The dates on which the University HumanEthics Committee meets and the submission dates for ethics applications are available on theUniversity's website.The School Ethics Committee can also be expected to comment on the viability and manageabilityof the project, including consideration of appropriate access, sufficient time for data collection andfor data analysis, although the ultimate responsibility for evaluating the project will lie with thesupervisor and the student. Any project potentially involving ethical problems needs to go to theUniversity Human Ethics Committee. (See Appendix E for information on research ethics andpractice.)Although School procedures are relatively streamlined, separate ethical approval is usuallyrequired by any outside agencies involved in the project, and this can impose a considerable delay.For example, relevant committees in outside organisations might meet on a monthly basis only, oreven less frequently. Advice on procedures involved should be sought from the externalsupervisor(s). If your project must be considered by an external committee, it is strongly advisedthat you undertake this process prior to submission to the School of Psychology Human EthicsSub-committee. Approval within the school may be expedited in cases where approval has alreadybeen given by a large external institutional committee.(4) Approval is a two-stage process. Following ethics approval you must submit a concise outline of thethesis proposal, endorsed by the supervisor(s), to the Program Coordinator for approval. Yourconcise outline should contain the following information:(i)(ii)TitleAim and rationale of the study.(iii) Method to be used including the design of the study, the approximate number and type ofparticipants required, the equipment necessary, the setting, and the variables to bemeasured.(iv) How the results will be analysed (e.g. correlation, analysis of variance) so as to relate to theaim.(v) Estimated timetable for the study.These steps are to be completed by March.(5) Data collection must not begin before:(i) a supervisor has been appointed;(ii) approval of the project, including ethics approval, has been granted.(6) Except where research is in a part-time student's place of employment, students gathering datafrom external sources must have a formal letter of introduction, under University letter-head andsigned by the Program Coordinator or Head of the School. It is normally expected that the studentwill prepare a draft of any such letters, in consultation with the supervisor(s). However, if theresearch is in a part-time student's place of employment, a letter from the employer should beprovided to the Program Coordinator, stating that the proposal is approved by the employer.(7) The School is able to provide limited funds to support student research. However, no commitmentfor expenditure can be made without the express approval of the supervisor and the Master ofPsychology (Clinical) Program Co-ordinator. It is therefore essential that, before making anycommitment you consult your supervisor, who will advise as to whether the proposed expenditureis likely to be approved. (Such items as return-paid mailing of questionnaires; limited contributionsMaster of Psychology (Clinical) Program Handbook 201225

towards the cost of reaching participants by car or phone; miscellaneous consumables such asaudiotape, test form blanks, and so on, can be considered.) Applications for inter-library loans needto be explicitly authorised by the supervisor. The School may also be able to pay for limitedresearch equipment during your enrolment. However, School funds cannot be used for preparingresearch project reports, although candidates are encouraged to use School computing facilities toprepare their own typescript. With the exception of routine expenses such as the costs ofphotocopying or mail-outs, which can be endorsed by the supervisor only, students will need tomake a formal written application to the Program Co-ordinator outlining their funding request andthe reasons why the expenditure is critical to the viability of the project. The request must be cosignedby the supervisor. Students are encouraged to make their requests early, to minimisedelays to research progress.(8) It is the student's responsibility to maintain contact with the supervisor throughout the project,keeping the supervisor informed of progress. Before submitting the research project report forexamination the student should prepare a draft, submitting this to the supervisor for detailedcriticism. The first draft may be submitted in sections, for the convenience of both parties. Schoolword-processing, high quality printing and photocopying facilities are available for you to use,although please note that secretarial/typing assistance is not. Before using these facilities, youshould approach Mr Bob Willson and ensure that you are familiar with rules applying to the use ofthe School's computer complex.(9) Students must ensure that no copyrighted material (e.g. tests) is included in the research projectreport, including in Appendices or elsewhere, unless copying has been properly recorded and fallswithin the current law of copyright. It scarcely needs be pointed out that the University's policy onplagiarism applies. The policy statement is to be found in the Postgraduate Calendar, "GeneralProgram Rules".(10) Notification of intention to submit: No later than four weeks before the October due date forsubmission, the student should advise the Subject Coordinator, in writing with endorsement by thesupervisor, of intention to submit. An Abstract should accompany this advice.Research Project ReportDue Datea) Most students will complete Part B of the Research Report in Second Semester. For studentsenrolled in this subject in second Semester, the due date for the research report in 2012 will beTuesday October 4 th by 4pm.b) On occasion, students may be enrolled in Part B of the Research Report in first semester. For thesestudents, the due date for submission of the report will be Tuesday June 28 th by 4pm.FormatThe format of the Masters Research Project report is a Literature Review plus a related Research Report,the latter in the form of a publishable paper for a specified clinical psychology journal.By the due date you must submit one complete copy, unbound, but placed inside an A4 envelope, withyour/its details on the front. The office will arrange copying and soft binding. If you have pages that needcolour printing, you must provide three copies of each colour page, with instructions about where theadditional pages need to be inserted in the copies made by the school. Dr. Davies will circulate a ResearchReport Submission Kit to assist you with this.The literature review will be a critical one which synthesizes existing knowledge in a particular area of clinicalpsychology, identifies the gaps in it, and ends with a justification of the proposed next steps in research and,Master of Psychology (Clinical) Program Handbook 201226

where appropriate, hypotheses or expected outcomes. It should be accompanied by an Abstract of 75-100words and a complete list of references in APA format. The length will be 4,000-5,000 words. The AmericanPsychological Association’s Publication Manual (5th edition) contains some advice about the general form ofreview papers.The literature review will form the basis of the research proposal for an empirical project carried out in thesame area. The due date for this literature review will be negotiated between the student and internalsupervisor but will usually be during February in the year that the student enrolls for the Research Project. Inthe normal pattern of full-time study this will be the second year, although identification of a topic andsupervisor and work on the literature review must begin during the first year, and time has been allocated forthat. The internal supervisor will provide feedback about the literature review and also the consequentproposed research project; a satisfactory level of performance will be required before the student can applyfor Ethics approval for the project. The literature review will be worth 30% of the final grade for theresearch project and will be assessed by the examiners on submission with the final report.The Research Report must identify to which scientific journal the paper could be submitted, and include aphotocopy of its Instructions to Authors/Contributors. The Report’s length (usually 5,000-8,000 words),layout, title page preparation and referencing system should be appropriate for that Journal. The author ofthe examinable Report will be the student, and the student is expected to have written it all, with the help andguidance of supervisor(s) for the conduct of the study and for feedback on a draft of the report. When thepaper is finally submitted for publication, the name(s) of the supervisor(s) may be included as co-authors.Assessment of the Research Report will be undertaken by two examiners, not including the supervisor, whowill each provide a mark and grade and a detailed report. The research report will be worth 70% of thefinal grade for this subject. Details of assessment criteria are given in Appendix D. Procedures similar tothose for the Honours thesis exist to resolve discrepancies between examiners, to ensure that standards aremaintained (including by external audit), and to deal with plagiarism. For the research Report students willprepare a manuscript that could be submitted to a relevant journal that they (in consultation with theirsupervisor) nominate. The length and formatting of the manuscript should adhere to the specificationsprescribed by the target journal, and a copy of the Instructions for Contributors/Authors should be providedfor examiners. Please note however, that in order to assist in a fair and comparable assessment process forall students, the minimum word count for the manuscript should be no less than 5000 words includingfigures, tables and references. If the journal of your choice has a lower word limit, a note of explanationregarding your awareness of this and action that you would take to meet the journal requirements prior tosubmission of the final manuscript, must be included with the report. In many cases, the format for themanuscript will follow the American Psychological Association’s Publication Manual (5th edition) guidelines.(Note: the Manual also contains hints for students about differences between the dissertation/thesis formatand a paper for publication.) Failure to format and reference appropriately will result in a penalty of upto 5% of marks for the thesis.Where issues of intellectual property arise and/or confidentiality is required concerning some aspects of theresearch project, examiners will be asked before agreeing to accept this role, to agree not to divulge detailsof results before certain events or dates have occurred.Extra help in learning to write for publication will be available in the School through the PostgraduateResearch Seminar program, early sections of which include presentations on how to publish by thePostgraduate Coordinator. Other components consist of discussions amongst postgraduate students, ofresearch projects at various stages of development. The program for 2012 will be circulated when itbecomes available.Although in most cases the Report/Paper will be shorter than a traditional thesis, writing for publicationrequires advanced skills, which are very valuable for psychologists to acquire. Research findings that do notenter the literature through publication in refereed journals are in a sense lost to the scientific and practicecommunities. It is hoped that after the examination process has been completed, the student andsupervisor(s) will indeed seek to publish the paper in a refereed journal. In accordance with “The AustralianPsychological Society Ltd – Code of Ethics”, students are named as first authors where their work isMaster of Psychology (Clinical) Program Handbook 201227

eported, except in unusual circumstances for example where the student has refused over a reasonableperiod of time to participate in the preparation of the paper to be submitted for publication.Appointment of Examiners:The supervisor will discuss examiners who have appropriate expertise in the candidate's field of study withthe Subject Coordinator. So as to protect the confidentiality of examiners and the integrity of the examinationprocess, examiners' names will not be released to the candidate before the completion of the examinationprocess, and only then if examiners agree. However, the student has the right to inform the supervisorbeforehand if he/she objects to the appointment of a particular individual.Examiners will be requested to complete examination in a timely manner. In most cases this will mean thatexamination of the report is completed in time for the examiners meeting in the relevant semester. If there isunresolvable disagreement between examiners of 7% or more in the mark recommended, a third examinershall be appointed. (See Appendix D for Instructions to Examiners.)Students are expected to consult their supervisor(s) after final results are known, with a view to finalising thesubmission of their research report for publication. Note that for students to complete requirements for theaward of the Master degree in time for the April graduation ceremonies will have to get their researchreports submitted by the October due date, to allow time for examination and corrections by the end-of-November deadline imposed by the University administration, to allow for graduation in April.Final submission of the Research Report After making any corrections, students are requested to provideone unbound copy of the Research Project components specified in the Report Submission Kit to theSchool’s General Office, specifying the number of copies required and the address of any externalsupervisor. If you want a bound copy for yourself, we suggest that you take your thesis to the Image andCopying Centre on level l of the Hughes Building, where the cost will be approximately $5 for copying andbinding.Extensions of TimeOn occasion, students may require additional time to complete the research report. A copy of the Schoolguidelines on extensions and the procedures to be followed in the event that you wish to request anextension will be circulated with the Thesis Submission Pack.MASTERS RESEARCH FORUMA social function is held at the end of each year for students, Placement Supervisors, Clinical Lecturers, andSchool Staff involved in the Clinical Program. The function typically coincides with the final Masters AdvisoryCommittee meeting for the year and takes place in late November or early December. This will include aMasters Research Forum which showcases recently conducted Masters Research Projects, and discussespractitioners’ suggestions for future clinical psychology research projects. All students undertaking theResearch Project are expected to attend and present their projects. Presentations are to be no morethan 5 minutes in length and are essentially a presentation of the final abstract for your research project,accompanied by a few PowerPoint slides.PRIZES IN THE MASTER OF PSYCHOLOGY (CLINICAL) PROGRAMThe Anna Florence Booth PrizeThis prize of $400 may be awarded to a student whose research thesis best addresses a social problem inthe wider community.The Australian Psychological Society PrizeMaster of Psychology (Clinical) Program Handbook 201228

The College of Clinical Psychologists of the Australian Psychological Society (S.A. Section) awards a prizefor the top student completing the Master of Psychology (Clinical) program.PUBLICATION AWARD INCENTIVE SCHEMEThe School supports publications based on the research projects of Honours and Masters by courseworkstudents by making a cash award of $500.00 for a paper published in a peer reviewed journal where theSchool and University’s by-line appears. A time limit of 3 years beyond the examination of the thesis willnormally apply, but an extension can be considered. Written application for an award, including editorialproof of acceptance and supervisor's endorsement, should be made to the Convenor of the School'sResearch Committee. The normal expectation is that publication will involve the supervisor as co-author butthat the student will be the first author, reflecting the more substantial contribution to the process. However,there may sometimes be reasons why it is not possible for the student to be first author but where,nonetheless, the student's contribution is substantial (e.g. 40-50% of the work involved). This determinationcan be made in consultation with the supervisor and, where this is the case, the supervisor should clarifythese circumstances when writing to endorse the application. Further enquiries about the award schemeshould be directed to the School Manager.GENERAL INFORMATIONRECORDING LECTURESThe University's policy is as follows:"In general, permission for a student to use a tape-recorder at University lectures will not be granted. Inspecial cases however such permission may be given, but only:a) if both the lecturer concerned, and the Head of the School approve;andb) if the student gives a written undertaking that the recording(i)and(ii)will be for his/her own exclusive use, and will not be played to any other person;will be destroyed as soon as possible after it has served its purpose."Students who feel that in their case there are good reasons why they should be permitted to use a taperecorderat lectures are advised to consult, in the first instance, the Head of School although it is clear fromthe above that the permission of the individual lecturers involved is also required.Applications for the concession should be made according to the following guidelines:• Students seeking this concession should set their case for permission to tape-record in writing.• They should then obtain the signatures on the letter from all the lecturers who are willing to allow thetape-recording.• They should then submit the application to the Head of School. The Head will issue a notice ofapproval in due course, which should then be taken to the lectures concerned to act as confirmation,should the need arise.Students with a disability that may justify the tape-recording of lectures may note that the School has anagreement with the Disability Liaison Officer that, if that Officer is persuaded that a case exists, the Schoolwill grant permission for the student to record on receipt of a written recommendation signed by that Officer.These arrangements should be made with the Course Coordinator.SCHOOL OF PSYCHOLOGY ETHICS PROFORMA APPLICATIONMaster of Psychology (Clinical) Program Handbook 201229

This form can be downloaded from the web page located athttp://www.psychology.adelaide.edu.au/students/resource and then following the Research links.COPYRIGHTCopyright rules for the University of Adelaide are governed by a licence administered by Copyright AgencyLimited (CAL) and contained in Part VB of the Act, which allows multiple copying. Some of the rules thatapply are as follows:• Books, manuals etc10% or one chapter (whichever is the greater)• Periodical publications (newspaper, magazine, journal, etc)One article per issue or more if they relate to same subject matterSimilar limits also apply to the copying of digital originals to either hardcopy or digital. If you are in doubtabout the copyright implications of any materials, please contact the Test Librarian..Psychological Test material – Questionnaires and psychological tests cannot be copied if they carry currentcopyright ownership. The only time this does not apply is when:• questionnaires are no longer in print• if the subjects are visually or intellectually impaired so the questionnaire has to be altered.• if the questionnaire cannot be guaranteed delivery within 30 days.When compiling your research project report, any questionnaires used for your research can be added to theappendices.For further information, The University of Adelaide site is located athttp://www.adelaide.edu.au/staff/copyright.The site for the Australian Copyright Council is located at http://www.copyright.org.auPSYCHOLOGICAL TEST LIBRARYThe test library now holds over 2000 tests which are available for you to look at within the library.The catalogue (which is located in the Test Library, Room 114) contains an alphabetical listing of all tests inthe library. Each test has several details that may help you in deciding whether the test will be appropriate toyour research. You can also search electronically for these tests athttp://www.adelaide.edu.au/psychology/students/resource/1. SPECIMEN SETS of all (except the very large) tests listed in the catalogue have been placed inalphabetical order in the filing area of the large compactus within the test library. These specimen setsare available for study in the test library but they may not be borrowed.2. PUBLIC DOMAIN TESTS These are tests within the library that can be reproduced. They can be foundin journal articles, sourcebooks, compendiums, and portfolios. These tests cannot be borrowed overnightbut can be removed from the library for up to 15 min for photocopying.3. TESTS AVAILABLE FOR BORROWING can be found within the compactuses in the library. Bays andtheir shelves have been numbered and these numbers are listed in the catalogue under Location.4 While the test collection is now a comprehensive one, it is likely that some tests required forresearch/teaching/diagnostic purposes will not be represented.Potential borrowers should bear in mind that tests not available through companies within Australia maytake upwards of three months to obtain from overseas.Master of Psychology (Clinical) Program Handbook 201230

5 NEW TESTS and revisions of old tests are constantly being added to the test library. REQUESTS forsuch tests are welcome and should be directed to the Test Librarian. They will be added to the collectionas funds permit. Notice of tests missing from the library or incomplete tests or mistakes in the catalogueshould also be directed to the Test Librarian.7. COPYRIGHT Most of the tests in the library (except public domain) are bound by copyright regulations.NO forms, score sheets, questionnaires etc may be copied for any reason. Special circumstances applyto using questionnaires for teaching. 10% of a manual may be copied when needed. Any questions canbe directed to the Test Librarian.8. Copies of this catalogue are kept in the test library, and by the Test Librarian and Neil Kirby.BORROWING PROCEDURE1. The only PEOPLE PERMITTED TO BORROW TESTS from the test library are members of staff,Honours, Masters and Post-Graduate students and trainee psychologists being supervised by membersof staff. All members of staff and students are required to complete a form before they may borrow tests.Former students, psychologists and other people who have no teaching, research or supervisioninvolvement with the School of Psychology are not permitted to borrow tests or have access to the testlibrary.2. All tests should be RETURNED to the School’s General Office (level 4) on completion of use. TESTRETURN FORMS must be completed when the test is returned. Otherwise the borrower may still beliable for an unreturned test.3. The PERIOD OF THE LOAN is negotiable within the year in which the test is borrowed but it should inmost cases be in terms of days or weeks. Every effort should be made by borrowers to return tests assoon as possible as there is considerable demand for many of the tests and the library has only singlecopies of some tests. Please note that if a borrower has a test on loan beyond the due date ofreturn, s/he will be unable to borrow further test materials until the original test is returned. Theperiod of loan must not exceed October 31st of the year in which the test is borrowed. All tests must bereturned by that date to allow stocktaking to occur.Most tests are available for loan in test sets or kits: manuals for these tests must not be borrowedseparately as this not only leads to the loss of manuals but it also inconveniences borrowers who findthey have taken out a test without a manual in it.All test material borrowed must be signed for. Under no circumstances are students permitted access to testmaterial that is not directly relevant to either program work or to an approved research project.REPRESENTATION IN SCHOOL OF PSYCHOLOGY GOVERNANCEThe major committee established to advise the Head in all matters relating to students within the School isthe Staff Student Consultative Committee (SSCC). This committee is made up of two representatives fromeach year level, including masters and is convened by a student who is elected at the first meeting. Electionsfor the two student members take place at the beginning of the academic year.The second form of representation is through the Teaching and Learning Committee; which also includes theProgram Coordinators for all Master of Psychology programs as well as the Undergraduate coordinators andthe convenor of the SSCC. The School also requires a postgraduate student to represent students on theOH&S Committee.The School Committee consists of all members of academic and professional staff and one electedrepresentative from among their number by the undergraduate and postgraduate groups associated with theSchool.Note also that the membership of the Masters Program External Advisory Committee (MAC) includes acurrent student.ASSESSMENT POLICYMaster of Psychology (Clinical) Program Handbook 201231

Assessment Policy in the School allows for flexibility in assessment procedures and for consultation withprogram participants on assessment matters.The School has adopted the following policy for assessment in the Master of Psychology:1. That responsibility for the forms of assessment in the program rests with the Course andProgram Coordinator.2. That assessment procedures be consonant with the University's policy principles onassessment. These are currently set out in the Student Guide. Assessment formats for allcourses in the program will be ratified after due consultation with staff members who providethose courses and with the students concerned. An opportunity will be made for possible formsof assessment to be discussed with the students in the first two weeks of any course.3. Staff members responsible for coordinating courses in the program are expected to provideinformation about assessment in provisional format in the Program Handbook.4. The format emerging from consultation between staff and students should be conveyed by theProgram Coordinator.5. Any changes to the format shall be conveyed in writing to the students.6. The student representatives of the Master of Psychology program on the Teaching andLearning Committee shall be invited to be present at discussion of assessment issues relatingto the program.ASSESSMENT PROCEDURESThe School has also adopted the following procedures regarding assessment (other than of the researchproject report and of placements):1. The School makes provision for student anonymity in the grading of examination products fromfourth year and above.2. Wherever possible, no individual student's final mark for any course should be determined in itsentirety by only one examiner. Where double marking is necessary in an examination, at leastsome component of the materials submitted for examination should be marked by a secondexaminer, for all students in the course.3. The selection of a second examiner would normally be on the advice of the examiner for thatcourse, although in principle it is the Program Coordinator's responsibility to appoint a secondexaminer. Such examining is done independently, but with discrepancies resolved by mutualdiscussion, so that only one set of marks should be communicated to the Program Coordinator.4. At least one examiner of the course must be internal to the School.5. All examiners should be available for the examiners' meeting.CRITERIA FOR ASSIGNMENT AND REPORT GRADESThe School of Psychology follows the grading system used by the University. Grades are awarded asfollows:High Distinction (85% or more):Distinction (75-84%):Credit (65-74%):Pass (50-64%):Outstanding or exceptional work in terms of understanding,interpretation and presentation.A very high standard of work that demonstrates originality andinsight.Demonstrates a high level of understanding and presentation and adegree of originality and insight.Satisfies the minimum requirements.Further' descriptions' of' the' University’s' assessment' and' grading' systems' can' be' found' at'www.adelaide.edu.au/policies/700/'and'www.adelaide.edu.au/policies/701/.'Master of Psychology (Clinical) Program Handbook 201232

SUBMISSION OF WRITTEN WORKMost assessment within the program is by way of take-home assignments. To safeguard yourself and toavoid misunderstanding, please ensure that you keep a copy of any work that you submit. All work should behanded in to the School’s General Office where a receipt will be issued for all submissions. Please ensurethat you collect your receipt on every occasion. Academic staff cannot take responsibility for "lost" products ifthese procedures have not been followed. Dates for the submission of material, once decided in consultationwith the class, are not negotiable, except where exceptional circumstances beyond the student's control areinvolved. Requests for extensions on compassionate or medical reasons should be made to the lecturerconcerned and should be supported by medical certificates or other relevant documentation. Requests forextensions on other than medical grounds must be made at least a fortnight before the submission date -unless unforeseen circumstances intervene.N.B.Penalties apply for late submission of written work where extensions have not been negotiated.School Policy is that 5 percent of the maximum possible mark per working day will be deducted.In the case of work where only a satisfactory/unsatisfactory grade is given, the lecturer concernedhas discretionary power to accept, or not, products handed in after the negotiated date forassessment toward successful completion of the course concerned.It is also School Policy that all written products will normally be returned to students within a monthat the latest after submission.To use quotations, paraphrasing, referencing and attribution in accordance with accepted academicconventions and with any explicit instructions given by the assessor.Plagiarism of the work of others is treated with extreme seriousness by the University. For a summary of theUniversity’s Rules on Plagiarism, please see Appendix G.FACILITIES AVAILABLE IN THE SCHOOLPost Graduate students have access to the following facilities:Test Library (Room 114) – Wanda ProkopiakGeneral OfficeArranging photocopying of questionnaires, envelopes, fax facilityOnce you have set up your photocopying account the photocopier for your use is located in Rm409.Questionnaire copying does not have to be paid for from your personal photocopying account, however yoursupervisor will need to sign a request form available from the General Office.For envelopes you will need to fill out a request form available from the General OfficeSwipe Card deposit $10After hours building accessLockers $10 depositComputer facility (Room 258)General Office staff in room 408 will be availableduring office hours of 10am to 4pm daily to assist youwith these.For all computing enquiries you will need to contact the ITS Helpdesk on 8303 3000. A phone will beavailable in the computing labs on level 2 which will be available for students to use.Video facility – See Lynda Klopp Room 418.Borrowing of timers, microphones, tape recorders and tapes, laptop computer, data projector, videotapes, video cameras see Lynda KloppCOMPLAINTSIt is preferable in the first instance to approach the person concerned. The University is committed, whereverpossible, to resolving complaints at the local level. This means that you should attempt to resolve complaintswith the person responsible for the service the complaint is about. This person will usually be the CourseCoordinator or, where necessary, the Program Coordinator. However, if you are unsure which member ofMaster of Psychology (Clinical) Program Handbook 201233

staff you should approach, you can ask the School’s General Office or the University’s Student Centre. Youcan obtain further information on making a complaint from the University’s webpagehttp://www.adelaide.edu.au/student/policies/complaints/ or from the pamphlet “Making Complaints”, which isavailable from the School’s General Office.This includes any personal interactions that may cause you anxiety or embarrassment. Information ondealing with this can be found at http://www.adelaide.edu.au/hr/equity/fair_treatmt/COMPUTINGThe School has provided Masters Students with their own computer laboratory in Room 221 to enable themto produce their own theses. This facility is managed by the University’s Technology Services. Please reportany faults via the white phones located in both computing labs on 33000.COPYING FACILITIESStudents are expected to meet the expense of photocopying materials, either by using the Barr SmithPhotocopying Service or by reimbursing the School Office for using School machines and paper. In order touse the School copier students can use their Student ID for a PIN number. At the end of the year the numberof copies associated with each PIN number will be read from the photocopier and a charge of 6 cents perpage will be charged to each individual. When a supervisor considers that the material to be copied isessential for research purposes (such as the photocopying of stimulus materials, tests, and questionnaires)the copies will be made without charge. In such cases the School copying machines may be used, byarrangement with the School Office. Students must complete a photocopying request form (available fromthe General Office) in such cases.MYUNI AND STUDENT EMAILStudents should become familiar with MyUni, our online course management system(www.myuni.adelaide.edu.au), as lecturers will be using it to communicate announcements to students.MyUni also contains a student email facility, and this will be used by the School to communicate with you.Your address will be firstname.lastname@student.adelaide.edu.au.If you wish to receive such communications on your home email, you can arrange to have mail forwardedthrough http://www.adelaide.edu.au/its/webmail/userguide/vacation_fwd.html#forwardYou should be aware that if information has been posted on MyUni or sent to your student email address, itwill be assumed that you have read it.PASSWORDSIf you have forgotten or you wish to change your password please go to the following sitehttp://www.adelaide.edu.au/its/accounts/password/OFFICE FACILITIESInternal or external mail addressed to students will be placed in their individual pigeonholes in Room 526.Students should not enter the School General Office other than to use the photocopier, nor can they makeprivate use of the Office or its equipment. In particular, the General Office telephone is not to be used forprivate purposes; public telephones are available outside the main entrance to the Hughes Building, in theUnion Building and elsewhere on the Campus. However, permission may be granted to use a telephone ifthis is required to contact research subjects, organisations, etc. Please consult your supervisor about this, ifnecessary.Master of Psychology (Clinical) Program Handbook 201234

SCHOOL OF PSYCHOLOGY SEMINARSAll students should attend School Seminars, held fortnightly on Thursdays from 12 noon to 1.00 p.m. inRoom 322 during both Semesters. Active researchers and clinicians present on their work, and this isfollowed by questions and discussionPrograms will be emailed to students and they are available on the School website athttp://www.adelaide.edu.au/psychologyTHE POSTGRADUATE SEMINAR PROGRAMThe School has developed a postgraduate seminar program as part of the core component of the “structuredprogram” provided for all new PhD candidates. The structured program forms part of the courserequirements for the PhD degree and the major aim of this program is to ensure that new students areproperly inducted into the School. Major components to this program were a series of presentations by thepostgraduate coordinator about School resources, student-supervisor relationships, developing a researchproposal, presentation skills, research project writing, managing a research project, and so on, and a numberof presentations by students that ranged from preliminary research plans, to accounts of ongoing researchand successfully completed projects. This forum also provides a structure for informal socialising bothbetween postgraduate students and with staff.The success of this program has encouraged us to think that there will be benefits, both to the School and tostudents, from extending the program to include a wider circle of senior research students. This should helpto foster a culture of connectedness across Honours and postgraduate levels. Benefits to Honours andMaster students who attend will be exposure to a diverse range of research interests within the School,opportunities to develop a wider circle of acquaintances among research students, and access to a forumwithin which a range of research related skills and other research issues will be discussed.Thus, the School has invited all students enrolled in the Master of Psychology (Organisational and HumanFactors), Master of Psychology (Health) and Master of Psychology (Clinical) programs and all Honoursstudents to participate in the postgraduate seminar program, both by attending but also, should they wish todo so, by making a brief presentation about research plans.THE BARR SMITH LIBRARYYou will find that Library research and reading will be an essential part of your program of study. To help youfind your way around the Library and its collections, there are a number of services provided. Maureen Bell isthe Course Librarian for Psychology and she can help you find material for tutorials, essays, etc. Please feelfree to ask for help. Her telephone number is 8303 5214 and her email address ismaureen.bell@adelaide.edu.au.You can also seek assistance at the Information and Reference desk or check the Psychology Internetresources at http://www.adelaide.edu.au/library/guide/med/psychol/If you are unfamiliar with the Library, make sure that you attend the general library tours during OrientationWeek.APS STUDENT SUBSCRIPTIONSMaster of Psychology (Clinical) Program Handbook 201235

Students may become student subscribers of the Australian Psychological Society. Application forms areavailable on the Internet from the APS website at www.psychology.org.au. Early application is advisablebecause of the delays that occur in processing applications.PSYCHOLOGY STUDENTS ASSOCIATIONPSA is a student society for psychology students at the University of Adelaide. Membership is open toanyone who wants to join, and is obtained by paying a small annual fee. The society currently has bothundergraduate and postgraduate members, along with students of other disciplines, non-students, and evena few lecturers and School staff.The society aims to raise awareness of Psychology as a discipline, provide services to the student body andact as a social club. Previous activities include sausage sizzles, a pub-crawl, and a series of seminars.The PSA AGM will be held early in Semester 1, and prospective members are welcome to come and signup, offer suggestions, or even run for office. Come and help to make 2009 an even bigger and better year forthe PSA!You can contact the PSA at PsychStudentsAssoc@gmail.comGETTING HELPThe lecturing staff members of the Psychology School are here to assist you in your studies and you shouldhave no hesitation in approaching them with particular problems and difficulties relating to your studies. Thetimes at which staff members are usually available for consultation are displayed on the doors of their offices,which can be located from the directory in the foyer of the School Office on the ground floor of the HughesBuilding.Students who have a disability which they believe will in any way prejudice their successful completion of theprogram are advised to discuss the matter with the Program Coordinator at the beginning of the year, so thatpossible satisfactory alternative arrangements may be made.Particular services to which attention is drawn are:Language and Learning Service of the Advisory Centre for University Education - this provides a series ofcourses and workshops relating to study skills throughout the year. Some of these are specifically addressedto the needs of students for whom English is a second language. www.adelaide.edu.au/ltdu/Mathematics Learning Centre - this provides bridging and revision courses in mathematics for all AdelaideUniversity students for assistance with mathematics and statistics. It runs a free drop-in service that allowsstudents to consult with tutors about maths or statistics problems. No appointment is required.http://www.adelaide.edu.au/professions/plc/Current online modules available through MyUni include:• Essay Writing• Paragraph Writing• Cohesive Writing• Communication Skills• Plagiarism and Referencing• Researcher Education and Development also has online training packages relevant topostgraduate psychology students, including:• Writing a thesis or dissertation in your discipline• Writing a research proposal• Plagiarism and independent research writingMaster of Psychology (Clinical) Program Handbook 201236

• Citation is more than referencingThe University provides a Counselling Service, staffed by qualified psychologists, to help students inovercoming personal problems, www.adelaide.edu.au/counselling_centre/.At the Counselling Service, individual counselling and group sessions of various kinds are available. Fromtime to time personal development programs are conducted. The counsellors observe strict professionalconfidence. The Service is independent of Faculty and other administrative functions and no informationgiven in counselling is reported or discussed without the expressed wish of the individual. The CounsellingService is free, voluntary and generally by appointment but in urgent circumstances a counsellor can usuallybe available at short notice. You can contact the Service by calling personally at Ground Floor, Horace LambBuilding or telephone 8303 5663.University Health is available for medical consultation, and this is a bulk billing practice. It is locatedopposite the Horace Lamb Lecture Theatre (telephone: 8303 5050; fax: 8303 6464).Aboriginal and Torres Strait Islander students may also contact Wilto Yerlo for assistance,www.adelaide.edu.au/wilto_yerlo/HEALTH, SAFETY AND WELLBEING (HSW)Under the South Australian Occupational Health, Safety and Welfare Act, 1986, students have aresponsibility to work safely, taking reasonable care to protect their own health and safety and that of otherstudents and staff. Specific responsibilities are outlined in the University’s Health, Safety and WellbeingPolicy. You can obtain further information from the Health Safety and Wellbeing homepagehttp://www.adelaide.edu.au/hr/ohsThe School’s Health & Safety Officer Lynda Klopp will give you a briefinduction at the commencement of the year.FURTHER INFORMATIONIf there is anything further you wish to know that is not covered in this handbook, please feel free to consultDr Linley Denson Semester I, Dr Rachel Roberts Semester II or the Psychology Office on 8303 5693.Master of Psychology (Clinical) Program Handbook 201237

APPENDIX A: PROGRAM RULES MASTER OF PSYCHOLOGY(CLINICAL)1 Duration of programMaster of Psychology (Clinical)1.1 Except with the permission of the Faculty, the courses of study and the dissertation shall becompleted in not more than two years of full-time study or four years of part-time study.1.2 A student whose work on the Program is interrupted for a reason acceptable to the ExecutiveDean may be granted an intermission of candidature by the Head of School of Psychology onbehalf of the Faculty. If such an application is approved the maximum period specified in clause1.1 will be adjusted accordingly by adding the length of the intermission.2 Admission2.1 An applicant for admission to the program of study for the degree of Master of Psychology(Clinical) shall have qualified for an Honours degree of Bachelor, with Honours in Psychology, ofthe University of Adelaide or for an Honours degree of another institution accepted for thepurpose by the University (minimum of Second Class, Division A Honours and an individuallyconductedresearch project carrying 33% or more of the years work).2.2 Status, exemption and credit transfer2.2.1 The Faculty may grant such status for other studies undertaken in the University or otherinstitutions in any course as it may determine up to a maximum of 8 units, provided thatany such course has not been presented for another degree.2.2.2 Except by the special permission of the Head of the School of Psychology, no student maygain status for the course PSYCHOL 7144 and PSYCHOL 7145 Research Project inClinical Psychology for other studies undertaken in the University or other institutions.3 Assessment and examinations3.1 There shall be one of two systems of classification of pass in individual courses for the Master’sdegree: either Non Graded Pass; or Pass with High Distinction, Pass with Distinction, Pass withCredit, and Pass.3.2 On completion of the Research Project the student shall lodge with the School a copy of thedissertation prepared in accordance with directions given to students from time to time. Nodissertation or material presented for any other degree within this or any other institution shall besubmitted.3.3 Two examiners of the Research Project will be appointed by the Head of School. Both examinerswill normally be internal to the School but not include the student's supervisor.3.4 Review of academic progress3.4.1 A student who fails a course and desires to take the course again shall again attendlectures and satisfactorily do such written and practical work as the teaching staffconcerned may prescribe.3.4.2 A student who has twice failed a course may not enrol for that course again except byspecial permission to be obtained in writing from the Faculty and then only under suchconditions as may be prescribed. Attendance is required for at least 80% of the sessions inany compulsory course. A student who fails this requirement will not be eligible forexamination unless there are extenuating circumstances.Master of Psychology (Clinical) Program Handbook 201238

3.4.3 If in the opinion of the Head of the School of Psychology a student for the degree is notmaking satisfactory progress, the Faculty may, with the consent of the Council, terminatethe candidature and the student shall cease to be enrolled for the degree.4 Qualification requirements4.1 Unless exempted there from by the Faculty all students will satisfactorily complete CompulsoryCourses to the value of 21 units, three eighteen week periods (of 5 half-days per week orequivalent) of placement in different institutions or organisations offering psychological servicesapproved by the Head of the School of Psychology, and a Research Dissertation.4.2 In the normal pattern of study, students enrolled on a full-time basis will complete the coursesPSYCHOL 7130, PSYCHOL 7131, PSYCHOL 7132, PSYCHOL 7134, PSYCHOL 7135,PSYCHOL 7136, and one placement PSYCHOL 7141, during first year. They should also dopreliminary work on their research project although they will not enrol formally until second year.During second year they will complete, two further placements PSYCHOL 7140 and PSYCHOL7143 and the research project PSYCHOL 7114a and .PSYCHOL 7114b. Students may wish toconsider linking the research project to one of the placements. For the normal pattern of study forstudents enrolled on a part-time basis, see the program handbook.4.3 Academic programUnless exempted by the Faculty of Health Sciences, every student for the degree shallsatisfactorily complete the following three components:4.3.1 Coursework coursesPSYCHOL 7130 Evidence-based Practice 3PSYCHOL 7131 Interviewing & Interventions 3PSYCHOL 7132 Psychological Assessment 3PSYCHOL 7133 Abnormal Psychology 3PSYCHOL 7134 Health Psychology 3PSYCHOL 7135 Clinical Neuropsychology & Disability 3PSYCHOL 7136 Advanced Child & Adult Intervention 34.3.2 PlacementsPSYCHOL 7141 Placement I 3PSYCHOL 7140 Placement II 3PSYCHOL 7143 Placement III 64.3.3 Research projectPSYCHOL 7114a Research Project in Clinical Psychology 8PSYCHOL 7114b Research Project in Clinical Psychology 84.4 Unacceptable combinations of coursesNo candidate will be permitted to count towards an award any course, together with any othercourse, which, in the opinion of the Faculty concerned, contains a substantial amount of the samematerial; and no course or portion of a course may be counted twice towards an award.4.5 GraduationSubject to Chapter 89 of the Statutes, candidates who have satisfied the requirements for anyaward of the University shall be admitted to that award at a graduation ceremony for the purpose.5 Special circumstancesWhen in the opinion of the relevant Faculty special circumstances exist, the Council, on therecommendation of the Faculty in each case, may vary any of the provisions of the Academic ProgramRules for any particular award.Master of Psychology (Clinical) Program Handbook 201239

APPENDIX B: COURSE APPROVAL GUIDELINES- APSCOLLEGE OF CLINICAL PSYCHOLOGISTS (NOVEMBER 2006)1. GENERAL INTRODUCTION AND PRINCIPLESThe College of Clinical Psychologists of the Australian Psychological Society is committed to thedevelopment of a culture of excellence in the education, training and practice of clinical psychologists.This document sets out guidelines and standards for the evaluation of University post-graduate educationand training courses in clinical psychology. It has been prepared to assist in the development and continuedappraisal of high quality courses, and to guide the process of APS College of Clinical Psychologists approvalof courses for the purposes of determining College membership eligibility.The course approval process assures the Society, through the College, that those successfully completingan approved course will be able to function at a level of professional competence and responsibility thatmeets the needs of clients, and enhances the standing of psychologists and psychology.The College considers the guidelines and standards to be both feasible and desirable at the present stage ofdevelopment of psychology in general, and clinical psychology in particular. Where guidelines areinappropriate or unfeasible because clinical training and practice occurs in a rural or remote setting, AOUsare encouraged to gain approval for alternative but effective arrangements prior to rather than after theaccreditation process.What is required for the approval process to proceed is evidence that the course meets the requiredstandards, or it is practicable for the course to reach the standards within a reasonable period of time, andthere is the necessary commitment and determination to attain the standards.As part of the accreditation process, site visitors will obtain feedback about the course from key personsinvolved including teaching staff, clinic staff, field supervisors and students. This feedback may be obtainedby email and/or in face to face meetings.It is recognised, however, that differences of opinion may arise in the application of the present guidelinesand standards. If such differences do arise, the APS Clinical College Course Approval Committee will makeevery effort to bring about a resolution by negotiation.The APS College of Clinical Psychologists endorses the long-standing policy of the Australian PsychologicalSociety that the preparation of clinical psychologists should be based on the “scientist-practitioner” model.The basic assumptions of this model are as follows: Psychological research, teaching of the basic disciplineof psychology, professional training of psychologists, and the professional practice of psychology are interrelatedparts of a single system, with responsibility for the total system devolving upon all who work within itsvarious components.The education and training of professional psychologists according to the scientist-practitioner modelproceeds at several levels:1.1 Mastery of the knowledge, principles and methods of the basic discipline of psychology.1.2 Training in the conceptual skills required to apply the basic knowledge principles and methods toproblems of professional practice.1.3 Acquisition of specific skills in the use of relevant procedures, technologies and techniques.1.4 Development of an orientation or mind-set which includes:Master of Psychology (Clinical) Program Handbook 201240

(a)(b)(c)a respect for evidence;a constant 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 onscientific principles and evidence, and to decrease the component that is based onunsubstantiated speculation, unanalysed experience, intuition or art. It is recognised howeverthat science progresses by a fusion of these types of cognitive processes, i.e., hypothesisgeneration often involves intuition and creative speculation followed by experimental justificationof these hypotheses.Thus within a scientist-practitioner model clinical psychologists maintain a scholarly and criticalapproach to the scientific foundations of their profession, and to the evaluation of their own practice.They also retain a desire to contribute to the further development of scientific clinical psychology, andto keep abreast of, and critically appraise, developments by others.2. GENERAL PROGRAM REQUIREMENTSIt is not the intention to specify detailed course content, but rather to suggest principles and ground rules thatshould be followed in constructing curricula.2.1 Students, staff and supervisors should be provided with a Clinical Course Handbook which contains:(a) the Guidelines of the APS College of Clinical Psychologists Course Approval Committee;(b) the reciprocal responsibilities and obligations of academic staff, supervisors and students;(c) the compulsory and optional components of the course;(d) the particular requirements of each section of the course;(e) the methods of assessment to be used;(f) the standards required;(g) the practical requirements of the course.2.2 The program must be general in character, i.e., it must cover those aspects of clinical psychology thatare common to all areas of clinical practice, thereby providing a basis for possible later specialisation(after completing the requirements of the APS College of Clinical Psychologists for membership).2.3 The program must be of relevance to a wide range of presenting problems across age ranges frombirth to death and across a variety of clinical settings.2.4 The program must maintain a reasonable balance between the transfer of knowledge, skills acquisitionand professional socialisation.2.5 Procedures and techniques taught must be derived from scientifically sound theory and must beevidence-based. The College will be guided by current, peer-reviewed scientific literature (e.g.,Cochrane database reviews) and APS, BPS, and APA publications on evidence based practice andevidence based treatments.2.6 The presentation and discussion of evaluation research data relevant to each of the areas ofassessment and intervention covered are essential. Where possible, emphasis should also be given toprimary prevention approaches to psychological and physical problems.2.7 Students must be encouraged to think critically about the scientific basis of their work, and to questiontheories and procedures that, although widely accepted, have no scientific basis.2.8 Questions of ethics must be raised as and where appropriate, and linked with the development offormal codes of ethics. Time should be set aside for the examination and discussion of particularethical issues and dilemmas in clinical practice and of their resolution; it is also desirable that students’understanding of ethical issues be assessed.Master of Psychology (Clinical) Program Handbook 201241

2.9 The course must ensure that all students become sensitive to the needs of people from a range ofcultural backgrounds, especially Aboriginal and Torres Strait Islander Australians.2.10 The course must demonstrate a commitment to systematic and ongoing evaluation of coursework,research and practicum components to ensure standards are maintained. Evaluation processes mustinclude regular clinical supervisor assessments of student performance and student evaluations ofteaching (e.g., teaching quality surveys, exit surveys) and, preferably, of clinical supervision. Resultsof these evaluations must be made available to site visitors. Course reviews by independent experts(e.g., course advisory committees) and by staff (e.g., annual planning days) are encouraged.3. RESOURCING THE PROGRAM3.1 It is not required that all staff contributing to the course be eligible for membership of the APS Collegeof Clinical Psychologists, but it is obligatory that all University staff undertaking direct clinicalsupervision be so qualified.3.2 Evidence should be provided that:(a) the staffing of the course is adequate to offer effective education and training (APAC Standards2.4.9 to 2.4.11);(b) staff-student ratios are adequate (APAC Standards 4.1.6 and 4.2.5);(c)the course has adequate administrative and clerical support, i.e., it must be demonstrated thatthere are sufficient staff members to carry out the required tasks including teaching, providingclinical supervision, organising, co-ordinating and monitoring clinical placements, providingsupport for field supervisors, offering liaison with external organisations (e.g., hospitals,community health centres and Departments of Health) and offering research supervision,assessment and monitoring of students.3.3 Staff involved in clinical teaching should be involved in regular clinical work which has relevance to thecourse, and there should be evidence that this work is recognised and supported by the University.3.4 It is also desirable that all staff members, especially those who teach clinical research skills, continueto participate in research projects of a clinical nature.3.5 The bulk of the coursework should be taught by academics with clinical qualifications. When other staffare used, they should possess suitable qualifications or expertise. When student presentations occur,they should constitute no more than 15% of the overall teaching program.4. CONTENT OF COURSEWORKKnowledge, and where appropriate, associated skills must be gained with individuals at all stages of thelifespan and across diverse clinical settings in the following core areas through formal academic teaching:Note: The numbers in the brackets represent the required minimum number of teaching hours.4.1 The systematic study of the mechanisms and aetiology of psychological disorders. (Students mustgain a critical awareness of major psychiatric systems and diagnostic criteria.) (50)4.2 The principles and methods of behavioural, psychometric and clinical assessment of significantpsychological problems. (50)4.3 The principles, procedures and techniques of psychological intervention and rehabilitation and primaryprevention of psychological disturbance. (75)4.4 Psychopharmacology. (10)Master of Psychology (Clinical) Program Handbook 201242

4.5 Research methods and evaluation. (25)4.6 Health psychology, behavioural medicine and rehabilitation. (35)4.7 Ethics and professional standards, including coverage of appropriate legislation and the NationalPractice Standards for the Mental Health Workforce (24)4.8 The additional, advanced coursework prescribed by the APAC for professional doctoral degrees mustcomprise a minimum of 48 teaching hours over the entire program (48).5. RESEARCHSee APAC Standards 4.1.20 to 4.1.25 for details concerning the research component for the Clinical Mastersand 4.2.19 to 4.2.24 for the research concerning the Clinical Doctoral degree. It is expected that the researchwill have direct relevance to the field of clinical psychology. Site visitors must be provided with titles ofresearch dissertations and theses completed since the last site visit.6. PRACTICAL PLACEMENTSPractical experience is an important component of the preparation of students for independent professionalroles in the clinical/health field. Its essential purpose is to ensure that students have appropriateopportunities to apply, under supervision, the knowledge and skills they have acquired in the education andtraining program.Models of Clinical TrainingThe preferred model for clinical training is the problem formulation and hypothesis testing approach.Following this model, individualised treatment programs are constructed on the basis of detailedpsychological assessments and history taking, and a preliminary formulation of the problem, with hypothesesto be tested. Following monitoring of the client’s response to the initial intervention, the process is revisedappropriately. On completion of the postgraduate program in clinical psychology, the student should becapable of:6.1 Reaching a detailed problem formulation on the basis of both standardised and unstandardisedassessments, and6.2 Designing and conducting appropriate individual, group, and family treatment intervention programs,with ongoing monitoring, and revision of problem formulation and interventions where necessary.Two approaches to the teaching of clinical expertise should be avoided.Unstructured training, in which the psychologist’s role is presented as essentially the practice of anart which must be acquired on the basis of long experience, has no place in courses of training forscientist-professionals.The “cookbook” approach, in which a package program (or set of assessment instruments) isselected on the basis of pre-determined criteria, is also insufficient in the teaching of clinicalinterventions. Standardised treatment programs provide a useful starting point and are appropriate forgroup interventions, but the teaching of such programs alone encourages an over-simplistic view ofclient problems.6.3 General Requirements for Practical TrainingThe Clinical Course Handbook should include a section on professional practice that sets out:(a)(b)(if applicable) details of the initial supervision of professional practice in the departmental clinic,including aims, purposes, requirements, responsibilities, methods, log keeping and assessmentprocedures;guidelines for field placement training including: course requirements; organisation andadministration of placements; the nature and requirements of the supervisory contract; thesupervisory process; the responsibilities of the field supervisor, the University clinical supervisor,Master of Psychology (Clinical) Program Handbook 201243

and the student under training; methods of evaluation; details of the basic field placementcontract, assessment procedures; and student log books requirements.6.4 Formal practical training should not begin until the students have demonstrated adequate knowledgeof clinical theory and practice, usually by the second half of the first year of the course.6.5 In order to ensure the closest possible links between the knowledge base of the course and clinicalpractice, it is desirable that the initial placement occurs in the AOU’s own clinic under a systematicprogram of observation and supervision. When the initial placement occurs in the field, the AOUassumes responsibility to demonstrate that all appropriate learning outcomes are met. Theseoutcomes include: (i) that clients are selected to match the developmental level of students (ii) thatstudents receive high levels of supervision by qualified clinical psychologists committed to thescientist-professional model, and (iii) that student performance is observed regularly (e.g., byvideotapes) to ensure shaping of clinical and professional skills.6.6 In planning courses of pacticum training, the requirements of State and Territory PsychologistsRegistration Boards should be kept in mind. Practicum within the master’s course must meetrequirements specified in the APAC standards. In addition, at least 400 of the total 1000 practicumhours shall be in face-to-face client contact in individual or group contexts. In rural settings, 100 ofthese contact hours may be via tele/videolink. Practicum within the professional doctoral course mustmeet requirements specified in the APAC standards. In addition, at least 600 of the 1500 practicumhours shall be in face-to-face client contact in individual or group contexts.6.7 The program of clinical supervision must be designed to fulfill the student’s changing developmentalneeds and meet standards for good client care. A minimum of 1 hour of supervision per placementday should occur in each placement, and total supervision time with the clinical supervisor(s) shall beat least 180 supervision hours. Doctoral students must meet supervision requirements specified for theMasters course AND obtain 50 additional hours of supervision during the 500 hours of advancedpracticum.6.8 When students are on clinical placements they should, at a minimum, have access to a shared office,with own desk and arrangements for secretarial support. They should also have access to telephonefacilities and a clinical consultation room for appointments.6.9 After the initial clinical skills training under the close supervision of course staff, students shouldreceive further supervised experience in at least 3 field placements.6.10 It is essential that the placements provide students with the experience of dealing with a wide range ofclient problems (e.g. acute as well as chronic disorders), across varying age ranges (child, adolescent,adult, older adult), settings (e.g. inpatient/outpatient, community), and use of a variety of clinical skills(assessment, treatment, and professional). Each placement should be different in focus so that eachof the above dimensions is covered adequately.6.11 It is highly desirable that placements be of sufficient duration (e.g., 2-3 days per week for 2-3 months)to enable students to take responsibility for a number of cases.6.12 In accordance with the APAC Standards 4.1.34 - 4.1.37 and 4.2.34 – 4.2.37 for practicum placements,the reciprocal responsibilities of the field supervisor, the student, and the University supervisor shouldbe agreed formally in writing. All parties should agree on the type of student experience to beprovided, the methods of monitoring student progress, and reporting and final assessmentprocedures.6.13 In consultation with supervisors, strategies should be developed to ensure the maintenance ofstandards in field placements.6.14 Mechanisms should be provided for ongoing assessments of the contribution particular placementsare able to make to the professional development of the student.Master of Psychology (Clinical) Program Handbook 201244

6.15 A log of casework and supervision, duly signed by supervisors, must be maintained for eachplacement to demonstrate that College requirements governing nature and hours of casework andsupervision are satisfied.6.16 All placements should be visited by a member of the course team at least once during eachplacement. Ideally there should be a visit at the mid-point of placement.6.17 Both the supervisor and the student should submit a report on the student’s experience andperformance at the end of each placement, with provision for the student to respond to comments bythe supervisor.6.18 The clinical program should provide workshops in collaboration with field supervisors relating tosupervision skills to encourage high standards of supervision.6.19 The clinical program should provide continuing education programs which supervisors and graduatescan attend.6.20 Distance supervision may apply only where the actual travelling distance between the approvedsupervisor and the placement setting is in excess of one (1) hour or 100 kilometres and in a placementsetting where there is no other qualified and experienced supervisor available.6.21 Distance supervision may be appropriate whether the student is enrolled on a full or part-time basis.6.22 No more than 300 hours of practicum time may be supervised by the distance supervision method.6.23 Distance supervision may not apply to the student’s first placement, unless the student has had atleast two (2) years of employed experience as a psychologist in a clinical setting.6.24 Face to face contact between the student and intending distance supervisor must occur prior to thestart of a distance placement, for the purpose of ensuring placement readiness. Adequate competencywith test administration, interviewing and therapy procedures should be determined at this time.6.25 A regular distance supervision contact time must be specified. A one (1) hour telephone contact eachweek is the minimum acceptable contact time.6.26 The student must provide the distance supervisor written reports of the previous session and plans forthe next session, for each client, at least 24 hours before the distance supervision weekly contact. Thismay be an email, fax or posted written report.6.27 The student must submit to the distance supervisor a minimum of one (1) audio-taped session foreach client seen. Client consent forms must be obtained, indicating an understanding that tapedsessions may be sent be secure post to the distance supervisor, and subsequently erased.6.28 Course criteria for an appropriate distance supervision setting must be specified in writing, in advanceof the placement, and maintained on file. The following should be specified:• A written description of the placement setting, including treatment orientation;• An indication of the type of clients attending the setting• Basic materials available to the student (tests, treatment handbooks)• Agency guidelines for client emergencies• Senior personnel available to the distance student (whether or not such persons havepsychological training)Master of Psychology (Clinical) Program Handbook 201245

6.29 The post-graduate clinical course must provide a basic set of handbooks for loan to the distancestudent, in the event there are insufficient assessment/therapy resources in the distance placementsetting.6.30 Course staff undertaking distance supervision of a student must have had previous supervisoryexperience in a regular (non-distance) placement situations and preferably this should have occurredat the same academic institution where distance supervision is to be undertaken.6.31 In the event of a distance supervision placement failure, the student’s “make-up” placement may notoccur in a distance supervision situation.6.32 Students in the distance supervised placement must satisfy all other requirements for placementsspecified in the Course Approval Guidelines. In the case of the requirement to maintain a log of clientcontact hours and supervisory time: it is recommended that supervisory method be specified (phone,video, audio-tape, teleconference, etc.).7. ASSESSMENTAssessment components in coursework and assessment methods in clinical practica must be carefullydesigned to capture application and skill competencies in both clinical assessment and intervention domains.An excessive reliance on essays, seminar presentations, and self report of one’s case management isinadequate.7.1 Assessment of student competence should include performance in academic, clinical (professional)and research domains.7.2 Programs have a responsibility to develop assessment processes that are appropriately objective, andwill ensure that students whose behaviour is professionally incompetent or unethical do not obtain aformal qualification in clinical psychology.7.3 Programs must specify the general criteria for satisfactory performance in clinical placements, and inorder to facilitate evaluation of student skill development, criteria for competent clinical performance,should be specified in writing.7.4 The assessment of clinical competence should include evaluation of a minimum of four written casereports (of at least 2000 words) at some point in the program. The reports should provide details of thepresenting case, describe the trainee’s work, and justify the methods used.7.5 Assessment of case material should be carried out by qualified clinical psychologists.7.6 Programs should ensure there is a procedure to deal with placement failure, such as extension of thetraining period if continuation of training is judged to be appropriate.Master of Psychology (Clinical) Program Handbook 201246

APPENDIX C: RECORDING OF PROFESSIONALDEVELOPMENTRECORD OF PROFESSIONAL RELEVANCEName:___________________________________________Type of activity: ______________________________________________________________(e.g. reading, audio-visual)Title of activity/resource: ______________________________________________________Name of presenter/author/website: _____________________________________________Date activity completed: _______________________________________________________Duration of activity:Please give a brief outline of the content of the activity:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Briefly explain how this activity was relevant to your professional development:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Master of Psychology (Clinical) Program Handbook 201247

Signed: _____________________ Date:____________Master of Psychology (Clinical) Program Handbook 201248

PROFESSIONAL DEVELOPMENT LOG SHEETName:_____________________________________________________ This is a modified version of the Australian Psychological Society PD Log SheetDate Title of Activity Duration Activity TypeSignature: _________________________________Date: _______________________Duration:e.g., 2 hours, half a day, full day, etcActivity Type: seminar, lecture series, conference, workshop, supervision, video club, etcNote: For any PD activities of a more self-directed nature that cannot be otherwise verified (e.g., self-directed reading, internet-based learning, etc.) a “Record of ProfessionalRelevance‟ form must be completed.

APPENDIX D: INSTRUCTIONS FOR EXAMINERSMaster of Psychology (Clinical)Research Project in Clinical Psychology, PSYCHOL 7114a/7114bExamination of the ReportStudent name:Report title:Date of Distribution:Return date:INSTRUCTIONS TO EXAMINERSThe Research Project accounts for 33% of the assessment weight within the Master of Psychology (Clinical), and students areexpected to spend about seven months full time equivalent on it. The scope is therefore similar to that of an Honours researchproject in Psychology.This research report is presented in two parts:a) a comprehensive literature review of approximately 5000 words in length, excluding references, and,b) an empirical study that has been prepared in the format of a publishable journal article, of not less than 5000 words.You are requested to examine both components of this report and to grade them independently of one another. On completion of theexamination, weightings of 70% for the write up of the empirical study and 30% for the extended literature review will be appliedadministratively to determine the final grade for the research report.Literature review.Students are required to produce a critical review of the literature relevant to their chosen topic within clinical psychology. Thisreview should resemble a literature review article and is expected to be about 5000 words in length excluding references. The reviewshould follow APA style and referencing guidelines. Students are aware that this literature review must “stand alone” as a piece ofscholarly work and that it will be assessed as a comprehensive review of the literature relevant to their empirical study, but completein its own right. As such it should build a strong argument for the value of further research that might be conducted in the chosenarea, but should not go into detail about the proposed empirical study , nor pre-empt the journal article to follow by presentingaims and hypotheses for the empirical study.The following questions may be helpful in evaluating the literature review.• Is the review well set out and logically structured?• Are concepts / technical terms / acronyms properly defined?• Are references given for the statements and authors of opinions?• Is the review sufficiently broad as well as deep?• Are different viewpoints presented cogently and with adequate critical appraisal?• Has the student demonstrated an ability to make informed judgments about the relative quality of different types ofliterature and different studies examining the same research question?• Has a synthesis of the literature been achieved, leaving the reader clear about what is known, what has not beenaddressed and what remains contentious in the literature?Master of Psychology (Clinical) Program Handbook 201250

• Is there a well developed “story” presented by the review?• Are areas for future theoretical, empirical and/or experimental exploration identified?Journal article about the empirical studyThe student’s empirical study has been written up in the format of a publishable journal article. Students have been asked tonominate a target journal and write up their Article so as to conform to the content and style requirements of that journal with theexception of word count (stipulation of at least 5000 words, but not exceeding higher limits imposed by the journal of choice).Students are aware that the Report will be assessed by two independent examiners, who will prepare separate evaluation reports(as do the reviewers of a manuscript submitted for journal publication).It is not an essential requirement that the student’s Article about their research project should be immediately publishable, although itis hoped that this will be the outcome in many cases. The School of Psychology does recognise that there may be reasons why anotherwise well conceived, designed and executed study may not be ready for publication; for example, further data may need to becollected in order to establish the robustness of the results so far obtained. It should be possible, therefore, for a well written Reportbased on such a study to be awarded a high grade by its examiners.Examiners should evaluate the Article in terms of both its content and organisation. Some questions, adapted from the PublicationManual of the American Psychological Association may be helpful in this regard:• Is the topic appropriate for the journal in Clinical Psychology that the student has suggested?• Is the introduction clear and complete?• Is there a thorough review of the appropriate literature?• Does the statement of purpose clearly and logically orient the reader?• Are the citations appropriate and complete?• Is the research question clearly defined, and are the hypotheses explicit?• Are the conceptualisation and rationale perfectly clear?• Is the method clearly and adequately described? In other words, can the study be replicated from the description providedin the paper?• If observers were used to assess variables, is the inter-observer reliability reported?• Are the techniques of data analysis appropriate, and is the analysis clear?• Are the assumptions underlying any statistical procedures clearly met by the data to which they are applied?• Are the results well set out using graphs, tables and/or quotes as appropriate?• Are the results and conclusions unambiguous, valid, and meaningful?• Is the discussion thorough? Does it stick to the point and confine itself to what can be concluded from the significantfindings of the study?• Is the paper concise?• Is the manuscript prepared according to the style outlined by the specified journal? Where no style is clearly articulated bythe journal instructions to authors, has APA style been used?The University of Adelaide has specified the range of marks corresponding to different assessment grades. These are shown below,together with a brief verbal description which we have added as a guide for students and examiners. Examiners are asked to applythis grading scheme to both the literature review and the journal article that they have been given to examine. In doing so, thequestions indicated above may serve as a useful guide, while the likely complexities and constraints involved in conducting clinicallyrelevant research of this kind should also be borne in mind.We would ask that you return the student’s Report and your examiner’s marks and comments on it to the general office School ofPsychology, University of Adelaide. Please ensure that your remarks provide a balanced appraisal of the strengths and weaknessesof the work submitted by the student, and not just a one-sided perspective. Your assessment report will be shown to the student aswell as to the internal supervisor. If you wish, you may ask that your identity remains confidential.Each thesis is examined by two examiners. Once the overall grade for the research report awarded by each of the examiners hasbeen determined, the average of the two overall grades will constitute the final grade for the report. Where there is a discrepancy of7 or more marks out of 100 between the two grades awarded for the product, this will trigger a review process. If the discrepancyMaster of Psychology (Clinical) Program Handbook 201251

cannot be simply resolved by appropriate discussions between the subject co-ordinator and the two examiners, a third independentexaminer will be appointed and the most discrepant of the three marks awarded will be discarded.Thank you very much for assisting with this component of the training of clinical psychologists within our School.Dr. Matthew DaviesGRADING SCHEMEPass (50-64)The student’s work satisfies the basic requirements relating to knowledge, and demonstrates evidence ofproficiency sufficient to be considered adequate or satisfactory.Credit (65-74)The student’s work demonstrates the ability to use and apply fundamental concepts and skills, with evidenceof going beyond the mere application of ideas and constructs, such as the awareness of relevance, and someevidence of analytical and evaluative skills.Distinction (75-84)In addition to meeting the criteria for a Credit, the student’s work demonstrates an awareness andunderstanding of deeper and more subtle aspects of Psychology as a discipline, such as the ability to identify,comprehend, and generate arguments relating to critical issues or problems, the ability to solve non-routineproblems with competence, the ability to apply ideas and procedures to novel situations, and the ability toevaluate critically these applications.High Distinction (85 or more)In addition to meeting the criteria for a Distinction, the student’s work demonstrates imagination, originality orflair, based on superior levels of proficiency in all program objectives.Fail (0-49)The student’s work falls short of demonstrating the requirements considered basic and essentialAPPENDIX E: RESEARCH ETHICS AND PRACTICEMaster of Psychology (Clinical) Program Handbook 201252

Students and research supervisors are required to comply with the National Statement on Ethical Conduct inHuman Research (2007) (National Statement). It consists of a series of primary guidelines for researchers,Human Research Ethics Committees (HRECs), and organisations, which are made in accordance with theNational Health and Medical Research Council Act 1992. It can be downloaded as a pdf, and is availableonline at http://www.nhmrc.gov.au/publications/synopses/e72syn.htmAdditional useful information on research ethics and practice (including authorship, intellectual property, etc)is available in the University of Adelaide’s Research Student Handbook, which can be downloaded from:http://www.adelaide.edu.au/graduatecentre/forms/rs_handbook_2007.pdfThe School of Psychology Human Ethics Subcommittee is Chaired by Ass/Prof Paul Delfabbro. Theproforma for applying for approval is available athttp://www.adelaide.edu.au/psychology/docs/ethics/ethicsproforma.pdfAPPENDIX F: CLINICAL ETHICS AND PRACTICEStudents and clinical supervisors are required to comply with all state and national legislation, includingOHSW and mandatory notification legislation.In particular, students must comply with the SA Psychological Practices Act, regulations and Code ofProfessional Conduct and Practice, which are available athttp://www.sapb.saboards.com.au/They must also comply with the APS Code of Ethics (updated September 2007, available to APS membersand student members) and the National Practice Standards for the Mental Health Workforce (which can bedownloaded as a pdf from http://health.gov.au/).Students on placement must make themselves aware of, and comply, with the policies and procedures oftheir host agencies, and for state government agencies this includes the SA Public Sector Code of Conduct.(Available at http://www.cpe.sa.gov.au/ref_docs/Code.pdf)APPENDIX G: PLAGIARISMPlagiarism is treated with extreme seriousness by the University, and penalties are severe. Ensure:(i) that you always cite your sources;(ii) that author references are given when you “paraphrase” or summarise any author’s work orportion thereof;(iii) that you always put quotation marks around direct quotations and cite the reference.NEVER rephrase another author’s work by changing one or two words and presenting it as your own.Take extreme care that you do not “inadvertently” make an unacknowledged verbatim quote. Infringementof the above principles constitutes plagiarism and places you at extreme risk of disqualification.Below are some extracts from the University’s Policy Statement on Plagiarism, Collusion and RelatedForms of Cheating. The full text, and some definitions of the terms used, can be found on theUniversity’s website at www.adelaide.edu.au/policies/?230.Issues Associated with Plagiarism, Collusion and CheatingFor students, plagiarism, collusion and other forms of cheating are expressly forbidden under theUniversity’s Rules for Assessment, which state that:1. No student will submit for assessment any piece of work that is not entirely the student's own,except where either:(a) the use of the words, designs, computer code, creative works or ideas of others isappropriate and duly acknowledged, orMaster of Psychology (Clinical) Program Handbook 201253

(b) the assessor has given prior permission for joint or collaborative work to be submitted.2. No student will submit as if they were genuine any data or results of laboratory, field or otherwork that are fabricated or falsified.3. No student will assist any candidate in any piece of assessed individual work, and no studentshall accept assistance in such a piece of assessed individual work, except in accordancewith approved study and assessment schemes.4. No student will submit the same piece of work for assessment in two different courses,except in accordance with approved study and assessment schemes.Any form of cheating in examinations is expressly forbidden in Section 4.5 of the University’sExaminations Policy.The University regards all plagiarism as unacceptable. At the very least, unintentional plagiarism is alowering of the standards of academic integrity and an impediment to student learning. Where plagiarismis intentional and/or systematic, it is cheating. In order to maintain high standards of academic integrity it isthe obligation of every member of the University to know and respect the rules concerning plagiarism, andto seek and foster a learning environment that encourages the development of academic skills that areappropriate for each discipline. Plagiarism is always unacceptable but can occur as a result of inadequateunderstanding of the procedures of appropriate referencing or because of a lack of skills in academicwriting.3.3 Responsibilities of the StudentEngaging in plagiarism impedes a student’s ability to learn. It is each student's responsibility to:3.3.1 Read and abide by all instructions distributed by theUniversity/Faculty/School/Department/Teaching Staff including course guides, assessmenttask requirements and the Rules for Assessment (based on existing Statute Chapter 17) andthe University Policy Statement on Plagiarism, Collusion and Other Forms of Cheating.3.3.2 Seek assistance with their learning and assessment tasks if they are unsure of appropriateforms of attribution and referencing for their discipline.3.3.3 Submit assessment tasks according to staff instructions.3.3.4 Submit for assessment, whether by examination or otherwise, only their own piece of work,except where:i the works of others is appropriately acknowledgedii the assessor has required, or given prior permission for group or collaborative work tobe submitted.3.3.5 Not allow their own assessment work to be copied by another student with the intention todeceive the assessor.3.3.6 Not produce all or part of an assessment work for another student with the intention todeceive the assessor.3.3.7 To use quotations, paraphrasing, referencing and attribution in accordance with acceptedacademic conventions and with any explicit instructions given by the assessor.3.4 Types of plagiarism, collusion and other forms of cheating that will incur penaltiesPlagiarism that will incur penalties can take several forms:i Presenting works in any format, without appropriate attribution to the original source (seeexamples given in Guidelines and Procedures for Implementing the Policy Statement onPlagiarism, Collusion and other Forms of Cheating).ii Paraphrasing sentences or whole paragraphs without due acknowledgement by reference tothe original work.Related forms of collusion and cheating that will be treated in the same way as direct plagiarism include:iii Submitting assessment work with the intention to deceive the assessor as to the contributionmade by the student submitting the work.iv Students separately submitting the same piece of work with the intention to deceive theassessor as to the contribution they have made to the assessment work.Master of Psychology (Clinical) Program Handbook 201254

vA student submitting the same piece of his or her own work for two (or more) differentcourses, without the assessor’s permission.For forms of cheating in examinations, refer to the University’s Examinations Policy.PenaltiesThe penalties associated with plagiarism are designed to impose sanctions that reflect the seriousness ofthe University’s commitment to academic integrity. Penalties may include revising and resubmittingassessment work, receiving a result of zero for the assessment work, failing the course, expulsion and/orthe imposition of a financial penalty.The University keeps a central register of cases of student plagiarism (Plagiarism Register) to assist in thedetection of students committing multiple offences in different courses. The Register is held by theRecords Management Office and is maintained by the Office of the Executive Director, Student and StaffServices.APPENDIX H: UNIVERSITY GUIDELINES S FOR SECUREPASSWORDSThese guidelines apply the principles of the Information Technology Acceptable Use Policy relating to theselection and use of computer account passwords. They should be read in conjunction with the Policy.1. Your password is a confidential piece of information that identifies you to the University computersystems. You are responsible for any activity initiated from your computer account. The onlyexception to this is where it is established that the activity was done by another person who gainedaccess to your account through no fault of yours.2. To protect yourself from unauthorised use of your account by others:Never tell your password to someone else, including your manager or supervisor.Do not write your password down unless it is absolutely necessary. If you must write it down,store it in a private, physically secure location.If you receive a document which displays the password for your account (eg, when a newaccount is created for you, or after you have requested that your password be reset), keep thedocument in a secure place and change your password as soon as possible.When you change your password, select a password that you know other people will not easilyguess.Change your password regularly.If you are about to type your password and someone is near you, take care that they cannot seewhat you type.If you suspect someone else has used your account, report it to the Help Desk or yourcomputing support staff immediately.If the security of your password has been compromised, you should change it immediately.3. When choosing a password, follow these guidelines:Use at least 7 or 8 characters.Use a combination of upper and lowercase letters, numbers and punctuation, whereverpossible.Select a password that is easy for you to remember, but not for others to guess.Do not use your login name or user name in any form (reversed, capitalised, doubled, etc).Do not use your first, middle or last name in any form.Do not use any nicknames you may have.Do not select obvious passwords, such as the name of a close relative, friend or pet.Do not use other information easily obtained about you. This includes your birth date, licenseplate numbers, telephone numbers, the brand of your car, the name of the street you live on,etc.Master of Psychology (Clinical) Program Handbook 201255

Do not use a word contained in English or foreign language dictionaries, spelling lists or otherlists of words.Do not use a password of all digits or all the same letter.4. From time to time, your choice of password may be tested to ensure that it is secure.APPENDIX I: RESEARCH PROJECT SUPERVISORSSCHOOL OF PSYCHOLOGY STAFFFurther information about the current research interests of staff (including Clinical and AffiliateLecturers) may be found on the School website; http://www..adelaide.edu.au/psychologyProf Martha AugoustinosRoom 521 Hughes Building; telephone: 8303 4627; email: martha.augoustinos@adelaide.edu.auI am happy to discuss thesis supervision in the following areas of social psychology:• Discursive studies of racism.• National identity and nationalism.• Social categorization, stereotyping and prejudice.• The Human Genome Project, specifically, genetic essentialism arising from reported advancesin the new genetics.Assoc Prof Nick Burns,Room 512, Hughes Building; telephone: 8303 3965; email: nicholas.burns@adelaide.edu.au.The Individual Differences and Computerised Assessment Laboratory undertakes research in differentialpsychology. Particular interests are models of intelligence and personality, especially computerisedassessment of these constructs. Recent Honours projects have included studies on: inspection time inhierarchical models of cognitive abilities; the effects of sustained visual attention on subsequent auditoryinformation processing; validating a computerised test of fluid ability for children; measuring inspection timein very young children; and using computer-game-like tests in assessment of children and adults. I am happyto discuss any student research proposal broadly consistent with these interestsYvonne ClarkRoom 721a Hughes Building; telephone: 8303 5007; email: yvonne.clark@adelaide.edu.auMy research interests are in the areas of• Cultural and cross-cultural psychology, assessment, therapy and initiatives in relation to AustralianAboriginal people• Child development in particular attachment and bonding, childhood sexual abuse and adolescentsexual offending (particularly in relation to Aboriginal people)• Mental health, health, racism, lateral violence, cultural competency (in relation to Aboriginal people)I would be happy to have a further chat about any of the above or other topics of interest that relate toAustralian Aboriginal and/or Torres Strait Islander peopleOther projects may also be done in conjunction with Rus Nasir Co-ordinator of the Yaitya PurrunaIndigenous Health unit, situated within the Faculty of Health Sciences.Dr Matthew DaviesRoom 522 Hughes Building; telephone: 8303 5259; email: m.davies@adelaide.edu.auMaster of Psychology (Clinical) Program Handbook 201256

I have a strong interest in the ‘third-wave’ cognitive-behaviour therapies, such as Acceptance andCommitment Therapy and Mindfulness-Based Cognitive Therapy. As a practicing psychologist, I have abroad interest in adult psychological disorders such as anxiety and depression. I am interested in researchaimed at better understanding the cognitive-behavioural factors that underlie and maintain these disorders.My research interests are in the area of clinical psychology, and include:• Cognitive-Behaviour Therapy• Acceptance and Commitment Therapy• Mindfulness-Based Cognitive Therapy• Adult psychological disordersAssoc Prof Paul DelFabbroRoom 506 Hughes Building; telephone: 8303 4936; email: paul.delfabbro@adelaide.edu.auMy principal research interest is in the area of human learning and behaviour. I would be particularlyinterested in supervising projects relating to:• The application of learning principles to human behaviour.• The psychology of gambling.• Risk-taking, risk perception and its correlates.• The management of challenging adolescent behaviours.I can also assist in the supervision of projects concerning the effects of child protection and placementservices upon children’s psychosocial well-being (but only if you work in this area and have access to youngpeople in this situation).Dr Linley DensonRoom 516 Hughes Building; telephone: 8303 4128; email: linley.denson@adelaide.edu.auResearch Interests include:• Baby boomers’ & older people's health, cognition and lifestyle choices• Carer responsibilities in multi-generational families• Cognition in schizophrenia• Health outcomes and health service usage• Mixed methods researchDr Lisa Kettler (2 nd Semester)Room 514 Hughes Building; telephone: 8303 5737; email: lisa.kettler@adelaide.edu.auFor this year, I would be happy to supervise Honours projects about the following topics:• Adherence to psychological treatments• Attitudes towards passive smoking among young adults• Child or adolescent mental health, eg. anxiety or depression• Projects generally related to developmental psychology, clinical psychology or health psychologyStudents should be aware that most of these topics would require a firm, early commitment to a project, andgood organisational skills, in order for the project to be feasible within the constraints of the Honours year.Dr Neil Kirby (2 nd semester)Room 708 Hughes Building; telephone: 8303 5739; email: neil.kirby@adelaide.edu.auMy research interests include:Master of Psychology (Clinical) Program Handbook 201257

• Disability research including support needs and quality of life of people with disabilities and theirfamilies, evaluation of quality of life for people with disabilities in institutions and in thecommunity, assessment of adaptive behaviours including learning, behaviour management andskills training.• Organisational research including topics such as job satisfaction, job commitment, thepsychological contract, work – family issues, organizational culture and person – job fit asrelated to full time work, part-time work and casual work in Australia and internationally.• Information processing research; in particular, using Inspection time and responding timeparadigms to investigate the slower performance of the intellectually disabled, the elderly,children, adults with head injuries and those with psychiatric disabilities.Assoc Prof Amanda LeCouteurRoom 510 Hughes Building; telephone: 8303 5557; email: amanda.lecouteur@adelaide.edu.auAssoc. Prof. Amanda LeCouteur has offered to discuss projects in the general areas of ConversationAnalysis and Discursive Psychology. Such studies involve examination of talk and interaction in naturalsettings and typically focus on the fine detail of social interaction and the functions served by psychologicaldescriptions; what such descriptions accomplish in social interactions, and how they achieve accountabilityfor the speaker. Recent research has involved exploration of interaction in professional coaching boxes,analysis of the on-field talk and gesture of players, and interactions between patients and doctors duringmedical interviews.Prof Jane MathiasRoom 524 Hughes Building; telephone: 8303 5266, email: jane.mathias@adelaide.edu.auI am happy to discuss research projects that fall into the broad area of clinical neuropsychology. Thisincludes research examining the cognitive, emotional and behavioural changes associated with some type ofbrain damage or dysfunction. While this may involve research with patient groups who are known to have, orare suspected of having, some form of brain damage (e.g. Traumatic brain injury, Parkinson's Disease,stroke, etc.), it is also possible to examine the cognitive effects of a variety of different medical problems andtreatments that may compromise brain functioning (e.g. Diabetes, vascular surgery etc.). I am also interestedin research that examines the impact of these disorders on carers and family members, and in research thatexamines the perspectives of ‘significant others’ who may be asked to report on the problems of a personwith brain damage. While my own research interests are primarily in the area of acquired brain damage inadults, I have also supervised projects on childhood disorders.I am also very interested in meta-analytic studies of the clinical neuropsychological literature. Meta-analyticstudies provide a quantitative analysis and comparison of existing research findings and, as such, are aninvaluable source of information for clinicians.I would be happy to discuss other topics that fit into these broad areas.Dr Anna Ma-WyattRoom 511 Hughes Building; telephone: 8303 5660; email: anna.mawyatt@adelaide.edu.auVision is our primary sensory modality. My research focuses on how we use vision to act within ourenvironment, and the constraints that vision can place on motor performance. I use behavioural paradigmsto investigate these questions, measuring visual performance as well as eye and hand movements. I havealso worked on visual perception, studying motion and apparent motion. I am happy to supervise projectswithin these areas, or in related areas. Recent projects include:• how we use visual information to make decisions about where to move our hands• visual localisation of objects, and how we use that information to guide our hands• the perceptual consequences of eye movements• eye and hand co-ordination when pointing rapidly.Master of Psychology (Clinical) Program Handbook 201258

Dr Jane MortimerRoom 519 Hughes Building: telephone: 8303 3101; email: jane.mortimer@adelaide.edu.auMy research aims to explore the effect of psychological interventions on health, well being and survival.Currently, I am examining a psychological intervention which has been associated with reduced oxidativestress and healing in a pilot study and examining its validity and reliability in a range of populations such asstudents, cancer patients, and other medical and clinical populations. This endeavour examines the area ofMind Body Healing experiences from a scientific basis.Dr. Daniel NavarroRoom 509 Hughes Building; telephone: 8303 5265; email: daniel.navarro@adelaide.edu.au,web page: http://www.psychology.adelaide.edu.au/personalpages/staff/danielnavarro/My research interests cover a fairly broad range of topics in cognitive science. The two "core" areas ofinterest to me are (1) how people form and use new concepts and ideas, and (2) how people make decisionswhen faced with uncertain and changeable environments. Within either of these areas I have a number ofproject ideas that would be suitable for adaptation to an honours thesis in 2009. For instance:1. The laws of inductive generalisation. One of the most fundamental problems facing any intelligentorganism is to figure out how broadly to generalise from one observation to the next. Having seen asmall reddish berry on one tree turn out to be poisonous, should we guess that a small brownishberry on a nearby, similar looking tree is also poisonous, or should we risk eating it if we're hungryenough? Projects in this area would look at (a) the extent to which people generalise in "domainspecific"ways, and (b) the extent to which people are sensitive to different kinds of observations.2. Explore-exploit dilemmas in simple decisions. In almost every decision-making situation, peoplehave to invest time and effort searching for relevant information (exploration) which necessarilyreduces the potential rewards from making the correct decision (exploitation). For instance, if youspend $1000 to learn that product X is $20 "better value" than product Y, you have clearly engagedin poor exploration. More generally, a project in this area would look at how much time/effort/moneypeople are willing to expend in searching for good options.Other project possibilities include (but are not limited to):3. Learning dynamic categories: how people form concepts for things that can change over time,either discretely (e.g., caterpillars "jump" to butterflies, sort of) or continuously (e.g., summer"morphs" smoothly into winter).4. Forming and breaking trust: how do people learn which sources of information in the world aretrustworthy, and which are not?5. Psychological essentialism: investigates the conditions under which people will start to believe thata group of things given the same name actually correspond to a "real" category of things.Although these are my main interests, I am willing to supervise projects in a range of other areas, which inthe past have included the relationship between language and thought, the nature of beliefs aboutrandomness, and how people perceive minimal structure in the visual world.Prof Ted NettelbeckRoom 416 Hughes Building; telephone: 8303 3764; email: ted.nettelbeck@adelaide.edu.auI am willing to consider any project suggested by a student; and I can suggest possible research topics thatmay be of interest. My particular interests are the application and development of measures of timedperformance. Most commonly this research has involved inspection time or reaction times, to study individualdifferences in basic information processing among adults and/or children; either (a) in relation toperformance on tests of mental ability; (b) in association with intellectual disability; (c) in relation to childhooddevelopment or (d) to ageing. Another task that has been widely used is the Coding/Digit Symbol subtestfrom the Wechsler scales; and there are issues around that test that could generate an Honours project.I have frequently supervised projects relating to: (a) intellectual disability, particularly training and educationalissues; (b) cognitive abilities; (c) theories of intelligence including emotional intelligence; (d) cognitive ageing;(e) speeded performance; (f) the psychology of music, particularly with respect to talented performance.Master of Psychology (Clinical) Program Handbook 201259

I am currently supervising post-graduate research in the areas of: (a) the relevance of laboratory speedmeasures to an understanding of intelligence; (b) predictive markers for deviation from normal, successfulageing; (c) driving skills among elderly drivers; (d) autism; (e) nutrition and cognition; and (f) support needsfor people with disabilities.Dr Amy PerforsRoom 508 Hughes Building; telephone: 8303 5774; email: amy.perfors@adelaide.edu.auI'm interested many different questions in language acquisition and cognitive science more generally. Myinterests in language acquisition centre on the question of what biases people bring to the task of learninglanguage. Although some researchers argue that these biases have to be highly constrained and languagespecific,I investigate the hypothesis that they might emerge out of basic constraints due to general cognitivecharacteristics, including a preference for simplicity, and biases in perception, memory, and attention. I amcurrently working on projects about how people might learn the referents of words, how they learn aboutword order in language, how the structure of the world affects the evolution of language, how people learn tohear the sounds of language, and how cognitive load affects the types of linguistic generalisations peoplemake. I am fairly flexibly interested in most aspects of language development, so if you have an idea or atopic, we might be a good match even if I haven't listed it explicitly.My more general interests in cognitive science are mostly focused on the acquisition and nature of concepts,and how people make decisions about those concepts. As you might expect, the interaction betweenconcept learning and language is something I'm quite fascinated by!My general approach relies heavily on a combination of computational modelling and human experiments.Although I would eventually like to move toward experiments with children or infants, for the time being mostexperiments I do are on adults. The computational modelling is largely Bayesian, which means it exploreshow "ideal learners" update their theories in response to new data.I'd be interested in working with you if you're interested in any of these questions (or any subset thereof).Bonus points if you have any experience in linguistics, studying language acquisition, Bayesian statistics,maths, or computer programming, but none of those are necessary. Come talk to me if you're not sure!Dr Rachel Roberts (2 nd semester)Room 523 Hughes Building; telephone: 8303 5228; email: rachel.roberts@adelaide.edu.auMy research interests are in the areas of• paediatric health psychology including chronic illness, disability and stigma• paediatric neuropsychologyOf particular interest are people with craniofacial, neurological and metabolic conditions. I am also interestedin issues for siblings of children with these conditions.Dr Aspa SarrisRoom 508 Hughes Building; telephone: 8303 6144; email: aspa.sarris@adelaide.edu.auI am willing to discuss the supervision of research projects in the area of organisational psychology. Myprimary research interests include:• organisational culture, including the methods for assessing culture and organisational values.• person-organisation fit in a range of work settings• factors that affect individual and organisational well-being• attitudes towards work and work-life balance.Dr Carolyn SemmlerRoom 507 Hughes Building; telephone: 8303 4628; email: carolyn.semmler@adelaide.edu.auMy interests are in psychology and law with a particular emphasis on eyewitness testimony. The approach Itake is to apply theory (usually from basic research on memory but also decision making) to understandwhen and why witnesses might make mistakes and how police procedures can be improved to avoid them. AMaster of Psychology (Clinical) Program Handbook 201260

major variable of interest to me is identification confidence but I am also interested in the other variablesused by police and the courts to assess the accuracy of identifications. Below are some broad areas ofinvestigation. A thesis topic in any of these areas would be fine and I’m open to exploring ideas generated bystudents.1) Post-identification feedback effectWhen a witness is given information that indicates they have identified the police suspect thisinformation can make them highly confident that they have identified the perpetrator (even though theymay have viewed a perpetrator absent lineup). Interestingly, witnesses will also report that they hadbetter viewing conditions, viewed the perpetrator for longer, took less time to make an ID and felt thatthe ID decision was easier. This can greatly increase the chances that a witness who has mistakenlyidentified an innocent person will actually cause them to be convicted.2) Investigator decision makingSteve Lindsay (Victoria University) and his PhD student (Leora Dahl) have been looking at howinvestigators (police) use identification evidence to make judgments about the likelihood that a suspectis the culprit. This new area of research has opened up a lot of possibilities for exploring and applyingdecision making research in the eyewitness domain. I’m focusing on the effect of verbal descriptions ofthe culprit (particularly the level of detail they contain) on investigator decision making.3) Assessment of identification accuracy/ Identification confidenceFinally, the chapter by Brewer, Weber & Semmler in Brewer & Williams (2005). Psychology and Law:An Empirical Perspective, is a good start for looking further a field for possible thesis projects. It outlinesseveral areas for future research and identifies theories that may shed light on the many issues in theeyewitness identification domain. The chapter can be photocopied from the folder in the school office(Human Memory). Please place it back in the folder for other students to use.Dr Peter StrelanRoom 515 Hughes Building; telephone: 8303 5662; email: peter.strelan@adelaide.edu.auMy research interests are in the area of forgiveness. I primarily focus on [a] the motivations underlyingforgiveness and the associated functions that forgiveness serves; [b] how forgiveness and trust are related;and [c] relations between forgiveness and justice, specifically just world beliefs(BJW) and restorative justice and punishment. The work conducted in my laboratory is quantitative. Althoughmuch forgiveness research is correlational in nature, our laboratory is increasingly interested in dealing withforgiveness, trust, and justice using experimental methodologies. I have some quite specific projects in mindfor students. The following is not an exhaustive list, and the questions are necessarily broad, but they shouldgive you an idea of the sorts of projects I am willing to supervise:• what are the values that underlie the motives and functions of forgiveness?• how are social goals (e.g., approach, avoidance goals) related to different functions offorgiveness?• what is the relationship between forgiveness and deservingness?• to what extent does trust reputation inoculate a person when they transgress?• is trust necessary for forgiveness, or is forgiveness necessary for trust?• Does it matter?• what are the costs and benefits associated with forgiving, depending on for whom you forgive?• there are negative motivations associated with forgiveness (e.g., moral• superiority) - how do these impact on the outcomes of forgiveness?• trust: to what extent is it situationally transferrable as opposed to being relevant to a specificperson and/or specific behaviour?• forgiveness and just world beliefs: to what extent does severity have a ceiling effect on theefficacy of just world beliefs for forgiveness?• forgiveness as a contract...Master of Psychology (Clinical) Program Handbook 201261

I am also developing an interest in 'obfuscation' (e.g., by authorities, organizations, politicians etc) and howpeople deal with it in their everyday lives.Prof Deborah TurnbullRm 721b Hughes Bldg; telephone: 8313 1229; email: deborah.turnbull@adelaide.edu.auProfessor Turnbull’s primary disciplinary background is in the areas of Public Health Psychology and AppliedPsychology. Her research interests are in health service development and evaluation, including those formaternity care, screening and primary mental health care. Other areas include disease management forchronic conditions such as hypertension. She would welcome students with an interest in applying a mixtureof qualitative and quantitative methods in relation to any of these areas.Professor Turnbull and Professor Carlene Wilson can also provide an opportunity for a student to take part ina project on consumer issues relevant to large-scale participation in colorectal cancer screening usingbiological markers. The aim of this project is to provide formative research to gain an in-depth understandingof the type and range of public reactions to screening technologies using biomarkers, currently underdevelopment by the CSIRO. The research will identify, from the consumer’s perspective, the relevant issuesabout the new technologies and their application at population level. Data will be collected through a seriesof focus groups and analysed to examine “a priori” issues as well as emergent issues raised by therespondents themselves.Current research:• Development of outpatient induction services for pregnant women• Psychological aspects of IVF participation• Obesity in pregnancy• Colorectal cancer screening participation• Development and evaluation of primary care mental health servicesDr Lynn WardRoom 517 Hughes Building; telephone: 8303 3182; email: lynn.ward@adelaide.edu.auI am interested in supervising projects in the area of ageing; in particular, I would be pleased to discusstopics related to:• well-being in older adults;• age-related change in cognitive abilities;• exercise and health habits in older adults;• meta-cognitive awareness in older adults;• psychosocial development; including social and emotional functioning, and• any topic of mutual interest that can be negotiated.Prof Helen WinefieldMondays and TuesdaysRoom 718b Hughes Building; telephone: 8303 3172; email: helen.winefield@adelaide.edu.auMy research interests centre upon the following areas:• The role of clinical and/or health psychologists in primary health care• Psychosocial supports needed by people suffering serious and/or chronic illness, and theirfamily members.ADJUNCT ASSOCIATESMaster of Psychology (Clinical) Program Handbook 201262

ADJUNCT ASSOCIATE PROFESSORAssoc Prof David PanterChief Executive, Central Northern Adelaide Health Service, 207-255 Hampstead Road;telephone: 8222 1414; email: david.panter@health.sa.gov.auMy interests relate to issues of health and health services – in particular I am concerned with behaviouralchange at both organisational and individual levels; I have experience of leading large scale change incomplex organisations and am keen to explore organisational learning processes; at an individual level I amconcerned with system, or service design, that enable individuals to better comply with treatment and careregimes, often requiring changes in behaviour, attitudes and beliefsADJUNCT SENIOR LECTURERDr Eugene V. AidmanSenior Research Scientist, Human Systems Integration, Land Operations Division, DSTO.telephone: (02) 8335 5545; email: Eugene.Aidman@dsto.defence.gov.auSupervision is offered for projects in the following areas:• Frustration, anger and aggressiveness in a computer-game-embedded assessment protocol• Game-simulated conflict as an anger management tool• Utility of game-simulated conflict in the assessment of social skills (e.g., assertiveness, impulsecontrol and frustration tolerance)• Apperceptive categorisation of humour in the assessment of motivation and psychopathology• Implicit self-esteem and depression: construct and criterion-based validation• From “screening out” to “selecting for success”: personal attributes assessment in high-stakeselection• Comparative modeling of cognitive performance in avoidance and approach conflicts• Assessment and modeling of mental effort• Speed-accuracy trade-offs in decision-making under time pressure (decision field theory-drivenstudy)• Resource depletion and skill interference in self-regulation dynamics: Fatigue-recovery andpractice-interference effects in sustained cognitive control tasks (e.g., switching, updating andresponse inhibition).Projects in a broader area of personality and performance, including non-traditional psychometrics, may beconsidered. See my web page for details.VISITING RESEARCH FELLOWSDr Hayley WhitfordBehavioural Research Officer, Cancer Council Australia, Room 314 Hughes Building, Telephone: 83130480,Email: hayley.whitford@cancer.org.auMy primary research interest is in the area of health psychology. Specifically, I work in the area of psychooncologywhich focuses on the psycho-social aspects of the experience of cancer (such as its diagnosis,treatment, and survivorship). However, I’m also interested in clinical psychology and have a background inforensic psychology. I have a strong interest in research methodology and quantitative statistics.Specific topics of interest include:• Quality of life in cancer including research into spiritual wellbeing (meaning, peace and faith)Master of Psychology (Clinical) Program Handbook 201263

• The effectiveness of clinical interventions, especially in the chronically ill (the treatment ofdepression, anxiety, pain, etc, using CBT, Hypnotherapy, Mindfulness, etc)• Expectations versus experience in medical treatment• The cognitive impact of chemotherapy• Psychoneuroimmunology• Informed consent to medical treatmentI can provide supervision in my areas of interest, or in quantitative methodology in other research topics.Dr Vanessa DanthiirPostdoctoral Research Fellow, CSIRO Human Nutrition telephone: 8305 0605;email: vanessa.danthiir@csiro.auMy broad area of interest is individual differences, particularly in cognitive abilities. Currently, my researchfocuses upon investigating relationships between cognitive functioning and past and current dietary intake.Within this framework, I am interested in examining peoples’ ability to recall their past diet. This wouldinvolve examining how well people can recall what foods they ate in their past by, for example, comparingthe recall of siblings, or children and parents, for what foods were eaten in the family during a specific timeperiod. I am also interested in examining the effect of dietary interventions (e.g., nutritional supplements) onbehaviour, especially cognitive functioning, and the sensitivity of cognitive tasks to such interventions.I am happy to supervise research students in any of these areas.Dr Jaklin EliottSocial Scientist, The Cancer Council Australia; telephone: 8303 3855,Email: jaklin.eliott@cancer.org.auMy research focus includes the areas of language, health, ethics, psycho-oncology (psychosocial issues incancer treatment and care), and medical practice and policy. I am interested in qualitative analyses of these,including content, thematic, and discursive analyses.Specific topics I'm currently looking at are:• Medical Decision-making at the end of life (patients, families, health-carers, legal, and policyperspectives)• Making decisions for other people (i.e., surrogate decision-making – especially for aging,cognitively compromised individuals)• Doctor/patient/family interactions• Hope (including in clinical interactions)• Euthanasia• Complementary and Alternative Medicine• Cancer and Cancer Treatment• Media representations of all the aboveI am able to provide topic supervision in any of the above areas, or methodological supervision (if you areplanning to use qualitative methods) in other research topics.Dr Phil MohrResearch Scientist, CSIRO Human Nutrition; telephone: 8303 8935; email: phil.mohr@csiro.au.I am a social/health psychologist at CSIRO Human Nutrition, which I joined in 2005. My interests include:• The ways people make judgements about health, food, or lifestyle choices.• Understanding the failure of appeals to reason as a persuasion tactic.Master of Psychology (Clinical) Program Handbook 201264

• Mechanisms for effecting attitude and behaviour change.• Social and personal predictors of health-related attitudes and behaviours.• How people process health-related information, and the implications for communication andlabelling strategies.My recent research includes studies of personal characteristics predictive of fast food consumption and offactors associated with acceptance of technological innovations, including genetic engineering.I am an experienced supervisor of theses at Honours, Masters, and PhD levels. I am interested insupervising both free-standing Honours projects and projects with the potential to lead to postgraduateresearch.Dr Glen SmithDSTO, Command & Control Division (Human Systems Integration Group); telephone: 8259 5663;fax: 8259 5589; email: glen.smith2@dsto.defence.gov.auI am experienced in supervising in the areas of human performance generally, particularly reaction timetasks and relating these to psychometric individual differences. I can supervise projects that relate broadly toimproving teleconferencing (better human factors!), and also cognitive effects and perceptual effects ofcomputer-aided decision information, including the effect of the Internet on information (and disinformation)availability and accessibility. Things like projects on the effects of practice and feedback on elementarycognitive tasks are OK. We are also interested in looking at formation and trust in teams that aregeographically distributed.Prof Carlene WilsonProfessor, Cancer Prevention, Flinders University and the Cancer Council of South Australia; 202 GreenhillRd, Eastwood; telephone: 8291 4345 (Cancer Council) or 8204 6721 (Flinders University);email: cwilson@cancersa.org.au or Carlene.Wilson@flinders.edu.auMy area of research is focused on the psychosocial determinants of behavioural choices that impact uponthe risk of cancer with a particular focus on diet and lifestyle. I am interested in risk evaluation in decisionmakingand the factors that influence perceptions of risk. I am happy to supervise research students(Honours, Masters or PhD) who are interested in working in the broad areas of health psychology or publichealth communication.I am particularly keen to look at diet and other lifestyle issues and how these relate to overweight in childrenand adults. Interest in this area is focused on decision-making, how people monitor behaviour around dietarychoices, and how decisional outcomes relate to understanding of the J curve (i.e., the observation that ifsomething is good for you, more of it may not necessarily be better). In addition, exploration of the efficacy ofscales like the “Consideration of Future Consequences” measure, as predictors of primary prevention, is alsoan important issue that may predict differential weight outcomes. I am also involved in research around thevalidation of cognitive marker tasks (eg processing speed and working memory) that are sensitive tointervention studies of a variety of types (eg dietary, exercise and other interventions). In addition, I aminterested in cross-cultural differences in the constructs.External SupervisionAdditional research opportunities exist because psychologists and other professionals employed outside theSchool have offered to participate in supervision. A list of some possible contacts follows; students may alsowish to approach Placement supervisors and other practising Psychologists. The Program Coordinator alsocirculates information about research possibilities raised by field psychologists. Names and address of theClinical and Affiliate Lecturers attached to the School of Psychology can be found on the School’s website :http://www.adelaide.edu.au/psychology For research projects involving an external supervisor, students willalso need an internal co-supervisor.Master of Psychology (Clinical) Program Handbook 201265

Students should note that anyone wishing to undertake research with CAMHS or the WCH shouldcontact the following people first, before contacting individuals within the organizations. For theWCH, and Northern, Eastern and Western CAMS the contact person is:Anglicare SA Inc and Helping Hand Aged Carecontacts Jacqui Cavanagh ph 8256-2101 or Prue Gorman ph 8388 2425They are interested to have Masters students help with an evaluation of their Northern Community CareProgram. Some data on participants’ goals, depression levels and physical mobility is being collected. Thestudent would consult about measures, design and outcome assessment for the program. Further detailsfrom Prof Helen Winefield or Dr Lynn Ward.Associate Professor Peter BaghurstDirector, Public Health Research Unit, Women’s and Children’s Hospital (3rd floor Norwich Centre, 77KingWilliam Road, North Adelaide; Phone: 8204-6935; email: baghurstp@wch.sa.gov.auThe Public Health Research Unit has been established to collect epidemiological data which will informwomen's and children's health policy in South Australia and enhance clinical outcomes within the Women'sand Children's Hospital and other community health services. Potential projects are often available in diversefields addressing both women’s and children’s health issues. Past projects have involved mental healthliteracy in school children, measurement of quality of life in children with chronic diseases, studies ofemotional and behavioural problems in children, and effects of a screening program for hearing impairmentin newborn babies on anxiety in the parents. Students wishing to undertake projects in the Public HealthResearch Unit should contact Dr Baghurst to discuss other opportunities that may arise.Bower PlaceLevel 2, 55 Gawler Place, Adelaide SA 5000; telephone 82216066 email : www.bowerplace.com.auBower Place is a group of independent private practitioners delivering quality services in the areas ofpsychology, psychiatry, family therapy, counselling, psychotherapy, management, mediation, coaching,professional training and clinical teaching. A commitment to the provision of services of the highest qualityhas been a guiding principle for the practitioners at Bower Place. This involves continuous professionaldevelopment and inquiry into the effectiveness and value of services provided. As such, Bower Place is ateaching and research practice that conducts professional education programmes, research, seminars &workshops in Psychology, Systemic Psychotherapy & Family Therapy. A main theme of the current researchrelates to clinical practice in a systemic framework. Within this field, there is significant scope for students todevelop a range of research projects. Currently, there is strong interest in the Bower Place research team insupervising projects in the following general topic areas, with particular reference to systemic theory andpractice:• Body image, obesity and disordered eating• The therapeutic relationship• Attachment and family systems• Working with children and adolescents• Self-harm/cutting behaviourStudents are also welcome to suggest their own topics, so long as they fit with the Bower Place systemicmodel.Supervision will be jointly provided by Dr Vanessa Mills and Nicole Best, registered psychologists, withconsultation with other practitioners where applicable. For further information regarding both Bower Place,Vanessa and Nicole please go to www.bowerplace.com.auDr Gary ChildsMaster of Psychology (Clinical) Program Handbook 201266

30 Delamere Avenue, Netherby 5062 Phone/Fax: 8379 7394Dr Garry Childs is an Educational Psychologist with an extensive local data base of children who have beenassessed and diagnosed with various learning difficulties including Dyslexia, gathered as part of his mobile“Rural Psychology Service” for the Eyre Peninsula Division of General Practice. He is interested in makinghis data available and providing co-supervision of a research project on the diagnostic indictors of learningdifficulties using a mixture of standardised test scores, informal error analysis and other techniques. Ahands-on assessment skills component would also be an option as part of any project, and would entailtravel to schools across Eyre Peninsula. Support from the EPDGP might be available. This project wouldbest suit a person with some experience in teaching or working with children.Prof Anna Chur-HansenDeputy Head, Discipline of Psychiatry, Royal Adelaide Hospital; telephone: 8222 5785,email: anna.churhansen@adelaide.edu.auAssociate Professor Anna Chur-Hansen is a Registered Psychologist and Deputy Head of Psychiatry at theRoyal Adelaide Hospital. She is willing and able to supervise the following projects (using qualitative,quantitative or mixed model methodologies):• The mental health impacts of health care provider gender in clients presenting withpsychological distress or physical illness;• Cultural and language issues in health care delivery;• Health and mental health correlates of pet ownership;• Effects of dementia medication on patients and their carers;• Medical practitioners’ knowledge of and attitudes toward psychology and psychologists;• International students’ experiences at university;• Evaluations of secondary school psychology teaching and learning experiences;• Communication skills training for health care professionalsDr Tim ConnellLead Clinician (psychology), Northern Assist Team, Disability SA; telephone: 8266 8950, mobile: 0448 883706, email: tim.connell@dfc.sa.gov.auFactors in Parental Decision-Making about use of Psychological Services• What makes good psychology advice?• What makes a good psychology report?Dr David N CoxCSIRO Human Nutrition; phone: 8303 8811; email: david.cox@csiro.auThe Food and Health Theme, within CSIRO Human Nutrition, includes research on the psycho-socialaspects of food acceptance, particularly in the area of obesity and co-morbidities.There are two streams within this theme 1) Diet and Lifestyle and 2) Functional foods.1) Diet and LifestyleTo control the obesity epidemic further understanding of eating behaviour and discretionary energyexpenditure is required (Strategic Plan for NIH Obesity Research, NIH, 2004). Students could explore issues,using social psychology, on food choice and exercise behaviour i.e. lifestyle influences on weight status.Specifically:Beyond restraint and disinhibition. In an environment of potential continuous feasting, flexible (not rigid)restraint may be necessary to maintain a healthy weight status. Is flexible restraint predictive of weightstatus? What underlies successful "healthy and flexible" restraint?Master of Psychology (Clinical) Program Handbook 201267

Barriers and facilitators of maintaining weight control. There is a dearth published information the barriersand facilitators of maintaining weight control. Students could continue some initial work (literature reviewsand first stage of developing a scale) working towards creating a validated scale.2) Functional foodsFoods protective of health ("functional foods") have recently dominated scientific and industry interests.Fundamental questions remain unanswered in respect to how people make food choices in order to protecttheir health. Whilst there has been considerable investigation of consumers' attitudes and behaviours, mostresearch is a-theoretical and piecemeal. We have recently used (for example, Cox et al, 2004, Appetite 43,55-64) adaptations of protection motivation theory (Maddux & Rogers, 1983; ) which have answered somequestions but there is a need for more work particularly in respect to health locus of control; risk perceptionand in general motivations to protect health by dietary means.Mercury and other contaminants in fish in respect to vulnerable groups (pregnant women and children) –how do consumers assess the risk (of contamination) and the benefits (e.g. omega-3) of fish consumption?An application of PMT could assess intentions to consume and consumption operationalizing perceived riskas a “cost” within the model.An exploration of self-efficacy. Past research has found “self-efficacy” to be significantly predictive of using arange of functional foods. What items comprise self-efficacy? How does it relate to barriers & facilitators tofood choice behaviours?Perceptions of “behaviour (product) efficacy”. Different legal systems control dietary supplement and foodproduct information, advertising and labelling resulting in “high level” claims for dietary supplement functionand efficacy whereas foods are more strictly controlled. How influential is such labelling and productinformation on consumption? Are supplement manufacturers perceived as credible sources of information?What do people use as cues (to action) for protecting their health using dietary supplements or foods? Whatinfluences product choice? What is lay understanding of “evidence”.Dr Shona CrabbSenior Research Officer, Discipline of Psychiatry, Room 4-33, Eleanor Harrald Building;telephone: 8222 5134; email: shona.crabb@adelaide.edu.auMy research interests are in the areas of discursive psychology, public health psychology, and socialpsychology. Particularly, I am interested in the application of critical and discursive approaches to:• public health issues• gender and health• health risks and screening• genetic discourse• media representations of health and social issues.I also have an interest in research concerned with learning and teaching at tertiary levels.Professor Drew Dawson and Dr Sally FergusonCentre for Sleep Research, The Queen Elizabeth Hospital; telephone 8222 6624;web site www.unisa.edu.au/sleepOur current techniques focus on (a) the physiology and psychology of sleep disturbance, (b) themeasurement of cognitive and psychomotor impairments associated with sleep disturbance and (c) thedevelopment and evaluation of effective clinical interventions. Please call Drew or Sally to discuss potentialprojects.Tindaro FalloThe Migrant Health Service, 21 Market St Adelaide; telephone: 8237 3900 or 0412 111 876;Master of Psychology (Clinical) Program Handbook 201268

email: tindaro.fallo@dhs.sa.gov.auI would be interested in co-supervising on any topic with a principle focus on:• Mental Health issues relating to refugees and migrants• Chronic Pain• Culture and cultural diversity• Psychoanalytical or psychodynamic therapyProfessor Cherrie GalletlyDivision of Psychiatry, School of Medicine, University of Adelaide; The Adelaide Clinic, 33 Park Tce,Gilberton 5081; telephone: 8269 8144; email: cherrie.galletly@adelaide.edu.auI am available for supervision in the areas of psychosis, schizophrenia (especially cognitive function / socialfactors), dual diagnosis (drug and alcohol abuse in people with co-existing mental illness), and earlyintervention. I would be happy to discuss other projects linking cognitive neurosciences, clinical psychiatryand psychology.Margaret HartstoneDiscipline Senior Clinical Psychologist for CNAHS -Northern Mental Health, located at North EastCommunity Team, Modbury; telephone 8282 0639; email: margaret.hartstone@health.sa.gov.au.I have an ongoing interest in borderline personality disorder and our service runs group programs based onDialectical Behaviour Therapy for these clients.Mr Andrew LivingstoneDiscipline Senior Clinical Psychologist, Rural and Remote Mental Health Service of SA, Glenside CampusMental Health Service; telephone 8303 1105; email: andrew.livingstone@health.sa.gov.au• Use of newer technologies such as videoconferencing, the internet and email to providepsychological assessments and treatments (including CBT), and related issues• Psychological research topics with a rural focusMichelle Martin and Anne BurkePain Management Unit, RAHThe RAH Pain Management Unit offers individual and group Psychology services to patients experiencingchronic pain. Options include further research on the CBT/physiotherapy group program, evaluatingpsychometric measures used with chronic pain patients, & examining the range of psychological difficultiesassociated with managing chronic pain.Please contact Clinical Psychologists Michelle Martin (Tue- Thurs) or Anne Burke (Mon-Wed) on 8222 5403or email - Michelle Martin Michelle.Martin@health.sa.gov.au, or Anne Burke Anne.Burke@health.sa.gov.au.Ms Sue MartinChief Clinician Clinical Psychology, Child and Adolescent Mental Health Service (CAMHS), Children, Youthand Women’s Health Service; phone: 8252 0133; email: martin.sue@saugov.sa.gov.au.For Southern CAMHS the contact is Dr. Clive Skene, phone 8204 4212.Projects of interest may be found through the website at:www.wch.sa.gov/services/az/divisions/mental_health/index.html.Rinaldo MinnitiDASC, Warinilla Clinic, 92 Osmond Tce Norwood; telephone 8130 7500; email minniti.rin@health.sa.gov.au69Master of Psychology (Clinical) Program Handbook 2012

Projects on substance use problems especially in people with mental health problems or chronic pain.Peter RobertsPhysiotherapistI am a physiotherapist who is interested in topics concerned with the psychology of recovery from chronicinjury, and in pain management. Dr. Peter Strelan of the School of Psychology will co-supervise theseprojects.Catherine SandersPrivate Practitioner, Bower Place, Gawler Place, Adelaide, telephone: 8221 6066;As co-supervisor with Dr Helen Winefield, Catherine is available to provide supervision on projects related tosystemic family therapy .A particular interest has been effectiveness of this approach and the contribution ofthe therapeutic relationship. She has archival data on all aspects of the therapeutic process and haspreviously supervised a Masters project on assessment tools for the evaluating the therapeutic relationship.Professor Michael SawyerHead, Research and Evaluation Unit, Women's and Children's Hospital; telephone: 8161 7207;email: michael.sawyer@adelaide.edu.auProfessor Michael Sawyer provides supervision for students who wish to focus their research on the mentalhealth of children, adolescents or families. A wide range of opportunities exists for research projects whichfocus on childhood or adolescent mental health problems, psychological factors relevant to childhood andadolescent illness, and factors influencing the use of health services by children and adolescents. Studentswho wish to undertake projects in the Research and Evaluation Unit should contact Professor Sawyer todiscuss their ideas.Geraldine SlatteryPrivate practice, Kensington Park; telephone: 8431 4933Interested in chronic illness (e.g. cancer, chronic fatigue) and sufferer attributions and effects on body image& sexuality (working with psychiatrist Penny Rohan).Dr Anne Sved-WilliamsDirector, Helen Mayo House, Fullarton Road, Eastwood 5063; telephone: 8303 1451,email: svedwill@hcn.net.auProjects at Perinatal and Infant Mental Health Services of Children, Youth and Women’s Health Services(CYWHS) suitable for honours psychology students1. Helen Mayo House (HMH) is a 6 bed inpatient unit of CYWHS with an annual turnover ofapproximately 120 patients per annum. The majority of patients leaving HMH have substantialcommunity services arranged prior to leaving the unit but it is not known what percentageactually eventuate. This study would be a follow-up study of patients who have left the unit 3-6months earlier to ascertain the uptake of community services and the current effects on mentalstate.Extent of Post-natal depression in mothers of Premature InfantsThe birth of a premature infant is a physical and psychological crisis for parents. Prematurity isalso associated with previous adverse psychosocial circumstances in the mother. The extent ofpostnatal depression in mothers of premature infants in Neonatal Intensive Care has beenpoorly studied but on face value these mothers are at increased risk. This project will investigatethe extent of post-natal depression in mothers of premature infants using the EPDS andcharacteristics of their psychosocial environment compared with a community sample.Master of Psychology (Clinical) Program Handbook 201270

2. The use of parent volunteers for infants in hospital.This study will investigate the impact of a new parent volunteer program assigned to parentswho are caring for their infant in hospital. It will be looking at measures of parental stress, andemotional availability amongst others to ascertain the impact of volunteers in helping parents tohelp their infants in hospital and maintain a healthy relationship.Dr Don TustinAdaire Clinic, Noarlunga Health Service, Alexander Kelly Drive, NOARLUNGA CENTRE 5168telephone: 8384 9599; email: tustin.don@saugov.sa.gov.auDr Tustin has indicated his willingness to be a joint supervisor in the area of Attribution Theory for peoplewith Borderline Personality Disorder.Mr David WattsManager, Executive Services, Population Health Programs Division, Drug and Alcohol Services SouthAustralia, 161 Greenhill Road, Parkside; telephone: 8274 3301; email: david.watts@health.sa.gov.auDrug and Alcohol Services South Australia (DASSA) can offer external supervision for Honours and Masterslevel students who are undertaking thesis research into drug and alcohol related issues.DASSA is involved in a broad range of issues relating to drug and alcohol use in society from preventionthrough to treatment of drug and alcohol dependence. It should be noted that in relation to research onclinical issues or clinical interventions, access to DASSA’s clients is strictly limited for ethical reasons.I am happy to explore or discuss any ideas for research no matter how preliminary or tentative. We canadvise on the feasibility of the idea and give the student extra leads in refining the topic further. I canrecommend the DASSA library as a good place to start searching for ideas. It is open to the general publicMonday to Friday, 9am – 5pm.School of PsychiatryQueen Elizabeth Hospital, Woodville Rd, Woodville; telephone: 8222 6515The School of Psychiatry invites Masters students to conduct a research project in a general hospital setting.Current areas of interest and possible research topics include:Posttraumatic Stress Disorder (PTSD) – Professor Sandy McFarlane; telephone: 8222 6515(1) Biological basis – eg the acute stress response and the development of PTSD(2) Neuropsychological aspects of PTSD(3) Treatment of PTSD – psychological and pharmacological(4) Factors affecting treatment outcomes(5) Epidemiology of PTSD in the communityDepression – Dr Geoff Schrader; Telephone: 8222 6305Investigation of negative cognitive processing in depression using electrophysiological indices of workingmemory.Case Management in the Community – Dr Geoff Schrader; telephone: 8222 6305Investigations into the effect case-management in patients with severe psychiatric disorders in terms ofpersonal appraisal of their illness and personality variables.Master of Psychology (Clinical) Program Handbook 201271

Social Anxiety – Dr Nick Potts; telephone: 8222 7062• Brain imaging to determine any links between the basal ganglia and severe social anxiety.• Studying the effects of trauma on the development of behavioural inhibition by looking attraumatic events in a series of different age groups.Child Protection Services at the Flinders Medical CentreTelephone: 8204 5484 or 8205 5485Title of ProjectBuilding Good Relationships: An examination of the development of secure attachment relationshipsbetween mothers and their newborns. A comparison of mother-infant dyads for primiparous mothers andteenage mothers of full-term infants and mothers of pre-term infants.Investigator/contact detailsMs Karen Fitzgerald, Director Child Protection ServiceAssociate Professor Karen Simmer, Senior Consultant Neonatal courseAnita Cox, Senior Social Worker, Child Protection ServiceSamantha Williamson, Clinical Psychologist, Child Protection ServicesLyndall Thomas, Research Officer, Child Protection ServicePurpose of StudyThe study intends to examine the effectiveness of a simple intervention designed to enhance the quality ofmother-infant interaction.Requirements of the Student ParticipatorTo undertake the data analysis for all the mother-infant interactions and examine the frequency ofsynchronous and asynchronous co-occurrences using a previously derived coding system.MORE RESEARCH PROJECT POSSIBILITIESPlease contact Professor Helen Winefield for details.Participation in the “Psychology in General Practice” project. There are many questions where studentresearch could provide valuable contributions to knowledge. One example:How does the Depression Anxiety and Stress Scale that we have used to screen for psychologicaldistress, relate to other measures (via patient records, standardised scales, interview etc.) of bothphysical and emotional well-being?Psycho-oncology projects at the Royal Adelaide Hospital include:sexual functioning after various treatments for breast cancer including hormonal ones: whatmeasures of sexual functioning are reliable and valid for middle-aged to older women?Analysis of messages to a breast cancer e-mail discussion group – what do they tell about doctor-patientcommunication gaps?Psychological needs of traumatised refugees and asylum-seekers (e.g. in detention centres); possiblesupervision via psychologists and others employed by the Department of Human Services.Master of Psychology (Clinical) Program Handbook 201272

Cognitive impairment after hip replacement operations project, working with Irene Paull and Orthopaedics atthe Queen Elizabeth Hospital.Also, in Mt Barker in an early intervention service for children under school age there is scope for someresearch into support for parents, researching and evaluating parent ed. programs etc.Master of Psychology (Clinical) Program Handbook 201273