APS Congress 2016 Melbourne Distinguished Address for Contribution to Psychology Education Presentation by: Shirley Morrissey School of Applied Psychology Griffith University
A Collision of Ideas, Ideals, Expectations and Outcomes Main contributions to teaching and learning: Ethics and professional practice Undergraduate curricula integration and application of psychology for psychological literacy Interprofessional learning Tensions and climate for psychology education and training in Australia Present a new model for what psychology education and training might look like
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Partnering & Continuing Working for Early Success Focusing Future Success Building on Success PROFESSIONAL IDENTITY GRADUATE IDENTITY Joining & Engaging Committing & Preparing STUDENT IDENTITY Clarifying & Choosing Aspiring & Exploring School of Applied Psychology: Griffith University POTENTIAL STUDENT IDENTITY
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Psychological literacy http://www.psycholo gicalliteracy.com/ind ex.php/resources
2 nd area development of 3030PSY A course designed specifically for students to develop skills in integrating and applying their psychology knowledge To assist students to articulate what they know To provide a work integrated learning experience in a structured environment with on site supervision and mentoring To enhance their ability to promote themselves and to increase their employability
Aim of 3030PSY (Psychology Integration and Application) To enable students to understand what they are gaining from a psychology degree, to apply this knowledge to their own lives, and in a real life professional setting and to exit with as psychologically literate citizens School of Applied Psychology: Griffith University
Examples of WIL Placements Benevolent Society Read with me Project Headspace and GC City Council: Check it Fest mental health awareness for 18-25, Glitter Festival - LGTBQ Lions Haven: Aged care project Endeavour Foundation increasing resilience in children with disabilities Mission Australia homelessness project Research opportunities School of Applied Psychology: Griffith University
How do we apply our psychological knowledge What is common to all of these projects? Critical thinking about the psychological theory and knowledge we have, using it creatively Framing, designing and analysing research projects, surveys etc. Using interpersonal and communication skills Applying the knowledge by helping to explain phenomena, use the concepts, language, the findings Being an ethical and reflective practitioner School of Applied Psychology: Griffith University
Preparation for Multidisciplinary Mental health practice workshops Cross-disciplinary or Interprofessional education (CDE/IPE) Academic disciplines that form an important cross-disciplinary area and provide opportunities for educators to model respect for other disciplinary perspectives Interprofessional learning (IPL) opportunities for students to learn with, from and about each other Multidisciplinary mental health practice (MD MHP) Opportunities for students to focus explicitly on the processes and functions of working in multidisciplinary teams
Student quotes Was good to get a perspective of what other professions do Upon reflection I knew much less about the other professions that I first thought It was very helpful to talk and discuss the difference in different disciplines and to be able to question the members in person
Student quotes I learned that is important to communicate with teams and to be respectful of each others role and discipline Gained understanding that each profession plays a unique role and even though they may hold different values/philosophies, they complement each other and aim to work towards the best interests of the clients.
3 rd area of contribution: IPE/IPL Interprofessional education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care 1 1. Centre for the Advancement of Interprofessional Education, 2002
Interprofessional collaborative practice Health and community service professionals working together using complementary knowledge and skills, to provide care to patients, clients and communities, based on trust, respect and an understanding of each others expertise 5. Adapted from Canadian Medical Association, 2007
Griffith Health IPL Framework Devised through an interprofessional collaborative process in 2011 Aims to have all health professional graduates from Griffith University competent for interprofessional collaborative practice by the end of 2014 10 threshold learning outcomes that all health professional graduates will need to achieve Three phases of learning activities
3-phase pedagogy Phase I: Health professions literacy Phase II: Simulated IPP experience Health professional program Phase III: Real patient or client care IPP experience Professional Registration
Current opportunities for IPL for Psychology students Program Year level Course Activity Phase 1 Phase 2 Phase 2 Phase 3 Bachelor of Psychological Science/Bachelor of Psychology and all double degrees Bachelor of Psychology (Hons)/Bachelor of Psychological Science (Hons) Masters in Clinical Psychology/Clinical PhD Masters in Clinical Psychology/ Clinical PhD Masters in Clinical Psychology/ Clinical PhD 1st year 1 st year 1205MED (E) 1009PSY(C) Lecture and tutorial 4th year 6021PSY (C) 3 hour seminar on multidisciplinary mental health Assessed by exam 5th year 8181/8182PSY (C) Mandatory minimum 6 hours of IPL i) Communication Skills Workshops ii) Mental health workshops Assessed by Reflection exercise in portfolio 6th year 7241PSY (C) Mandatory minimum 6 hours of IPL :CLEIMS 4 Assessed by Reflection exercise 6th year 8183/8184PSY (C) External supervised placement Assessed by Reflection exercise in portfolio
Phase 2 activities for postgraduate students: CLEIMS 4 (Clinical learning in extended immersion multi-method simulation) PG students in clinical psychology program (Health Psychology course across 2 campuses n= 31, worth 20% of course) Join the interprofessional team (medical students, nurses, pharmacy) for a whole day Actively involved with 3 simulated patients (Actors: Wayne, Geraldine, and Matilda), but observe and interact with 2-3 others. Reflective journal and feedback form
Quote from medical student In the past I have been very skeptical about the concept of interprofessional learning. I can honestly say that my experience during CLEIMS has really helped me think about it in an entirely different way. I did not fully appreciate a more holistic approach to medicine, and on reflection, I feel ashamed that I was so dismissive of a huge component of a patient s wellbeing. I found the psychologist to be a great asset in understanding our patient s motivations and barriers to effective treatment. If a healthy mind is necessary for a good quality of life, then patients need more than just medical doctors to treat them. My approach in the future needs to be more widely based on consultation and more open to involving more health disciplines.
Quote from medical student Before CLIEMS, I had only seen a psychologist perform cognitive behavioral therapy and assumed that behavioral therapies were their main role in the team. On Wednesday, X took a detailed psychiatric history from a patient with PTSD and formulated a management plan, counseled three patients on drug and alcohol cessation and assessed a pregnant lady for depression. Beyond this, X had a unique style of interviewing which allowed her to establish rapport with all the patients with ease and thus rapidly peruse pertinent lines of questioning, even in the more sensitive topics such as drug counseling and risk assessment.
Quote from med student I was astounded that, despite having significant contact with psychologists during my mental health placement, I was so oblivious to their roles in the treating team beyond behavioral therapies. I felt naive to have not noticed the extent of their role in patient care before seeing X in action as I d been exposed to these roles before. This made me feel annoyed at myself as I was reducing the quality of patient care by failing to recognise that there was an allied health professional who was more highly skilled in numerous counseling skills, for example smoking cessation. X was able to relate to and communicate with patients in such a way that she was far more effective at gaining important information and motivating patients to quit. Attempting motivational interviewing myself would be far less likely to yield a positive outcome.
Phase 3 activities for Psychology students Already participate in multi-disciplinary practice settings, but until 2012 without a reflection on the interprofessional practice Now need to reflect on the relationships between their peers and colleagues, and the well functioning or otherwise of the Interprofessional team
Some thoughts from Griffith University Retain pathway to Doctoral level training retain current 4 year Bachelor of Psychology (Hons) AQF Level 10, PhD, or Professional Doctorate Develop new pathways for graduates from the undergraduate degree Vertical articulation into MSocWork, Education, MSpeechPathology Develop Bachelor of Applied Psychology Develop Master of Applied Psychology
Bachelor of Applied Psychology Level 7 AQF DOMAIN and PSYCHOLOGY GRADUATE CAPABILITY DOMAINS DISCIPLINARY KNOWLEDGE: SCIENCE LITERACY SKILLS: CRITICAL THINKING, RESEARCH & COMMUNICATION SKILLS APPLICATION OF KNOWLEDGE AND SKILLS: PSYCHOLOGICAL LITERACY: SELF MANAGEMENT, CAREER LITERACY & GLOBAL LITERACY PROGRAM LEARNING OUTCOMES (PLOs) (Cranney, Morrissey & Katsikitis) Graduates of a Bachelors Degree (AQF Level 7) will: Demonstrate a broad and coherent knowledge of: 1. The major concepts, theoretical perspectives, research methods, empirical findings, and historical trends in the core topics of psychology 2. Knowledge of ethics, values and their relationship to science 3. Quantitative and qualitative research methods 4. The relationship of psychology to cognate disciplines and professions (eg neuroscience, health, law, business, philosophy, anthropology, sociology) Demonstrate well developed cognitive, research and communication skills to: 1. Critically evaluate theoretical and methodological approaches in psychology 2. Recognise the major limitations of human reasoning 3. Use logic and evidence to critically evaluate and to develop arguments regarding human behaviour 4. Demonstrate creative and pragmatic problem solving regarding human behaviour 5. Ethically design, conduct, interpret and communicate laboratory and field research that addresses psychological questions across a variety of domains, including program evaluation 6. Ethically communicate (in oral and written form) clear, coherent and independent exposition of knowledge and ideas, to a variety of audiences 7. Demonstrate basic interviewing and sound interpersonal communication skills, including teamwork Demonstrate application of knowledge and skills to: 1. Demonstrate advanced perspective-taking, particularly regarding the biopsychosocial and geophysical determinants of diverse human behaviours 2. Apply psychological knowledge, skills and attitudes to explain, predict and influence human behaviour to meet personal, professional and societal needs 3. Apply evidence-based self-management strategies to achieve pre-professional goals 4. Demonstrate basic career literacy including the capacity for professional reflection and ongoing professional development 5. Within the constraints of ethical codes, apply personal moral philosophical positions to novel ethical dilemmas 6. Demonstrate cultural responsiveness (ie capacity to engage respectfully with members of different cultures and diverse groupings).
Bachelor of Applied Psychology This program will include both the APAC accredited sequence but also allow for student to enrol in additional applied psychology electives such as counselling skills, behaviour change, group facilitation etc. The program will also allow students to enrol in electives in other areas (criminology, human services, disability etc). The program will include Psychology Integration and Application with the WIL component
Master of Applied Psychology Level 9 AQF (Masters degree coursework) 1. DISCIPLINARY KNOWLEDGE: Advanced knowledge for professional practice 2. SKILLS: Critical thinking, research, ethical and communication skills 3. APPLICATION OF KNOWLEDGE AND SKILLS: Assessment, intervention, evaluation and ethical and reflective practice PROGRAM LEARNING OUTCOMES (Morrissey, Cranney & Katsikitis) Graduates of a Masters Degree (Coursework) (AQF Level 9) will: Have attained understanding of a body of knowledge in psychology relating to: 1.1 Psychological concepts, constructs, methods, theory and practice relating to developing competence [ 1.2 Professional ethics, values and their relationship to practice 1.3 Quantitative and qualitative research methods for applied settings Critically evaluate theoretical and empirical bases underpinning the evidence based approaches to psychological intervention across the lifespan 1.4 Demonstrates sound understanding of methodological and statistical approaches in psychology that inform evidence based practice 1.5 Demonstrate understanding how the science and practice of psychology is influenced by social, historical, professional and cultural contexts 1.6 The relationship of psychology to cognate disciplines and professions (eg neuroscience, health, law, business, sport, education, counselling,) Demonstrate well developed cognitive, research and communication skills to: 2.1 Critically evaluate theoretical and empirical bases underpinning the construction, implementation, and interpretation of some of the most widely used cognitive and personality assessments across the lifespan 2.2 Ethically design, conduct, interpret and communicate laboratory and field research that addresses psychological questions across a variety of domains, including program evaluation 2.3 Demonstrates high level communication and interpersonal skills (in oral and written form) and be able to interact on a professional level with a wide range of client groups and other professionals, including in teams Demonstrate application of knowledge and skills to: 3.1 Conduct systematic psychological assessment using a wide range of assessment techniques 3.2 Deliver activities or interventions that promote, restore, sustain or enhance cognitive functioning and a sense of well-being in individuals, or groups of clients 3.3 Evaluate effectiveness of psychological service delivery to ensure continuous quality improvement 3.4 Show familiarity with legal and professional matters relevant to psychological practice, apply personal moral philosophical positions to novel ethical dilemmas, and practice consistent with the current accepted Code of Ethics for the profession 3.5 Show cultural responsiveness (ie capacity to engage respectfully with members of different cultures). 3.6 Practice autonomously, reflect on practice and commit to continued professional development and life long
Masters in Applied Psychology Entry to the Masters in Applied Psychology would be completion of an AQF Level 7 accredited bachelor s degree in Psychology. Suitability for professional training will be assessed by the HEPS and may include assessment of personal suitability for professional practice, the completion of advanced applied courses as electives in the UG program, prior relevant voluntary experience, or professional experience in a related field. The duration of the program (volume of learning) will be a minimum of 2 years. Students would be required to hold student registration with the Psychology Board of Australia for the duration of the program. The program will consist of coursework that advances knowledge of the discipline of psychology as applied to practice (50% of program), skills training and supervised professional practice (20-30%) and a research component (20-30%). Students will be required to undertake a minimum of 1000 hours of supervised professional practice (some of this, may be using simulation activities).
Masters in Applied Psychology The research component will be consistent with the standard expected for an Honours degree in psychology. No student will be allowed to graduate without achieving a minimum standard of competency. Both knowledge based assessment (examinations or written assignments) and Competency based assessments (demonstrations, OSCE s, written case reports etc.) as well as satisfactory supervisor evaluations will be required. Graduates will be eligible for full registration on completion of the Master s degree. Graduates will also be able to apply to enter bridging programs to areas of practice endorsement (guidelines for such courses being considered by APAC Board Standards Working Group). Graduates who either fail either during the 4 th or the 5 th year, or who decide to exit after 4 th year may be awarded an AQF Level 8 qualification (equivalent to Bachelor with Honours in Psychology), and be eligible to enter postgraduate research programs or alternative educational pathways. An exit point at Level 8 will not enable graduates to apply for registration with the Psychology Board of Australia.
What might it look like? Masters of applied psychology Year 1 (AQF Level 8) Working with clients (10CP) Ethics and Prof practice (10CP) Child and adolescent psychological assessment (10CP) Masters of applied psychology Year 2 (AQF Level 9) Org psych, Forensic or Health psych (10CP) Evidence based interventions across the lifespan (10CP) Working with diversity and community organisations (10CP) Adult assessment (10CP Placement 3 (10CP ) Placement 1 (10CP) Placement 2 (10CP) Research (20CP) Placement 4 (10CP) Advanced research course (program evaluation, reliable change, etc).(10cp) Research (20CP)
Possible AOPE Clinical (1 year full time, AQF Level 9) AOPE Clinical Child, adolescent and family psychopathology, assessment, and interventions 1 (10CP) Adult psychopathology, assessment and interventions high frequency problems) (10CP) Child and adolescent placement (375 hours) (10CP) Or Adult placement E-therapy, web-based therapies, technology assisted evidence based approaches (10CP. AOPE Clinical Child, adolescent and family psychopathology, assessment, and interventions 2 (10CP) Adult psychopathology, assessment and interventions low frequency disorder (10CP) Adult placement (375 hours) (10CP) Or Child placement Research (10CP)
Possible AOPE Organisational ( 1 year full time AQF level 9) AOPE Organisational Work, stress and health (10CP) AOPE Organisational Psychology of learning and development (10CP) or Strategic org psych 2 (10CP) Leadership and performance (10CP) Organisational psychology placement 1 (10CP) Strategic Organisational psychology (10CP) Org Psych Placement 2 (10CP Assessment in organisations (10CP) Research (10CP)
Does this type of model have merit in the current climate? Potentially encourage psychological literacy in the UG program Potentially can increase number of students into MAP and probably decrease number of students going into Honours (this is contentious) May require changes to legislation (registration either student or provisional) at start of year 1 of Masters program (4th year)
Thank you So a big thank you to the most important people who have shaped my teaching The students from undergraduate to honours to masters, Dpsych and PhD, I thank you all, without you I wouldn t be the teacher I am today.
Thank you Joe for 25 years!
Psychology and education in Australia needs to change It is possible! Thank you for listening