Post Graduate Courses

Developmental Psychiatry Course - Advanced (DPC-A)


[click flyer to download]

Contact Information

Course Coordinator

Dr Catharine McNab

Course Administrator

Laura Burns 

Mindful – Centre for Training and
Research in Developmental Health

Building C, 50 Flemington St,
Travancore  Vic 3031

Phone: 03 9371 0220
Email: [email protected]

DPC (Advanced)

The Developmental Psychiatry Course - Advanced (DPC Advanced) is a one-year, three-term, part-time course for professionals who aim to develop their knowledge and skills in the treatment of children, adolescents and families presenting with a variety of social, emotional, behavioural and developmental difficulties. The course is unique in that it focuses on integrative approaches to intervention with children and young people, drawing from both psychodynamic and structured (e.g., cognitive-behavioural) approaches. The course builds on Mindful's well-established program, the Developmental Psychiatry Course (DPC). While the DPC focuses on the assessment of children and adolescents, the DPC (Advanced) focuses on skills and theory relevant to intervention. It replaces our previous Child, Adolescent and Family Therapies (CAFT) certificate program. It can be completed as theory only (participation in seminars) or theory plus skills (participation in seminars and small group supervision). Seminar leaders and supervisors are qualified clinicians with significant experience in direct service delivery and in supervision and training.

Aims of the Course

On completion of the DPC (Advanced) - Theory, participants will be able to: 

  • Demonstrate an understanding of principles of engagement, assessment and containment (including limit-setting) as they apply specifically to children and adolescents
  • Be familiar with issues of confidentiality as they relate to working with children and adolescents
  • Demonstrate a sound knowledge of principles of attachment and neurobiology and implications for treatment of children and adolescents
  • Identify the different ways in which children and young people may communicate (e.g., through play, drawings, other forms of behaviour), how these can be used to understand children and young people, and how they can be responded to therapeutically
  • Clearly describe core principles of psychodynamic theory that are relevant to case conceptualisation and treatment of children, adolescents, their families, and the systems that support them, together with implications for treatment
  • Clearly describe core principles of structured, time-limited therapy theory (specifically, cognitive behavioural therapy and related therapies) that are relevant to case conceptualisation and treatment of children and adolescents, their families, and the systems that support them, together with implications for treatment
  • Link principles of developmental psychology theory with knowledge of these theoretical orientations
  • Consider the rationale for selection of one form of treatment over another
  • Recognise of the importance of understanding and treating children and young people using a systemic, contextual frame, and be able to use systems theory (including ideas from family therapy as well as other systems theories) to understand the context
  • Consider how cultural and other factors may create ‘otherness’ and how to reflect on this in therapy
  • Incorporate ideas from family therapy and systems theory in their understanding of children, young people and their families and the problems with which they present
  • Establish an effective relationship with other systems involved in the care of children and adolescents, including by understanding the responses that systems may have to children, adolescents, and their parents

 On completion of the DPC (Advanced) – Theory plus Skills, participants will additionally be able to:

  • Demonstrate experience in putting these principles into practice in treatment involving children, young people, their families, and other systems that support them

Course Structure

The DPC Advanced can be completed as theory only, or theory + skills.

Theory

Offered over three terms on Wednesday mornings, starting at 9:30am.

Term 1: Using theory to understand the relational world of children and adolescents (9:30am-12 midday)

  • Introduction and overview of the unit and course
  • Attachment and interpersonal neurobiology
  • General psychodynamic theory as it relates to working with children and adolescents
  • General psychodynamic theory as it relates to working with parents and systems
  • General structured theory as it relates to working with children and adolescents
  • General structured theory as it relates to working with parents and systems
  • Ideas from family therapy
  • Working with those we identify as 'others': the role of culture
  • Practical implications (assessing developmental level for the purposes of therapy; reviewing what is working and what is not; self-care for clinicians)


Term 2:  Working with children (9:30am-11:30am)

  • Introduction and overview of the unit and course: how working with children is different to working with adolescents and adults
  • The beginning of therapy: engagement, assessment and containment (developing a therapeutic relationship)
  • Formulation and intervention with children from psychodynamic perspectives (including the role of art and play)
  • The additional role of structured perspectives in formulation and intervention with children
  • Using psychodynamic perspectives in supporting parents of children
  • The additional role of structured perspectives in supporting parents of children
  • Working with systems that support children
  • Endings


Term 3:  Working with adolescents (9:30am-11:30am)

  • Introduction and overview of the unit and course: how working with adolescents is different to working with children and adults
  • The beginning of therapy: engagement, assessment and containment (developing a therapeutic relationship and managing risk)
  • Formulation and intervention with adolescents from psychodynamic perspectives
  • The additional role of structured perspectives in formulation and intervention with adolescents
  • Using psychodynamic perspectives in supporting parents of adolescents
  • Structured perspectives in supporting parents of adolescents: single session family consultation
  • Working with systems that support adolescents using cognitive analytic therapy
  • Endings


Skills

Two 12-week blocks of small group, in-depth clinical supervision with experienced mental health clinicians, run during Terms 2 and 3 only.

Term 2:  Working with children (approx. 1.5-2 hour supervision sessions) 

Small group supervision of therapeutic work with children with mental health difficulties


Term 3:  Working with adolescents (approx 1.5-2 hour supervision sessions) 

Small group supervision of therapeutic work with adolescents with mental health difficulties.

All lectures and supervision are conducted at Mindful. There is some limited capacity to use videoconferencing at times during the course if participants are unable to attend, but this requires discussion with the course coordinator



Course Dates: 2020

Term 1: 19 Feb – 25 March; 15 April – 20 May

Term 2: 10 June – 26 Aug

Term 3: 16 Sept – 2 Dec 

Teaching Faculty

Teaching staff include senior practitioners, supervisors and trainers from Take 2 Berry Street; child psychotherapists accredited with the Child Psychoanalytic Psychotherapy Association of Australia; experienced clinicians and trainers who specialist in cognitive-behavioural and other approaches; and qualified family therapy practitioners and trainers. 

Assessment and Accreditation

Assessment

Theory

  • Attendance at a minimum of 80% of classes
  • Satisfactory completion of in-session assessment tasks presenting relevant readings to the group, with an eye to implications for clinical practice with children and adolescents (as evaluated by the lecturer)

Skills

  • Attendance at a minimum of 80% of supervision sessions
  • Appropriate participation in supervision (as evaluated by the supervisor)
  • Completion of 20 logged clinical contacts

 

Certification

A certificate of completion will be available to those who successfully complete these requirements.

Prerequisites and Selection Criteria

The program is suitable for professionals working with children and adolescents with mental health difficulties, who may include social workers, occupational therapists, speech therapists, psychiatric nurses and psychologists, as well as those working in education, child and family services and general medicine.
 

Prerequisite: Successful completion of the Developmental Psychiatry Course (DPC) or equivalent (assessed by the Course Coordinator).

Selection Criteria: 

Theory Only

A relevant undergraduate qualification plus completion of the DPC (or equivalent)

Theory + Skills

A relevant undergraduate qualification, completion of the DPC (or equivalent) and employment within a service that provides the applicant with access to children and/or adolescents plus appropriate line management supervision in therapeutic work with them (with documented approval by the line manager or other workplace contact)

Consideration may be given to applicants who do not meet these criteria - please contact the Course Coordinator.

Cost, Application Form and Closing Date

Cost (excluding GST)
Theory:  $3100
Skills: $1600


Application Form and Closing Date


The 2020 application form is available for download here.

Please complete all fields and return (with required attachments) to the following email address:
[email protected]  [If you use the hotlink provided on the front page to Submit, please remember to send other documentation such as transcripts by follow-up email. Thank you.]

Places are limited. Applications are due Sunday 8 December. Late applications are accepted only when numbers allow.