Outline

Overview

This unit introduces current perspectives on the conceptualisation and treatment of child and adult psychopathology. Core theories and models are presented within a developmental-ecological framework, and examined in relation to the aetiology, course, and maintenance of common psychological problems. Theoretical and practical skills-based training addresses core consultation processes (e.g., relational skills, engaging families) and clinical assessment and intervention practices across a range of formats for intervention (e.g., individual, group, parent/family, school-based, eHealth). Content related to children and adolescents focuses primarily on evidence-based psychosocial interventions for the major externalising disorders in these periods (e.g., oppositional defiant disorder, conduct disorder, attention deficit hyperactivity disorder), as well as child and adolescent anxiety and mood disorders. In line with current best-practice guidelines, an emphasis is placed on placed on processes that are ecological and family-centred (e.g., parenting interventions; the role of teachers and schools in assessment and intervention). Content related to younger and older adults includes evidence-based psychosocial interventions for anxiety disorders (e.g., post traumatic stress disorder), mood disorders (e.g., unipolar depression, suicide management), and eating disorders (e.g., bulimia nervosa), and issues related to personality-related psychopathology. Throughout the unit attention is given to issues involved in the culturally responsive delivery of mental health interventions with diverse client populations.

Unit details and rules

Academic unit	Psychology Academic Operations
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	David Hawes, david.hawes@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person written or creative task	Clinical decision-making exam 3 long answer questions	0%	STUVAC Due date: 05 Jun 2026 at 23:59	3 hours	AI prohibited
Outcomes assessed:
Written work	Case Based Formulation Assignment	0%	Week 05 Due date: 16 Mar 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:
Peer or expert observation or supervision	Clinical Role Play: Video Video recording	0%	Week 10 Due date: 10 May 2026 at 23:59	15 minutes	AI prohibited
Outcomes assessed:
Written work	Clinical Role Play: Written Self-Critique Written Self-Critique	0%	Week 10 Due date: 10 May 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:

Assessment summary

Case Based Formulation: Assignment: Students will produce a written cognitive-behavioural formulation (including diagram) based on a case vignette.
Clinical Role Play: Video: Students will perform and video-record a therapist-client role-play in pairs, related to a clinical vignette concerning a child-referral.
Clinical Role Play: Written Self-Critique: Students will critique their performance during the clinical role play video using literature concerning principles of effective clinical engagement and assessment.
Clinical decision-making exam: Students will complete three long-answer questions involving child and adult case vignettes, each involving multiple parts related to clinical decision-making (e.g., diagnosis, formulation, treatment planning). This is an open book exam during class time.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

Result	Code	Description
Pass with Merit	PM	The material or clinical practice substantially exceeds the expected level of competence for the stage of training. Reserved for work of an exceptionally high standard that demonstrates independent thought, originality and comprehensive knowledge of the subject area. In order to be awarded a ‘Pass with Merit’, a student needs to perform in the top 10% of students.
Pass	P	The material or clinical practice meets the expected level of competence for the stage of training. A pass is considered to signify work that is of a good to very good standard, according to the relevant expectations.
Meet with Marker	MEET	The written material or clinical practice demonstrates some misunderstanding or a minor deficiency in level of competence. The student must meet with the examiner to discuss the problems with the work. If the marker is satisfied with the outcome of the meeting, the work is given a pass. Alternatively, the student may be required to resubmit or repeat the work.
Resubmit	RE	The written material or clinical practice does not meet the required competency. The student must resubmit or repeat the work within a period of time determined by the CPU and the work will be re-marked. Resubmitted or repeated work that on this basis fails to meet the required competency will then be marked independently by a second marker, and a third marker if the two initial markers disagree. Work that is deemed to have failed to meet course requirements by two markers will be assigned a Fail.
Fail	F	The written material or clinical practice is of a sufficiently low standard, or demonstrates unethical or dangerous practice. Any piece of written work that is marked with Fail will be marked independently by a second marker, and by a third marker if the two initial markers disagree. Where required, the three markers meet to decide upon a final mark to be awarded. Work that is deemed to have failed to meet course requirements by two markers will be assigned a Fail. In most cases, written assessments and clinical practice assessments examine core clinical competencies, and the Fail mark will result in the Unit of Study being failed. case report, the student fails the Unit of Study and is required to repeat and re-enrol in that Unit of Study. Any Unit of Study that the student is deemed to have failed will have to be repeated, and the student will be required to re-enrol in that Unit of Study. Students are only eligible to repeat Units of Study once.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

All assignments must be submitted by the due date. Students are expected to manage their time and to prioritise tasks to meet deadlines. Assessment items submitted after the due date without an approved extension using a special consideration or special arrangement form or request will incur penalties. If you encounter a problem submitting your work on time, you may be able to arrange a simple extension. A simple extension is an informal arrangement between you and your unit of study coordinator. You may be able to receive an extension of up to two working days for non-examination tasks, as outlined in clause 66A of the Coursework Policy 2014. If you need an extension for a longer period, you may be eligible to apply for special consideration. sydney.edu.au/students/simple-extensions

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	[Adult] Therapeutic relational skills (Webb)	Lecture (3 hr)
Week 01	[Child] Theoretical essentials for child and family practice (Hawes)	Lecture (3 hr)
Week 02	Mental status examination (Lester)	Lecture (3 hr)
Week 02	[Child] Case formulation and family based practise(Hawes)	Lecture (3 hr)
Week 03	[Adult] Assessment of depression and suicide management (Hunt)	Lecture (3 hr)
Week 03	[Child] Initial engagement and assessment in family-based practice (Hawes)	Lecture (3 hr)
Week 04	[Adult] Anxiety disorders across the lifespan: Psychopathology, models (Hunt)	Lecture (3 hr)
Week 04	[Child] Forming a therapeutic team with parents: Navigating conflict and sensitive topics (Hawes)	Lecture (3 hr)
Week 05	[Adult] Introduction to cognitive and behavioural interventions for anxiety disorders (Hunt)	Lecture (3 hr)
Week 05	[Child] Observation & Monitoring; Forming a shared perception of clinical data (Hawes)	Lecture (3 hr)
Week 06	[Adult] Pharmacotherapies for anxiety and depressive disorders (Bowen)	Lecture (3 hr)
Week 06	[Child] Externalising Problems: Core components for family-based intervention (Hawes)	Lecture (3 hr)
Week 07	[Adult] Models, psychopathology, treatment planning and cognitive behavioural therapy for unipolar mood disorders (Abbott)	Lecture (3 hr)
Week 07	[Child] Externalising Problems: Key challenges in family-based intervention (Hawes)	Lecture (3 hr)
Week 08	[Adult] Trauma and stress related disorders and their treatment (Webb)	Lecture (3 hr)
Week 08	[Child] Treatment of Childhood Anxiety Disorders (Hunt)	Lecture (3 hr)
Week 09	[Adult] Integrating CBT practice: Assessment, diagnosis, formulation and treatment planning (Abbott)	Lecture (3 hr)
Week 09	[Child] Youth major depression: CBT and IPT approaches to assessment and treatment (Webb)	Lecture (3 hr)
Week 10	[Adult] Personality in the clinical setting: Assessment of personality and its implications for treatment (Todd)	Lecture (3 hr)
Week 10	[Child] Introduction to Post-Milan Model of Family Therapy (Rhodes)	Lecture (3 hr)
Week 11	[Adult] Reflective Practice (Rhodes)	Lecture (3 hr)
Week 11	[Child] Diagnosis, assessment and treatment of eating disorders (Barakat)	Lecture (3 hr)
Week 12	[Adult] Clinical Viva Adult Therapy (Abbott, Ha, Hunt, Norton, Seeley-Wait, Webb)	Lecture (3 hr)
Week 12	[Child] No lecture (class time used for PSYC6078 Viva)	Practical (3 hr)
Week 13	[Adult] Clinical Viva Adult Therapy (Abbott, Ha, Hunt, Norton, Seeley-Wait, Webb)	Assessment (3 hr)
Week 14 (STUVAC)	Clinical decision making in class assessment	Assessment (3 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Apply advanced knowledge of psychopathology, developmental systems, and the core principles and theoretical models that underpin current evidence-based practice, in culturally responsive practice with diverse clients across the lifespan;
LO2. Identify psychological disorders using a recognised international taxonomy as part of culturally responsive clinical engagement and multi-method assessment of diverse clients across the lifespan;
LO3. Integrate and interpret multi-modal psychological assessment and diagnostic data to inform case conceptualisation and evidence-based treatment planning;
LO4. Formulate complex conceptualisations of presenting issues to determine the most appropriate interventions and manage risk;
LO5. Demonstrate skills in empirically supported interventions, and in monitoring clients’ progress and intervention outcomes;
LO6. Integrate psychopharmacology knowledge into complex conceptualisation, clinical planning and management, including working effectively with other health professionals;
LO7. Demonstrate professional communication skills, including interviews and assessments and evidence based intervention demonstrations of skills.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Psychology Accreditation Council - 3.1. Demonstrate successful (prior or concurrent) achievement of pre-professional competencies. 3.2. Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsiveways.
	Australian Psychology Accreditation Council - 3.5. Identify psychological disorders using a recognised taxonomy.
	Australian Psychology Accreditation Council - 3.2. Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsiveways. 3.6. Conduct professional interviews and assessments and synthesise information from multiple sources, including assessment of risk, to formulate a conceptualisation of the presenting issues to determine the most appropriate interventions, including management of risk.
	Australian Psychology Accreditation Council - 3.6. Conduct professional interviews and assessments and synthesise information from multiple sources, including assessment of risk, to formulate a conceptualisation of the presenting issues to determine the most appropriate interventions, including management of risk.
	Australian Psychology Accreditation Council - 3.2. Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsiveways. 3.7. Monitor outcomes and modifications based on evolving case formulation, including health and health concerns, family and support networks, and organisational, cultural or community contexts, with care given to the appropriateness of interventions for the client within their wider context.
	Australian Psychology Accreditation Council - 3.2. Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsiveways. 3.7. Monitor outcomes and modifications based on evolving case formulation, including health and health concerns, family and support networks, and organisational, cultural or community contexts, with care given to the appropriateness of interventions for the client within their wider context.
	Australian Psychology Accreditation Council - 3.1. Demonstrate successful (prior or concurrent) achievement of pre-professional competencies. 3.2. Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsiveways. 3.3. Employ professional communication skills, in a culturally responsive manner, with a range of socially and culturally diverse clients.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No substantive changes have been made since this unit was last offered.

Additional information

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

PSYC6082: Treatment Across the Lifespan

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links