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Unit Overview

Description

This compulsory unit introduces students to the assessment of individuals of all ages. Students are introduced to assessment for the purposes of client description, as a component in treatment planning (both the initial assignment and the ongoing modification in light of success or otherwise), as a method of assessing outcomes and as a way of informing management and third parties about the degree of success. Students gain an understanding of the rationale for, and ethics of, assessment. They develop an understanding of, and experience with, the process of assessment and an awareness of the major concerns that individuals coming for an assessment present with at different stages of the life span. They gain familiarity with diagnostic criteria provided by the DSM-IV and the ICD-10 and practical experience with some of the major assessment strategies and techniques that are used to gather information about clients. They develop skills in interpreting assessment data and in communicating assessment outcomes in written form to varied audiences. Students gain this knowledge and develop these competencies through direct input from lecturers; observation and discussion of videos of assessment sessions; reading and discussion of referral forms, case notes, test protocols and reports; and direct experience with tests and other assessment strategies.

Credit
6 points
Outcomes

Students gain an understanding of the rationale for and ethics of assessment; develop an understanding of and experience with the process of assessment; develop an awareness of the major concerns that individuals coming for an assessment present with at different stages of the life span; gain familiarity with diagnostic criteria provided by the DSM-IV and the ICD-10; gain experience with the major assessment strategies and techniques that are used to gather information about clients; and gain experience in communicating assessment outcomes in written form to varied audiences.

Assessment

Students demonstrate achievement of the outcomes through active participation in class activities; carrying out and reporting on a structured observation (30 per cent); submission of an assessment report based on a workshopped case (35 per cent); class presentation and written summary of a psychometric test (35 per cent); and standardised administration of one of the Wechsler scales (pass/fail). 'Turnitin' originality checking and plagiarism prevention is used in the Faculty to allow both educators and their students to check written work for improper citation or misappropriated content. More information about 'Turnitin' can be found at https://turnitin.com/statis/index.php.



Student may be offered supplementary assessment in this unit if they meet the eligibility criteria.

Unit rules
Prerequisites
enrolment in
the Graduate Diploma in Educational and Developmental Psychology.
or the combined Graduate Diploma in Education and Master of Psychology (51540).
or the Master of Psychology (52560).
or the Master of Psychology component (52590) of the combined Doctor of Philosophy and Master of Psychology
Contact hours
seminars: 12 x 3 hrs
workshops: 3 half days
Texts


Recommended reading (web only):

American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, text rev., 4th edn: APA 2000

Antony, M. M. and Barlow, D. H. Handbook of Assessment and Treatment Planning for Psychological Disorders: Guilford 2002

Cohen, R. J. et al. Psychological Testing and Assessment: an Introduction to Tests and Measurement, 3rd edn: Mayfield 1996

Gelfand, D. M. and Hartman, D. P. Child Behavior Analysis and Therapy, 2nd edn: Pergamon Press 1984

Groth-Marnat, G. Handbook of Psychological Assessment, 4th edn: Wiley 2003

Maruish, M. E. The Use of Psychological Testing for Treatment Planning and Outcomes Assessment, vol. 3, 3rd edn: Lawrence Erlbaum Associates 2004

Ogles, B. M. et al. Essentials of Outcome Assessment: Wiley 2002

Page, A. C. and Stritzke, W. G. K. Clinical Psychology for Trainees: Foundations of Science-informed Practice: CUP 2006

Sattler, J. M. Assessment of Children: Cognitive Applications, 4th edn: Jerome M. Sattler Publisher 2001

Sattler, J. M. Assessment of Children: Behavioural and Clinical Applications, 4th edn: Jerome M. Sattler Publisher 2002

World Health Organisation The ICD-10 Classification of Mental and Behavioural Disorders: Clinical Descriptions and Diagnostic Guidelines: WHO 1992
  • The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
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  • Unit readings, including any essential textbooks, are listed in the unit outline for each unit, one week prior the commencement of study. The unit outline will be available via the LMS and the UWA Handbook one week prior the commencement of study. Reading lists and essential textbooks are subject to change each semester. Information on essential textbooks will also be made available on the Essential Textbooks. This website is updated regularly in the lead up to semester so content may change. It is recommended that students purchase essential textbooks for convenience due to the frequency with which they will be required during the unit. A limited number of textbooks will be made available from the Library in print and will also be made available online wherever possible. Essential textbooks can be purchased from the commercial vendors to secure the best deal. The Student Guild can provide assistance on where to purchase books if required. Books can be purchased second hand at the Guild Secondhand bookshop (second floor, Guild Village), which is located on campus.
  • Contact hours provide an indication of the type and extent of in-class activities this unit may contain. The total amount of student work (including contact hours, assessment time, and self-study) will approximate 150 hours per 6 credit points.