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Intervention in Problems of Young People (EDUC90222)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
March
Overview
Availability | March |
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Fees | Look up fees |
This unit builds on the assessment, counselling and social context units and has the twin aims of focusing on theory and research as they relate to the treatment of problems of childhood and adolescence. The underlying consideration is prevention rather than cure. For that reason there is an emphasis on developing resilience and psychosocial competence in young people.
The content of the unit deals with an introduction to major approaches such as: Adlerian Psychotherapy, Cognitive Behaviour Therapy, Gestalt Therapy, Systems Theory and Humanistic Psychotherapy. A limited number of approaches to intervention from early childhood (e. g. Play Therapy), through to adulthood (e.g. Cognitive Behaviour Therapy), are considered in greater detail. These approaches are examined as they contribute to the treatment of the major developmental problems of childhood and adolescence and their manifestations in an educational setting, such as, for example, depression, mood disorders, anxiety, PTSD, substance abuse and sleep disorders. Assessment of the problem involves a systemic approach using DSM-V diagnostic criteria, complemented by an understanding of psychopathology and psychopharmacology. An understanding of the genesis and maintenance of problems, taking into account the social context, is the basis for selecting the most appropriate tools for intervention. The focus is on the development of resilience and psychosocial competence.
Intended learning outcomes
On completion of this subject, students should be able to:
- understand the major psychological theories of intervention;
- review the major psychological theories of intervention, consider their applications in dealing with particular problems of childhood and adolescence;
- determine the appropriateness of a particular intervention approach to the assessment and treatment of common problems of childhood such as depression, developmental delays, under achievement, and allied concerns;
- become conversant with one particular approach to intervention;
- apply an intervention (while on field practicum) in a systematic manner to a major problem of childhood and adolescence;
- be able to promote the healthy development of young people.
Generic skills
• Assessment skills
• Counselling skills
• Analysis of context and application of contextual understanding
• Application of theory to treatment and practice
• Analysis of context to select and implement appropriate intervention
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
This subject may be taken by 312AA Master of Educational Psychology and G02AA Master of Educational Psychology/Doctor of Philosophy students only.
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90224 | Counselling Skills for Ed. Psychologists | March (On Campus - Parkville) |
12.5 |
EDUC90225 | Psychological Tests | March (On Campus - Parkville) |
12.5 |
Concurrent prerequisites (i.e. must be taken prior to or at the same time as this subject)
One of the following practicum subjects:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90218 | Ed Psych Practicum 2 | Year Long (Extended) (On Campus - Parkville) |
12.5 |
EDUC90217 | Ed Psych Practicum 3 | Year Long (Extended) (On Campus - Parkville) |
12.5 |
EDUC90216 | Ed Psych Practicum 4 | Year Long (Extended) (On Campus - Parkville) |
12.5 |
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Written report 1
| Mid semester | 50% |
Written report 2
| End of semester | 50% |
Hurdle requirement: A minimum of 80% attendance at all tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- March
Principal coordinator Chelsea Hyde Mode of delivery On Campus (Parkville) Contact hours 24 hours plus 96 hours of non-contact commitment time Total time commitment 170 hours Teaching period 2 March 2021 to 25 May 2021 Last self-enrol date 19 March 2021 Census date 26 March 2021 Last date to withdraw without fail 30 April 2021 Assessment period ends 1 June 2021 March contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Thompson Prout, H. & Fedewa, A.L. (2015) Counseling and Psychotherapy with Children and Adolescents: Theory and Practice for School and Clinical Settings, Fifth Edition, Wiley and Sons.
Wilmshurst, L. (2015). Child Psychopathology. New Jersey: Wiley and Sons. - Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Educational Psychology Course Master of Educational Psychology/Doctor of Philosophy - Links to additional information
Melbourne Graduate School of Education: www.education.unimelb.edu.au
Last updated: 10 February 2024