The Master of Psychology (Clinical) program began in 1971. The School's theoretical orientation has primarily been one of experimental empiricism, and the Clinical program adheres to the scientist-practitioner model for clinical training. The program has an emphasis on cognitive-behavioural approaches to the understanding and management of clinical programs. The program concerns itself with adult, adolescent and child clinical psychology, neuropsychological assessment and rehabilitation. Program Structure Students must complete 96 UOC as a standalone program. The program consists of three components, all of which are compulsory, totalling 96 UOC (48 in each Stage): 1. Coursework - Weekly lectures and seminars with associated written forms of assessment (48 UOC) 2. Professional Practice - Completion of a minimum of 1,000 hours of supervised clinical practice within the School Clinic and in field clinical settings, weekly Clinical meetings and Skills Training Workshops (24 UOC) 3. A Research Thesis (24 UOC). Learning Outcomes Demonstrate strong knowledge of at least: relevant psychological theories and models; published empirical findings supporting theories (especially those which underpin the major forms of psychological intervention) and the methods employed to establish them; the major methods of psychological investigation and techniques of measurement, and their application and interpretation; and design and implementation of psychological interventions. Demonstrate strong skills and knowledge regarding intervention strategies, including: superior interpersonal skills (including the ability to form a professional relationship including positive working alliances with clients and colleagues); ability to skilfully negotiate a treatment or service contract; ability to use a theoretical system that explains aetiology and remediation of psychological, social or organizational problems; ability to investigate identified issues relevant to the delivery of the interventions (e.g., ethical dilemmas, stakeholders); ability to identify the nature and documented efficacy of potential interventions; ability to design and/or plan preventative, developmental or remedial interventions to achieve the best possible outcomes; formulation of treatment plans, goals and strategies for intervention including the ability to justify the link between diagnosis formulation and intervention chosen; researching the empirical literature to develop plans for interventions and drawing on published studies and theories/models relevant to the problem and intervention; justifying the link between diagnosis/formulation and the intervention chosen; implementing preventative, developmental or remedial programs and interventions; familiarity with a range in intervention techniques and strategies as well as their theoretical and empirical bases, for both individuals and groups; counselling skills; highly skilled use of core behaviour change skills including counselling and cognitive behavioural approaches to helping as appropriate in group individual or organizational settings; organisational interventions; career development (i.e., helping with career planning in private or organisational contexts); ability to design and implement evaluations of the impact of the interventions (including the ability to employ appropriate research designs to evaluate the effectiveness of psychological interventions)