Case Study Psychology Paperwork

ll forms relevant to the placement monitoring process and are located below. These forms must be completed and submitted in order to pass the placement. Students should keep the originals of all the forms and submit copies.

6.1 Placement Preference Form [doc, pdf]

This form identifies the placement interests of students and is to be completed and submitted to the Placement Coordinator in the first semester of the course. It is strongly suggested that students also arrange a meeting with the Placement Coordinator to discuss their preferences in more detail to increase the likelihood that students are satisfied with their experiences during placements over the duration of the course.

6.2 Placement Contract [doc, pdf]

At the commencement of each placement, students and supervisors are required to complete the Placement Contract. This form provides a record of placement details, processes and goals and is to be completed by the student and supervisor within the first few days of the placement.  The contract is to be submitted via InPlace within 2 weeks of the placement commencing. The Contract is separated into four sections:

  1. Placement Details - This section details of the placement and should be completed by the student in the first few days of placement.
  2. Placement Paperwork Requirements - This section details the administrative requirements during the placement and timeframes for submission via InPlace.  
  3. Placement Health and Safety Checklist - This section ensures that students are aware of the occupational health and safety policies of the placement organisation.  This form should be filled in with the supervisor or another staff member (e.g., OH&S Rep) who is acquainted with the policies and procedures of the placement organisation.
  4. Placement Goals - The goal setting process should clarify the expectations the student and supervisor have of each other as well as the responsibilities and learning opportunities the placement can offer. The placement goals enable students to identify areas in which they wish to gain experience or to improve, and also allows supervisors to identify goals specific to the particular placement. Student goals for placements should be viewed with respect to the student’s level of placement, previous experience, current theoretical knowledge and skills, and the services provided by the placement organisation.  Goals should be clearly defined and should focus on practice issues.  Goals should be written in a SMART format (Specific, Measurable, Attainable, Relevant, Timely)

General headings that reflect the expected specialist knowledge, skills and competencies of a clinical psychologist are outlined below. These goals can be changed and/or modified to suit a particular placement and the specific needs of a student.

Goal HeadingsExample of SMART goal

Psychologists Role
To understand the psychologist's role within the placement organisation and multi-disciplinary team, and its connection to the overall delivery of services to the community

Psychologists Role
I will meet with other disciplines on the team to discuss their roles

I will visit three other teams in the service

Workload
To have an adequate and appropriate workload as agreed to with the clinical supervisor. The focus should be on direct client work, with time also spent on other related activities such as research, team meetings, preparation for clients, reflection. To complete tasks within working hours.

Workload
Build a caseload of 3 individual clients and 1 group by mid-placement.

To complete all client work such as reports within placement hours

Theoretical Understanding
To understand the relevant theories, principles and methods necessary to practice as a clinical psychologist or clinical neuropsychologist in the placement setting.

Theoretical Understanding
Do relevant background reading on presenting cases and discuss with supervisor every 4 weeks.

Attend professional development sessions within psychology department and multidisciplinary team.

Assessment skills and formulation (e.g. test selection, administration, history taking and rapport)To select and administer appropriate assessment tools. To have exposure to a variety of assessment approaches including clinical interviewing, psychometric testing and behavioural observation. To interpret assessment results and integrating effectively with the clinical history to develop an appropriate case formulation.

Assessment skills (e.g. test selection, administration, history taking, and rapport)
Conduct 3 cognitive and personality assessments (Clinical)

Conduct 10 neuropsychological assessments (Neuro)

To provide supervisor with a formulation for each client

Intervention Skills
To select and provide evidence based interventions for a range of individuals, families and groups.  To have exposure to a range of interventions including feedback, psycheducation, cognitive and behavioural techniques.

Intervention SkillsTo offer feedback session to each client that I have assessed

To provide an intervention for at least 5 clients

Use of supervision and feedback
To use supervision effectively by proactively addressing areas needing further professional development. Openly discuss both successes and challenges and apply learning from supervision to clinical practice. To have opportunities to observe supervisor in their clinical work and have supervisor observe student.

Use of supervision and feedback
Observe supervisor complete one assessment at the start of placement

Meet for 1 hour each week for individual supervision and unscheduled consultation as required

Oral and written communication skills
To write effective reports, letters and case notes. To demonstrate effective oral communication with clients, families, supervisor, other staff and external people.

Oral and written communication skills
To complete reports within one week of completing the assessment and case notes on the day of contact

To reduce the number of drafts required to complete reports

To initiate discussions with other team members with shared clients

If the Contract is not approved, recommendations are made by the Placement Coordinator and the contract returned to the student for revision with their Supervisor. In such a case, the Placement Coordinator would contact the Supervisor to discuss the issue. Once approved, a signed copy of the Contract is provided to the Supervisor and Student.  The student is to submit the document to InPlace within 2 weeks of placement commencement.

6.3 Mid and End of Placement Review Form [Clin Only student, supervisor] [ClinNeuro Only doc, pdf]

This form is used at 2 time-points during a student’s placement:

The Clinical form is completed online by the placement supervisor and brought to a meeting with the placement supervisor, placement coordinator and student. The student will complete the 'student version' for self-evaluation.  The ClinNeuro form is to be printed off and completed prior to the placement review between the student, supervisor and placement coordinator. The student will be assessed on their development of essential core capabilities and attributes of psychological practice as detailed by the Psychology Accreditation Council (APAC).   The student is to submit the signed document via InPlace within 2 weeks of the Mid Placement review.

If the Placement supervisor raises concerns regarding the students' development of core capabilities and attributes then the Placement coordinator and Placement supervisor will work with the student to develop a plan for the rest of the placement to meet these requirements.
At the end of the placement, the student is formally assessed across a range of areas as defined in the form. The form is completed by the Supervisor and should be discussed with the student as a way of providing feedback about their performance during placement as well as guidance about areas they should develop further in future placements or for professional development.  The End of Placement section of the form also serves as the basis for assessing the satisfactory completion of the placement.   The student is to submit the signed, completed document to InPlace within 2 weeks of the End of Placement review.

In the event that a student is not deemed to have satisfactorily completed the placement the Placement coordinator should be advised as soon as possible.  A Board of Studies sub-committee (comprising the Placement Coordinator, MPC coordinator and Year Level coordinator) will meet with the student and decide upon remedial action. This may include additional clinical work at the MPC, supervision, training or mentoring.

A copy of the Mid and End of Placement Review Form should be provided to all parties. Any problems or concerns arising from the mid-placement review shall be handled using the Resolution Process described in the section on Special Review Report.

6.4 Special Review Report [doc, pdf]

Any matters arising outside of the formal review process detailed above should be brought to the attention of the Placement Coordinator. The process for raising concerns is as follows:
A student on placement is operating within a professional environment. The University and the Placement Site have expectations that the student will conduct themselves professionally and in accordance with APS Code of Ethics and the Health Practitioner Regulation National Law Act 2009 published by the Psychology Board of Australia. If the Student experiences a problem on Placement, s/he should identify the difficulty and work towards resolving it. Resolution of the problem may involve consultation with the Supervisor, the Placement Coordinators, or Chair of the Board of Studies. The following recommendations have been developed to enhance this process:

  • The Student identifies the issue to be raised.
  • The Student discusses this issue with her/his Supervisor.
  • If the Student has concerns about raising the issue with her/his Supervisor, or requires advice regarding an appropriate course of action, then s/he should first approach the Placement Coordinator(s) to discuss the same.
  • If discussion of the issue with the Supervisor does not resolve the issue, then the Student will inform the Placement Coordinator of the situation. At that time, the Placement Coordinator will proceed as appropriate and according to the Monash University Doctor of Psychology Guidelines.
  • If a Student‘s concerns remain unresolved, the Student is invited to consult with the Board of Studies for further consideration.
  • Any problems or concerns arising will be documented on the appropriate form (i.e. Mid and End of Placement Review Form or Special Review Report).
  • The party who raised the issue shall review and sign the documentation.
  • The party about whom the issue was raised will have the opportunity to review the documentation and respond.
  • The Placement Coordinator will work with both parties to establish a plan of resolution as necessary and appropriate.
  • The resolution plan shall be documented on the appropriate form and initialled by the parties.
  • Matters not resolved to the satisfaction of the parties will be directed to the Board of Studies of the Doctor of Psychology course for action. Decisions made by the Board of Studies will be communicated to the parties.

6.5 Placement Feedback Questionnaire (Neuro ONLY) [doc, pdf]

This questionnaire is a required part of placement documentation and gives students the opportunity to provide feedback about their placement experience. This helps the Placement Coordinator to understand more about the student’s experience on placement and provide feedback for the supervisor should they request this information. It also helps to improve the quality of placements by addressing issues that student’s raise.  This Questionnaire is to be submitted via the placementadmin.psych@monash.edu email.

6.6 Placement Diary (Clinical ONLY) [xls]

The placement diary provides documentary evidence of the number of hours, type of practice, and supervision undertaken. Guidelines, as indicated earlier, are a total of 1000 total hours among the three placements, 400 total hours of direct client contact.  Therefore, for the initial placement (32 days/250 hours), 100 hours of client contact is necessary to complete the placement.  For the intermediate and advanced placements, 150 hours of direct client contact is necessary.  The diary should include records of direct client contact and related psychological activities including writing case notes, researching information and writing reports as well as supervision sessions, ward rounds, handover meetings and other relevant activities. The purpose is to provide evidence of the level of client contact and the nature of the work carried out on placement. This must be retained for possible approval by the PBA and the Australian Psychological Society (APS). Students should present their diary to their Supervisor for signing on a regular basis throughout the placement.  According to APAC guidelines, the full diary must be submitted and kept on file for ten years.  The diary needs to be submitted via InPlace.  Please ensure that you insert total hours in each column prior to submitting.

6.7 Supervision Logbook (Clinical ONLY) [Template doc, pdf] [Examples doc, pdf]

Students must keep a logbook of their supervision sessions while on placement. Logbook entries need to include the date of the supervision session, an indication as to whether the session was individual or group, a brief description of the issues brought to the session, the content of the session, plans for the next supervision session, students comments about the session and how it has affected them or will affect their practice, and Supervisor comments. Again, guidelines are that students receive an average of at least one hour per day of placement, of which 50% may be group supervision.  Ensure that you log any supervision you receive including consultations with other colleagues. The entries must be signed by the both student and the Supervisor after each supervision session. According to APAC guidelines, the full logbook must be submitted and kept on file for ten years.  The logbook needs to be submitted via InPlace.
Never use a client’s real name in the diary or logbook. Use a fictitious name or fictitious initials. Also remove other identifying information. Be careful about the use of colleagues’ names – refer to them by position rather than by name.

6.8 Placement Diary (Neuro ONLY) [xls]

APAC require that students keep a placement diary to provide documentary evidence of the nature and duration of placement activities, and supervision undertaken. Students are required to use the Diary template and briefly list the nature and duration of activities for each day of placement, together with hours of client related work and hours of supervision. Students should submit their diary regularly to their supervisors for endorsing by signed notation at the top of each page. Diaries without supervisor signatures will not be accepted.  Submit your diary via InPlace ensuring that you have total hours at the bottom of the page.  The university will retain copies of your diary for 10 years as required by APAC. 

6.9 Logbooks (Neuro ONLY) [doc, pdf]

Students must keep a logbook for all of the clients that the student has seen during the training program. For registration purposes, students require a minimum of 50 logbook entries across the training program. Each log entry should provide details of the type of location (e.g., hospital, private practice), placement unit, year of service, referral question, synopsis of report or intervention program, and diagnostic category.  Each logbook entry is to be countersigned by the placement supervisor. All logbooks should be de-identified as outlined in the prior section in this handbook. Never use a client’s real name (or their real initials) in your diary or log book. Use a fictitious name or fictitious initials. Also remove other identifying information (e.g., school, workplace). Be careful about the use of colleagues’ names – refer to them by position rather than by name. Logbook entries are often best completed at the time of report writing. Discuss with your supervisor about whether logbook entries can be completed during placement hours or need to be done at home.  A template and example logbook entry is included.  Submit your logbooks via InPlace.  The university will retain copies of your logbooks for 10 years as required by APAC.

6.10 Casebooks (Neuro ONLY)

Students must complete 10 “short” casebooks across their first 3 placements (3-4 per placement), and 6 “long” casebooks for their final Advanced Specialised (Internship) placement. The 10 short casebooks provide a minimum requirement for psychologist registration, while the 6 long casebooks are required for Doctorate level qualifications. Each casebook should provide an extended analysis of a clinical case that the student has seen on placement using a hypothetico-deductive model. Casebooks should be done in the student’s own time and submitted via InPlace within 4 weeks of placement completion. Casebooks need to be of a reasonable standard and will be returned for modification if the Placement Coordinator thinks further work is required. That said, students should not spend too much time on their casebooks, as they are simply a hurdle requirement. Examples of short cases and long cases are available from the Placement Coordinator. All casebooks should be de-identified as outlined in the prior section in this handbook. The 10 short cases can focus on issues related to assessment, management or intervention and should include at least one case from each of the following five populations; acute neurology/neurosurgery, rehabilitation, psychiatric, geriatric and paediatric.  Each short case should be approximately 1500-3000 words. A case report is expected to contain more and different detail than the report that was submitted to the organisation from which the client came. Casebooks should include:

  • Introduction section that outlines the referral question and provides a brief summary of literature that is relevant to the case
  • Hypotheses section which discusses predictions about assessment findings and tests used to test hypotheses
  • Case presentation section which contains relevant patient background history, presentation, and test results (including test scores)
  • A summary section which includes an interpretation of the results in line with hypotheses, along with recommendations and treatment options.

The 6 long casebooks should be written using cases from the Advanced Specialised (Internship) placement using the same general framework for short cases but with a more detailed consideration of the relevant literature and conceptual issues.  Casebooks should not focus on topics that significantly overlap with their research projects. Students must use APS referencing throughout their cases to identify all sources of the information that have been collected. Please be aware Monash University has sophisticated software for detecting plagiarism. Literature reviews do not need to be excessive if this is not the purpose of your long report/essay. Each long casebook should be 2500-5000 words and focus on one of the following options listed:

  • An intensive theory-driven assessment of a case, or cases, of neuropsychological impairment. This will typically include a review of the clinical syndrome or issue in clinical neuropsychology that has been part of the clinical experience of the student during the third year program. The detailed case report may highlight the features of a relatively uncommon condition that incorporates appropriate reference to the literature. Alternatively, the case may isolate the features of the clinical presentation, which provide a basis for differential diagnosis and diagnostic opinion.
  • A report and evaluation of the issues related to recovery, intervention and management for both the individual with neuropsychological impairment and for his/her carers. This may include: a serial assessment of a client that highlights the changes in his/her cognitive and behavioural functioning over an appropriate time period, whether this constitutes recovery, decline or fluctuation; an assessment prior to a medical intervention and a post-assessment; a longitudinal study of intervention with a client during a rehabilitation program; a case study of a specific intervention in the cognitive or behavioural domain; a description and critique of an individual, family or group-based intervention where the student had an active role in the development of content and/or delivery of the intervention; a review of an adjunctive treatment for clients with neuropsychological deficits. Examples would be a specific medication, a treatment program, a support group etc.
  • A report identifying and reviewing the diversity of purpose of a neuropsychological report. This may include: a collection of reports about one particular case or assessment where the reports have been tailored to different target audiences (e.g. a child case where there is a report to the referring doctor, a report to school, a report for integration assistance and a report to the family); a specifically prepared forensic report of a neuropsychological assessment; a detailed descriptive report of a client’s neuropsychological functioning aimed at educating other professionals or non-professionals involved with the client about the nature of the cognitive/behavioural deficits.
  • A critical review of the role of clinical neuropsychology and/or a clinical neuropsychologist in the organisation where the internship is conducted. This may include analysis of service delivery and policy decisions within the organisation which are pertinent to the profession of neuropsychology.

6.11 Assessment Reports (Clinical ONLY)

All students must submit de-identified copies of clinical assessment or treatment reports that they complete during their placements. A total of four reports are required, i.e., one from the intermediate placement, one from the advanced placement, and two during the advanced clinical specialisation internship. The clinical reports are idiographic dependent upon the placement environment and clinical presentation of patients. In general, all clinical reports are expected to adhere to the requirements and quality of clinical psychologist, relevant to the level of the student.  Submit assessment reports via InPlace.

All queries should be directed to the Placement Contacts Content maintained by: hdr.psych@monash.edu

Informed Consent Form Templates

(language used throughout form should be at the level of a local student of class 6th/8th)

Notes to Researchers:
  • Please note that these are templates developed by the WHO ERC to assist the Principal Investigator in the design of their informed consent forms (ICF). It is important that Principal Investigators adapt their own ICFs to the outline and requirements of their particular study. The logo of the Institution must be used on the ICF and not the WHO logo.
  • The informed consent form consists of two parts: the information sheet and the consent certificate.
  • Do not be concerned by the length of these templates. They are long only because they contain guidance and explanations which are for you and which you will not include in the informed consent forms that you develop and provide to participants in your research.
  • These templates include examples of key questions that may be asked at the end of each section, that could ensure the understanding of the information being provided, especially if the research study is complex. These are just examples, and suggestions, and the investigators will have to modify the questions depending upon their study.
  • In these templates:
    • square brackets indicate where specific information is to be inserted
    • bold lettering indicates sections or wording which should be included
    • standard lettering is used for explanations to researchers only and must not be included in your consent forms. The explanation is provided in black, and examples are provided in red in italics. Suggested questions to elucidate understanding are given in black in italics.

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