Intervention in Problems of Young People

Subject 476-654 (2009)

Note: This is an archived Handbook entry from 2009. Search for this in the current handbook

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2009:

Semester 1, - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24 hours plus 96 hours of non-contact commitment time
Total Time Commitment: Not available
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Coordinator

Assoc Prof Erica Frydenberg
Subject Overview: 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 and ADHD. Assessment of the problem involves a systemic approach using DSM IV diagnostic criteria. 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, one aspect of which is coping.
Objectives: Information not available
Assessment: A report of 4,000 5,000 words (100 per cent).
Prescribed Texts: None
Recommended Texts: Kratochwill, T.R., and Morris, R. 1993, Handbook of Psychotherapy with children and adolescents, Boston, Allyn and Bacon.
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills: 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.

Generic Skills

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;
  • gain the skills to 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, ADHD;
  • become conversant with one particular approach to intervention;
  • apply an intervention in a systematic manner to a major problem of childhood and adolescence;
  • be able to promote the healthy development of young people.
Links to further information: www.edfac.unimelb.edu.au
Related Course(s): Doctor of Educational Psychology
Master of Educational Psychology
Master of Educational Psychology/Doctor of Philosophy

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