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Start a Fulfilling Career in Community Service

Are you passionate about helping disadvantaged groups of people?  If you have firm thoughts about what could and should be done to help groups that need support, this is the program for you. By studying a Bachelor of Applied Science in Community Services, you’ll be able to enter a range of dynamic roles in the community and public sectors.

What are my career opportunities?

The need for skilled, empathic workers in the field of Community Services is growing. Here are just some of the avenues that you may find a long a fulfilling career in:

  • Child and family services
  • Homelessness
  • Alcohol and other drugs
  • Domestic violence
  • Migrants and refugees
  • Community counselling agencies
  • Disability services
  • Aged care
  • Local government councils
  • Indigenous groups

The Bachelor of Applied Social Science (Community Services) is an ‘approved course’ of the Australian Community Workers Association. As a graduate of this course, you’ll be able to apply for membership of the ACWA, the peak body for community services professionals.

Delivered by Jansen Newman Institute (JNI), experts in community services education, this course focuses on practical training while providing a solid grounding in the relevant theory. It includes fieldwork placements, ensuring that you graduate with valuable experience and industry contacts.
 

Early Exit Qualifications

If you leave this course after completing all Level 100 units, you may be eligible for the Diploma of Applied Social Science qualification.

Course Overview

Qualification Title BACHELOR OF APPLIED SOCIAL SCIENCE (COMMUNITY SERVICES)
Study Options – Domestic Australian students

Full-time

Part-time
On campus or online

Study options – International students On-Campus
Start Dates

February,  June, September

For specific dates visit the website

Course Length

Full-time: 3 years (including breaks)

Part-time: 6 years (including breaks)

9 study periods

Payment Options - Domestic Australian students

Upfront payment

This means tuition fees will be invoiced each trimester and payment is required on or before the due date.

FEE-HELP

FEE-HELP is Australian Government’s loan scheme for higher education degree courses.

Further information within this Course Information Sheet

It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold ($54,869 in 2016-17). Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.

Payment Options - International students

Upfront payment

This means tuition fees will be invoiced each trimester and payment is required on or before the due date.

Course study requirements

Face to Face

·        Each subject includes a 3 hour lecture once a week for 12 weeks

·        Each subject has a study time commitment of 7 hours per week

Flexible Online Learning

·        Each subject runs for 12 weeks

·        Each subject has a study time commitment of 10 hours per week

Assessment

A variety of written & practical assessments, reflective journal, essay writing and  clinical training

Location Sydney or Online Delivered by Jansen Newman Institute (JNI)
Provider Think: Colleges Pty Ltd is registered as a self-accrediting Australian university by the Tertiary Education Quality and Standards Agency (TEQSA). CRICOS Course code 085174G
Provider obligations Think: Colleges Pty Ltd is responsible for all aspects of the student experience, including the quality of course delivery, in compliance with the Higher Education Standards 2015 Accrediting body Tertiary Education Quality Standards Agency (TEQSA)
Course Fees        For details, refer to the website Any other fees For details, refer to the website

Admission Criteria

Applicants with higher education study

·       A completed higher education qualification at AQF level 5 (diploma) or above, or equivalent, from an Australian University or another accredited higher education provider

OR

·       Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 6 (Associate Degree) or above, or equivalent, from an Australian University or another accredited higher education provider

Applicants with vocational education and training (VET) study

·       A completed vocational education qualification at AQF level 4 (Certificate IV) or above, or equivalent, from a registered training organisation (RTO)

OR

·       Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 5 (Diploma) or above, or equivalent, at a registered training organisation (RTO)

Applicants with work and life experience

Demonstrated ability to undertake study at the required level:

·        broadly relevant work experience (documented e.g. CV), demonstrating a reasonable prospect of success; OR

·        formal, informal or non-formal study, completed or partially completed, demonstrating a reasonable prospect of success; OR

·        written submission to demonstrate reasonable prospect of success.

Applicants with recent secondary education (within the past two years) with ATAR or equivalent

(for applicants who will be selected wholly or partly on the basis of ATAR)

Year 12 or equivalent with ATAR 60

English Language Proficiency

(applicable to international students, and in addition to academic or special entry requirements noted above)

International Students

Equivalent IELTS 6.5 (Academic) with no skills band less than 5.5

Other admission options

(For applicants who will be selected on a basis other than ATAR)

Special Entry:

Applicants in any category whose study, work or life experiences have been impacted by disability, illness or family disruption will be given special consideration for admission. Each application will be considered on its merit, based on the evidence supplied by the applicant attesting to the circumstances of the applicant. Applicants for special entry may need to complete written or numerical tasks to assist with assessing eligibility for admission.

Advanced standing/academic credit/recognition of prior learning (RPL)

You may be entitled to credit for prior learning, whether formal or informal. Formal learning can include previous study in higher education, vocational education, or adult and community education. Informal learning can include on the job learning or various kinds of work and life experience. Credit can reduce the amount of study needed to complete a degree.

Applicants admitted based on prior higher education study may be eligible for Advanced Standing in the form of credit and/or recognition of prior learning (RPL) under the Torrens University Australia Credit Policy.

  • Students with completed subjects may be eligible for specified credit and/or elective exemptions
  • Students who have completed a qualification at AQF level 5 (diploma) or above may be eligible for block credit (where a block credit agreement exists)
  • Students with a mix of formal study and informal and/or non-formal learning may be eligible for recognition of prior learning in addition to any credit approved.

Credit will not be applied automatically. Applicants must apply for credit and/or RPL as early as possible prior to each study period, with applications not accepted after week 2. For further information about credit and recognition of prior learning please see http://www.jni.edu.au/apply-online/course-credits

Where to get further information

Torrens University

UAC

Australian Tertiary Admissions Centres (TACs)

Quality Indicators for Learning and Teaching (QILT)

ATAR profile for those offered places wholly or partly on the basis of ATAR in [T1 2018]

(ATAR-based offers only, across all offer rounds) ATAR (OP in QLD)
(Excluding adjustment factors) *
Highest rank to receive an offer N/P
Median rank to receive an offer N/P
Lowest rank to receive an offer N/P

Notes:            * L/N – indicates low numbers if less than 5 ATAR-based offers made

# N/P – indicates figure is not published if less than 25 ATAR-based offers made

Student profile

The table below gives an indication of the likely peer cohort for new students at the institution. It provides data on students that commenced undergraduate study and passed the census date in the most relevant recent intake period for which data are available, including those admitted through all offer rounds and international students studying in Australia

Applicant background

Semester one / Full year intake [T1 2018]

Number of students Percentage of all students
(A) Higher education study
(includes a bridging or enabling course)
<5 N/P
(B) Vocational education and training (VET) study <5 N/P

(C) Recent secondary education:

·        Admitted solely on the basis of ATAR
(regardless of whether this includes the impact of
adjustment factors such as equity or subject bonus points)

0 N/P
·        Admitted where both ATAR and additional criteria were considered
(e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
<5 N/P
·        Admitted on the basis of other criteria only and ATAR was not a factor
(e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement)
0 N/P
(D) Work and life experience
(Admitted on the basis of previous achievement other than the above)
0 N/P
International students 0 NP
All students 6 100.0%

Notes:         <5 - Low numbers: the number of students is less than 5.

N/A - Data not available for this item.

N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less     than 5 students.

 

Skills You’ll Gain

You’ll develop a wide range of skills, including:

  • Advocacy
  • Counselling
  • Conflict management
  • Case management
  • Community capacity building

Gain Practical Work Experience

JNI focuses on experiential learning, so you gain both theoretical and practical skills during your course. This community services course incorporates 400 hours of fieldwork, which gives you the opportunity to work with real clients, so you establish contacts even before you graduate.

JNI operates a network of clinics across Sydney and has partnerships with a range of external organizations which offer placements. JNI also has a full-time Clinical Placement Coordinator who may be able to assist you in securing placements. If you live outside Sydney, you can undertake your clinical training and/or fieldwork in your local area, subject to JNI’s approval.

Practical Workshops for Online Study

If you study online, you are required to attend compulsory practical workshops.

These give you the chance to meet lecturers and fellow students, and gain the experience and confidence needed to work effectively after graduation.

Online students are required to attend the following residential programs to be held at the Sydney, Brisbane or Melbourne campus:
• COU101A         Interpersonal Communication – 2 days
• COU104A         Applied Counselling 1 – 2 days
• COU203A         Applied Counselling 2 – 3 days

The COU101A residential is held simultaneously every trimester in Sydney, Brisbane and Melbourne; COU104A and COU203A are held every trimester in Sydney, and at least once a year in Brisbane and Melbourne.

Note: Associated travel and accommodation costs are the responsibility of the student.


Course Requirements

To enter this course, you must have Year 12 or equivalent with minimum ATAR 60.

Demonstrated ability to undertake study at this level:  work experience, and/or other formal, informal or non-formal study attempted and/or completed.

For International applicants equivalent IELTS 6.5 (Academic) with no skills band less than 5.5.

Flexible, Supportive Training That Changes Lives

Jansen Newman Institute (JNI) enjoys a strong reputation within the counselling, community services and psychotherapy sectors, producing graduates who are highly qualified and ready to change lives for the better.

JNI’s focus is on practical training, ensuring that you graduate job-ready. Flexible study options enable you to tailor your learning to suit your lifestyle while working towards an accredited, recognized qualification. The Institute is renowned for encouraging personal development, giving you the confidence to start a fulfilling career helping others.
On Campus or Online Study

JNI courses are delivered online or on campus.  The Institute’s flexible online learning system includes a state-of-the-art learning portal designed to let you study anytime, anywhere.

The JNI campus is located at a new holistic health and wellbeing campus at 235 Pyrmont Street. Pyrmont is one of the fastest-growing and most culturally diverse communities in Sydney, located close to Sydney’s CBD, with easy access to public transport. For more information on the new campus speak to your Course and Career Advisor.

Accelerated study is available for most of JNI’s courses – enabling you to complete your course and start your career quicker. There are three start dates each year. Contact a consultant now for upcoming start dates or for more information.

Campus facilities and services

All campuses are designed to provide students with professional spaces in which to learn and work. They have been planned with student study needs in mind with well-equipped accessible learning spaces as well as student breakout areas for group work and spending time with friends.

Facilities and Services include:

  • The Customer Service Hub – our friendly and experienced staff can give help and advice about courses, your enrolment and campus life, including all services and activities on campus.
  • Counsellors are available for students to consult with on a range of personal issues
  • Student wireless access throughout the Campus
  • Student break-out and relaxed study spaces for group work
  • Student lounge areas – most with microwaves, kitchenette facilities and vending machines
  • The Learning Hub, home to the Learning Support Team, encompasses Learning Skills Advisors, Learning Technology Advisors, and Library & Learning Skills Officers. It provides an integrated, holistic support program for students throughout the study lifecycle within a library/collaborative study environment.

The service includes:

  • Support and workshops with highly qualified staff in the areas of Academic skills, Library skills, and Technology skills, both on campus and online.
  • Physical and digital resources relevant to studies, such as books, journals, multimedia, databases
  • Self-check kiosks for library loans and print and copy facilities

Success Coaches: 

Our Success Coaches are industry and education experts who leverage your strengths to align your learning with your broader life purpose. With a focus on career goals, and trained in Gallup Strength methodologies, your Success Coach will take a strengths-based approach to helping you set your learning and career goals.

Partnering with you for the duration of your studies, the Success Coach is here to make sense of all of the learning experiences, including readiness for and securing of work integrated learning, placements, internships and opportunities in internal enterprises.  All of our coaches are industry professionals, which will give you that inside edge you’ll need to be successful in your chosen career.

Irrelevant of how you like to learn, our coaches are there for you.  Coaching can take place online, or on campus.  Our main priorities are to make sure that you are always well connected and motivated, that you are successfully completing your desired subjects, and that you gain valuable knowledge and experience through participation and engagement, whilst always aligning to your natural talents.

A positive student experience

Think: Colleges values the importance of a positive student experience, and therefore has robust processes to resolve student complaints.  The Student Complaints Policy, and associated procedures, can be access from the website.

Paying for your qualification

We offer two payment options for this course:

Upfront payment

If you want to complete your qualification debt-free you can choose to pay as you go. This means tuition fees will be invoiced each trimester and payment is required on or before the due date using EFTPOS, credit card or Flywire.

FEE-HELP

FEE-HELP is Australian Government’s loan scheme for higher education degree courses.

It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold ($54,869 in 2016-17). Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.

Further information about FEE-HELP, including eligibility, is available at:

FEE-HELP website

FEE-HELP booklets

Austudy and Abstudy

Students enrolled in this course may be eligible for government assistance, such as Austudy or Abstudy.

Benefit from JNI’s Experience and Expertise

JNI has over 36 years of experience in delivering counselling and psychotherapy courses. All lecturers are highly experienced and widely recognized in their specialist fields, and many are published authors; many are clinical practitioners. You benefit from their real-world experience.

Each JNI course is designed to give you the necessary expertise to work in your chosen field, whether it’s counselling, community services, or HR management.

In addition to a recognized qualification, you gain skills and tools that you can use both professionally and personally.

Outstanding Support and Resources

JNI offers a high level of support to assist you in reaching your goals. Course advisors and mentors are on hand to provide you with personalized support.

JNI’s faculty and administration is there to offer support. Our average theory class size is 25, so you will have excellent access to lecturers. There is a wide range of personal, academic and professional support available including academic writing, referencing training and assignment feedback through JNI’s Student Support Coordinators.

As an online student, you’ll receive:

  • Personalized support via email or telephone throughout your course;
  • One-on-one support to help you establish goals, create study plans and develop sound study skills;
  • Extensive resources.

You’ll also have access to one of the largest online libraries in Australia, with over 70 million articles available.

Course structure

Year 1 Credit points

Delivery

hours per week#

COU101A Interpersonal Communication 10 3
COU102A Theories of Counselling 10 3
COU103A Human Development Across the Lifespan 10 3
COU104A Applied Counselling 1 10 3
SOC102A Understanding Societies: An Introduction to Social Analysis 10 3
SOC103A Developing Social Policy 10 3
WEL101A Introduction to Community Services 10 3
WEL102A Health and Wellbeing 10 3
Year 2      
COU202A Mental Health and the Community 10 3
COU203A Applied Counselling 2 10 3
FLD201A Fieldwork 1 10 3
SOC201A Mediation and Conflict Management 10 3
SOC202A Introduction to Social Research Methods 10 3
WEL201A Managing the Needs of Diverse Client Groups 10 3
WEL202A Ethics and Professional Practice 10 3
Level 200 Elective 1 10 3
Year 3    
COU301A Working with Addicted Populations 10 3
FLD301A FLD301-Fieldwork for community service workers 2 10 3
SOC301A Qualitative Research Methods 10 3
WEL301A Community Development 10 3
WEL302A Case Management and Program Development 10 3
WEL303A Human Rights and Social Advocacy 10 3
Level 300 Elective 1 10 3
Level 300 Elective 2 10 3
  Total Credit Points 240  

Level 200

Electives

Choose 1 Electives in Year 2

Credit

Points

Delivery

hours per week#

COU201A Relationship Counselling 10 3
COU204A Applied Counselling 3 10 3
WEL203A Chronic Illness and Disability 10 3
WEL204A The Golden Age: Leisure, Sport and Fulfilling Lives for Older People 10 3

Level 300

Electives

Choose 2 Electives in Year 3

Credit

Points

Delivery

hours per week#

COU302A Counselling for Grief and Loss 10 3
COU304A Alcohol and Other Drugs 10 3
COU305A Working with Crisis and Trauma 10 3
COU306A Narrative Therapy 10 3
COU307A Existential Therapy 10 3
COU308A Focusing: Enhancing the Mind-Body Connection in Therapy 10 3
COU309A Introduction to Gestalt Therapy 10 3
COU310A Spirituality and Psychotherapy 10 3
WEL304A Death and Dying 10 3
WEL305A Protection of Children 10 3

#Please note:  delivery hours per week do not include personal self-study hours.

Electives are subject to availability. Contact your Course and Career Advisor for more information.

Course Rules

To graduate from this course, a student will need to complete 24 subject (240 credit points).   There are 21 core subjects (210 credit points) and 3 elective subjects (30 credit points).    There is a range of electives to choose from, please refer to the course structure shown above.

A normal full time study load would see a student completing 80 credits per year for 3 years.  A part –time student may typically complete the 240 credit points over 6 years.

Subjects

Subject details Recommended Study Pattern
Level 100 core
Subject title, descriptor Full-time Part-time

COU101A Interpersonal Communication

This is a core unit in all the Applied Social Science courses.

This subject explores aspects of counselling as a form of interpersonal communication and considers the role of self and culture, as well as important relational skills such as perception, listening and reflection. Students learn about different modes of interpersonal communication including verbal, nonverbal, written and oral, as well as the barriers to effective communication and approaches for overcoming them.

The subject also examines how different types of relationships (family, work, personal, and social groups) can be enhanced through effective communication. An informed awareness of power and rank is discussed.

Trimester X Trimester X

COU103A Human Development Across the Lifespan

This is a core unit in all the Applied Social Science courses.

This subject introduces students to the field of developmental psychology and explores what drives or motivates human behavior. It examines the key life stages of birth, early and later childhood, adolescence, young adulthood, mid-life, ageing and death, taking into account their social and cultural contexts. Students are introduced to the work of scholarly work on the subject of human development.

Drawing on a diversity of disciplines, topics include theories of attachment, cognitive and social development and the role of families and communities in supporting healthy development.

Trimester X Trimester X

COU104A Applied Counselling 1

This is a core unit in all the Applied Social Science courses.

In this subject, students are introduced to the core skills for counselling and change work, with specific reference to working with adults. The subject provides students with an opportunity to develop their counselling skills in an interactive and supportive learning environment with feedback from others, and to begin considering their preferred counselling style. The interrelationships between counselling theories and models and skills are explored. This subject also focuses on the research into counselling outcomes and effective change processes.

Trimester X Trimester X

SOC102A Understanding Societies: An Introduction to Social Analysis

This is a core unit in all the Applied Social Science courses.

In this subject, students are introduced to the interdisciplinary practice of social analysis and its role in understanding the various human elements and social institutions that constitute our communities and societies. It covers a variety of important social theories through which to understand human practices, identities and social structures. In particular, students learn how cultural, historical, economic and political factors shape the human experience.

Students develop social analysis skills to critically examine how human and social elements shape our views about equality, justice and fairness. The subject encourages students to assess the relevance of these elements to our social and professional relations.

Trimester X Trimester X

SOC103A Developing Social Policy

This is a core unit in all the Applied Social Science courses.

In this subject students examine the nature and practice of social policy development through a study of key public policy areas such as education, health, welfare, the family, crime and law and order policy, drug and alcohol policy and employment policy. The focus of policy discussions is primarily within the context of Australian social, economic and political systems.

Students examine the theoretical underpinnings of policy development, the role of politics and lobby groups in influencing social policy, the policy process, and how policy decisions are monitored and evaluated. The role of associations, such as NCOSS and ACOSS, and churches in monitoring the impact of government policy and advocating for vulnerable groups within society are also examined, with a view to students considering ‘how else’ policies can be informed and used effectively to bring about change and improvement to social conditions.

Trimester X Trimester X

WEL101A Introduction to Community Services

This is a core unit for the Counselling and Community Services majors.

This subject introduces students to the structure, purpose and nature of the Australian health care system and community services. It explores the many contexts, settings and roles within this area of work, including the policies, theories and practices applicable to this field. Students learn about the important role and function of occupations in community services, and the practices involved such as advocacy, lobbying, networking, and support and service coordination. Students develop an understanding of the variety of community sector organizations that operate in Australia, sources of funding provided by local, state and federal governments, and the challenges, barriers and opportunities for accessing and providing the relevant but scarce resources to those in need. Attention will also be given to community development and programs through examples such as public housing, Indigenous community development, community consultation and public fora.

Trimester X Trimester X

WEL102A Health and Wellbeing

This is a core unit for the Counselling and Community Services majors.

This subject provides the context for understanding health and well-being in Australia. It begins by exploring the critical perspectives associated with defining health and well-being, and what impacts these definitions have on various sections of the community, especially those considered most marginal.  Health policies, perceptions and promotional activities are analysed as to their impact on health equity and access to services and resources for various sections of the population. The health of individuals, community and society is also discussed in terms of the workplace, the environment and the proximity to service centres such as cities and towns. Students learn about current debates and the impact of service-users, consumer advocates and worker responses. International policies and research will inform many of the discussions.

Trimester X Trimester X
Level 200 core

COU202A Mental Health and the Community

This is a core unit for the Counselling and Community Services majors.

This subject is designed for students to gain basic understanding of mental health. It includes definitions of mental health, mental health theories, risk factors and disorders. The impact of mental illness in the community, and particularly on individual people’s lives is explored along with approaches to health care, and the role of advocacy by community care workers and services.

Myths and stigma surrounding mental health are critically examined, with special focus on how social and cultural perceptions shape both the experience of mental illness and service provision. The subject includes definitions and classification systems in mental health.

Trimester X Trimester X

COU203A Applied Counselling 2

This is a core unit for the Counselling and Community Services majors.

This subject builds on the knowledge and skills developed in Applied Counselling 1. It helps students develop a greater understanding of the various therapeutic approaches that draw on psychodynamic theories, person-centred therapy, cognitive behavioural therapy, family therapy, feminist therapy, solution-focused therapy and narrative therapy. The subject also examines the influence of the counsellor on the counselling process, and counselling practice with children, adolescents and families, drawing on the developmental knowledge acquired in the subject Human Development Across the Lifespan.  Students develop a greater understanding of the skills needed for various modalities and reflect on their own development as a therapist.

Trimester X Trimester X

FLD201A Fieldwork 1

This is a core unit for the Counselling and Community Services majors.

Students undertake placements in the community sector with the aim of building skills with a variety of client groups and presentations. The organizations can include community counselling agencies, government counselling or welfare centres, child/youth service or aged care facilities, neighborhood centres, correctional facilities, or hospital pastoral care settings. They gain further practical experience in working with individuals and groups and are supported with supervision in a variety of formats such as weekly debriefing and case conferences.

This provides the opportunity for students to learn from contact with other community services workers, critical incidents, ethical dilemmas, tensions, questions and insights. This subject uses an experiential learning process that is based on theory, and group participation with peers and supervisors. Students are required to attend two 3-hour workshops in weeks 1 and 5 to prepare them for their fieldwork. Students also receive a total of 5 hours supervision by the placement supervisor.

Trimester X Trimester X

SOC201A Mediation and Conflict Management

This is a core unit in all the Applied Social Science courses.

As our number of relationships expands, so too does the potential for conflict. This subject looks at the nature of interpersonal conflict, and explores strategies for resolution such as mediation, conferencing and restorative justice. It begins by considering the nature of conflict, theories about its causes, and how conflict manifests in relationships, groups, communities and internationally. It then introduces students to key conflict management strategies and gives steps as to how we might reduce unhealthy forms of conflict and arrive at positive, healthy relationships based on empathy and understanding. The subject also considers anger management strategies in addressing entrenched, high conflict situations.

Trimester X Trimester X

SOC202A Introduction to Social Research Methods

This is a core unit in all the Applied Social Science courses.

This subject gives students an overview of the methods used in social science research. It examines the models and techniques of social research across quantitative and qualitative methods, including surveys and sampling, questionnaires, focus groups, structured, semi-structured and unstructured interviews. It asks, what is the research basis of knowledge and how do we know what we know? It prepares students for understanding the nature of the research process, through direct application of basic interview technique, transcription and first level analysis. Students learn to reflect on their findings and the process involved for conducting social research through their experience of interviewing using techniques such as unstructured, semi-structured and structured interviews, and through a scholarly analysis of literature on research methods.

Trimester X Trimester X

WEL201A Managing the Needs of Diverse Client Groups

This is a core unit for the Community Services major.

This subject helps students develop an understanding of diversity in Australia and examines the evolution of multiculturalism since colonization. Students develop the skills for working effectively with diverse client groups such as Indigenous Australians, people from culturally and linguistically diverse backgrounds including migrants and refugees, and a variety of other minority groups.  Drawing on case studies and experienced guest lecturers from the field, the subject examines community welfare in practice, including how various government and non-government agencies respond to issues of difference and social disadvantage through community development interventions. The various concepts of citizen, consumer, service user, client and consultant are examined to understand how different agencies define the rights and responsibilities of people accessing services.

Trimester X Trimester X

WEL202A Ethics and Professional Practice

This is a core unit for the Counselling and Community Services majors.

This subject introduces students to ethics from a variety of perspectives, including deontology and consequentialism, principlist and virtue ethics, narrative and communitarian ethics, and the ethics of self-care. Students learn how ethical and legal frameworks are applied to community services, and in the clinical, public health, and research contexts. They learn to reflect on what are legal or ethical dilemmas in health and community care provision, and practice the use of the conceptual and legal tools available to health and community services workers, as well as to the public, for making decisions in relation to health, community care and counselling.

Topics include ethics theories, codes of ethics for professionalization, and ethics for research, public health, disability and vulnerable groups, internal reporting and whistleblowing, and the ethics of self-care. All practitioners must know how their work is regulated by legal frameworks; students thus learn about tort and negligence law, professional responsibility, duties, and misconduct, mandatory reporting, the protection of vulnerable groups, and privacy and confidentiality at work.

Trimester X Trimester X
Level 300 core

COU301A Working with Addicted Populations

This is a core unit for the Counselling and Community Services majors.

This subject provides an overview of the principles of substance‐related addictions and the processes and mechanisms that underlie addiction. Students are introduced to the developmental course of addiction, risk and protective influences, and the effects of addiction on health and well-being. The subject covers different forms of addictive behaviors that present in the community, including substance dependency (alcohol, tobacco, prescription and illicit drugs), problem gambling, and compulsive sexual and eating behavior. A critical examination of the concept of addiction will consider why the use of some substances or behaviors is socially problematic and culturally contingent. The subject adopts a multi-disciplinary approach to examine the biological, psychological and social factors that are associated with addictive behaviors. Students learn to critically appraise and reflect on the shift from the disease model to approaches that draw on behavioral and social scientific theories.

Trimester X Trimester X

SOC301A Qualitative Research Methods

This is a core unit in all the Applied Social Science courses.

This subject builds on Introduction to SOC202A Social Research Methods, and helps students further extend their skills in qualitative methods that are particularly relevant and useful to social science research in the sectors of health, community services, counselling and human resources. It assists students to understand the process of research, including developing proposals before undertaking research, specifying research questions, selection of the most appropriate research methods for the question, sampling, data collection, data analysis and reporting. Students learn through practice how to conduct semi-structured interviews, focus groups, and/or observation exercises, and reporting the results. The subject covers some techniques and methods for analyzing data, including discourse, thematic and narrative analysis.

Trimester X Trimester X

FLD301A Fieldwork 2 for Community Services

This is a core unit for the Community Services major.

This placement is of 200 hours duration. Placements are in the community sector or in an organization where students will gain further practical experience in working with individuals and groups.

The practical placement experiences will be supported with supervision in a variety of formats; this provides students with the opportunity to practice a range of activities such as case management, client services, program planning and development, individual and group assessment, advocacy and support work. Students are required to engage in community service work in these placements working alongside other professionals. Students are also required to attend two 3-hour workshops in weeks 1 and 5 to prepare them for the fieldwork.

Formal supervision will occur at a rate of 1 hour per 40 hours of placement work.

Trimester X Trimester X

WEL301A Community Development

This is a core unit for the Counselling and Community Services majors.

This subject introduces students to the theory, principles and skills of community development practice as a way of building capacity in community groups over the long term. The philosophical basis of community development as a method of social change and social action through building consensus, participation, advocacy and democracy are examined. Examples of innovative community development programs in public housing, Indigenous communities, disadvantaged areas and cultural communities are an important part of this subject, and guest lecturers from the field will provide practical examples of community development. In acknowledging the diversities and differences within communities, students consider the possibilities for collaboration, advocacy and strategic community planning in initiating action and change. Students develop community development skills in working with advisory groups and communities, community consultation, and running public forums in order to develop their skills as community development practitioners.

Trimester X Trimester X

WEL302A Case Management and Program Development

This is a core unit for the Community Services major.

This subject examines the practice and skills required for case management and program development in the community services sector, by drawing on examples from a range of client groups such as the elderly, people living with disabilities and chronic illness, homeless people, ex-offenders, refugees and migrants with settlement issues. The subject includes an overview of the theory and practice of program planning, development and evaluation using case studies that address the complex and varied needs of clients groups. In addition, attention is also given to the role of carers and the unpaid support given by relatives, friends and neighbors, which often constitute informal management and support to people in need.

Other topics include formative and summative methods of evaluation, insider/outsider debates about evaluation programs, and working with stakeholders to identify the needs and the programs required to address them, and how to evaluate the programs. Various methods of evaluation are examined, including interviews with key informants, client satisfaction surveys and focus groups, and students also learn how evaluation data are analyzed and presented.

Trimester X Trimester X

WEL303A Human Rights and Social Advocacy

This is a core unit for the Community Services major.

This subject examines human rights and governments’ responsibility to uphold them. Topics include: theories of power and oppression, the concept of empowerment, the human rights movement, the establishment and significance of institutions such as the United Nations and the World Health Organization, and their role in developing and implementing international agreements on the fundamental principles of human rights such as the Universal Declaration of Human Rights. In addition, students examine the link between human rights and health and well-being, the protection of the rights of citizens, workers, and vulnerable groups, the concept of advocacy and its practice in promoting social change, and the role of human rights commissions, ombudsmen, and guardianship and other health tribunals.

Trimester X Trimester X
Subject details Recommended Study Pattern
Electives
Subject title, descriptor Full-time Part-time

COU201A Relationship Counselling

The subject begins with an overview of relationship counselling theories and approaches such as Minuchin’s structural family therapy, Schnarch’s discussion of the importance of sexual connection and honesty in intimate relationship, and Gottman’s work on both married and same sex counselling. Drawing on theoretical models students learn to apply counselling frameworks for addressing a range of issues that extend beyond those pertaining to traditional mono-hetero couples to include blended families and asexual affectionate relationships. Topics include rapport after, fertility issues and the impact of trauma. Students also consider the impact of counsellors’ own belief systems and values on the counselling process.

Trimester X Trimester X

COU204A Applied Counselling  3

The focus of this subject is on advanced empathy and the facilitation of change, using skills modelling and practice sessions. Feedback is provided by facilitators and peers in a supportive environment. Some preparation is also provided for working with clients in need of crisis intervention, such as suicide ideation, anxiety and depression, and goal setting. The concepts of transference and counter-transference, and of how they influence the counselling process, are an essential component of this subject. Students also learn how to apply professional boundaries and self-care.

Trimester X Trimester X

WEL203A Chronic Illness and Disability

With the growth in the ageing population, there has been a significant increase in the number of people living with a chronic illness and/or disability. This subject adopts a critical sociology approach for understanding chronic illness and disability, with a focus on both the dominant discourses and subjective experiences. The subject includes an overview of what is meant by chronic illness and disability, and of the disciplinary discourses that construct both the conditions and the people ‘affected’ by them. Also covered are the different support needs and the challenges to meeting these, with an emphasis on socio-cultural and structural factors that exist in the contemporary Australian context, and the complex inter-relationships between discourses, structural challenges and subjective experience. Important theoretical paradigms and methodological perspectives in the social sciences will be used to examine a range of topics including: the discursive construction of chronic illness and disability, the subjective experience of living with these, patient/client and professional relationships, notions of risk, the medicalization of everyday life, and the values and norms that are inscribed in the body. Students are introduced to notions of embodiment through narratives of illness, disability, and ageing.

Trimester X Trimester X

WEL204A The Golden Age: Fulfilling Lives for Older People

This subject examines the notion of extending purpose, meaningful life, health, community participation and well-being into the transition to post retirement life. Among other forms of literature and media, students investigate current government policies and collect data from national databases to examine the who, how and what - of leisure, health promotion, inclusion and wellbeing among older people.

Students will navigate a learning journey that examines the historical and cultural perspectives of the “Golden Age”; examine the Australian policy and political environment and context of ageing; the challenges and opportunities in transitioning to the Golden Age and examine the etiology of and social/ psychological aspects of how a person ages to understand how ageing impacts on a person at the post retirement transition. The journey will also investigate disabilities/inhibitors and enablers that impact on quality of life; will stand in the shoes of elders and explore the needs, priorities and choices of elders in their Golden Age.

The subject will examine the positive social roles and activities that elders can assume in community life and thereby challenge community pre-conceptions, myths and serotypes that often limit elders.

Trimester X Trimester X

COU302A Counselling for Grief and Loss

The effects of grief in terms of human suffering and the associated costs for providing support are critical issues that need to be addressed in community care and counsellor training. This subject teaches students the required skills for dealing with grief and loss associated with the experiences of ageing, trauma, bereavement and relationship breakdown.

Many of these topics are relevant for a broad spectrum of the population but a substantial focus is on cumulative losses as people age. Students learn to work compassionately with people who suffer the psychological fall-outs and face existential questions following multiple losses such as declining physical and mental health, role function and social connectedness. Students learn to develop a holistic approach to grief counselling practice, whilst recognizing and respecting the uniqueness of each client's experience.

Trimester X Trimester X

COU304A Alcohol and Other Drugs

This subject introduces students to theories and research in the area of substance abuse. It examines the continuum between drug use, abuse, dependence and addiction, and the physical dependence created by the use of prescription and recreational drugs. It also examines the role of family, community, residential and detox services. Students investigate and apply analytical skills for discussing the controversies and social stigma surrounding drug and alcohol use, and the contrasting ideologies underpinning harm minimization, risk and abstinence. Attention is given to programs such as Alcoholics Anonymous, AI-Anon and Narcotics Anonymous that use the 12-step program, step reduction programs available on the web such as Smart Recovery, assessment methods such as the CAGE questionnaire. The subject also covers policy informing programs, and the dominant models for drug and alcohol counselling, including motivational interviewing and cognitive behavioral therapy (CBT).

Trimester X Trimester X

COU305A Working with Crisis and Trauma

The effects of trauma are seen across the spectrums of psychological disorders and in particular in the signs and symptoms of post-traumatic stress disorder. The ‘Trauma model’ of mental health offers an alternative perspective to the current ‘Medical/biological model’ of mental health disorders. This elective broadens the scope of students’ current knowledge and skills mainly relating to developmental trauma and attachment issues by providing up-to-date developments in both crisis intervention and trauma counselling assessment, attitudes, skills and methods. The balance between empathy and boundary setting and boundary maintenance, require that counsellors manage opposing but required elements of successful trauma counselling. A thorough knowledge of how to recognize, assess and work with critical incidents and trauma dynamics are essential skills for any professional working within a clinical context.

Trimester X Trimester X

COU306A Narrative Therapy

In this elective, students will become familiar with key narrative concepts and there will be some comparison with ideas found in other modalities. The central practices and skills associated with narrative therapy will be illustrated and, by drawing on students’ own stories, they will have vivid, first hand experiences of narrative from both a practitioner’s and client’s point of view.

Trimester X Trimester X

COU307A Existential Therapy

The practice of existential counselling and psychotherapy is grounded in three thousand years of Western philosophy, involving itself with the everyday concerns of human existence and attempting to seek answers to what it means to be human.  This subject examines how existential philosophy is practised both as a specific psychotherapy modality as well as how the existential themes and questions can be integrated into any practice.

Trimester X Trimester X

COU308A Focusing: Enhancing the Mind-Body Connection in Therapy

The importance of body-sensing in healing was discovered by Dr Eugene Gendlin in collaboration with Carl Rogers at the University of Chicago in the 1960's. This subject examines how our thoughts and feelings guide us in life. Yet there is a more profound knowing: our "felt-sense", the body's own wisdom. Focusing is a process that enables us to access this inner knowing. In this experiential workshop students learn how to consistently tap into and trust their inner knowing.

The skill of Focusing can be used to enhance one’s life and to enhance the work that counsellors do with clients. It is a method that can be integrated with and support any modality of counselling/psychotherapy.

Trimester X Trimester X

COU309A Introduction to Gestalt Therapy

This subject provides an introduction to the foundation principles and core concepts of Gestalt Therapy theory, methodology and contemporary practice. An introduction to a creative approach to working sensitively and systematically within the professional relationship is offered.

The focus in this subject is on assisting students to understand and apply the Gestalt Therapy Approach to their personal and professional experience and the group process. Particular attention is given to the core concepts of: (1) awareness; (2) the personal narrative; (3) the cycle of experience; (4) organismic self-regulation; (5) contact, contact styles and boundary functions; (6) dialogues and the personal conversation; (7) the paradoxical theory of change; and (8) experimentation and a unit of work.

Trimester X Trimester X

COU310A Spirituality and Psychotherapy

This subject examines understandings of spirituality in the context of counseling/ psychotherapy. Special attention will be given to notions of romance, sexuality and intimacy, and how these relate to spirituality. The subject also seeks to highlight parallel dimensions and contrasts between personal and therapeutic relationships. The discussion is aimed at fostering an integrated path for understanding psychotherapeutic intimacy beyond the limitations of diagnosis, symptomology and pathology.

Trimester X Trimester X

WEL304A Death and Dying

In this subject students learn about end of life matters including where death and dying take place. Central to this is understanding what is palliative care and what it involves, and the professional roles that operate in the field. Students learn about the practices of symptom control, pain assessment and management, as well as therapeutic communication skills for end of life. The subject explores cultural differences and diversity in attitudes toward death and dying, and culturally sensitive communication with patients and their significant others. Students also critically examine the availability of palliative care services in Australia as well as the medicalization of death, dying and bereavement. Theories of grief and bereavement are examined, as well as the goals and principles underpinning palliative care philosophy and evidence based practices in the field. Finally an important aspect of this topic is the emotional impact of working in this area, the importance of practicing self-care and boundary management, team work participation and support.

Trimester X Trimester X

WEL305A Protection of Children

While child welfare is about the care of children’s health and wellbeing, the term is now closely associated with child protection and statutory child protection agencies. The subject examines this concept and broadens the debate to include the mitigation of societal factors such as poverty, unemployment, family violence, culture and ethnicity, class and gender as part of the broader picture. The origins of the professional regulation of child welfare are examined, as well as the moral panic around child protection issues.  Challenges and major issues for the care and protection of children are addressed, as well as the professional challenges in developing a ‘best practice’ approach. Other topics include the principle of child protection services, education and research into child protection, policy and the continued development of specific children and family services.

Trimester X Trimester X

Frequently Asked Questions

Are JNI qualifications recognized?

Yes, all JNI qualifications are nationally recognized and government-accredited. In addition, JNI’s Bachelor of Applied Social Science (Community Services) meets the training standards of the Australian Community Workers Association (ACWA) formerly called Australian Institute of Welfare and Community Workers (AIWCW).

Is Course Credit available?

Yes, course credit is available upon application and academic approval.  This credit can take the form of credit transfer, block credit, or Recognition of Prior Learning (RPL).  For further information, consult our friendly Course and Careers Advisor, or visit the website.

What is it like to study on campus at JNI?

Studying on campus will offer you a high level of motivation and personal interaction between your lecturers and fellow students. At JNI we understand that you might be new to tertiary study or may be returning to study after an extended period away. When coupled with the myriad of priorities of modern life, students need concrete, practical support.

JNI’s faculty and administration are there to offer support. Our average theory class size is 24, so you will have excellent access to lecturers. There is a wide range of personal, academic and professional support available including academic writing, referencing training and assignment feedback through JNI’s Student Support Coordinators.

The Student Services team is available to provide students with a range of academic, administrative and support services, ensuring a smooth path from entry through to graduation.

The newly renovated Pyrmont campus facilities include: THINK Wellbeing Centre, Atrium

Counselling consultation rooms, Student common areas, Library with fabulous views of Sydney’s city skyline and Campus-wide Wi-Fi.

New Student Enquiries: 1800 777 116

Current Student Enquiries & Clinic: 1300 738 243

www.jni.edu.au

What are the benefits of studying online with JNI?

JNI offers a learning structure that fits your lifestyle, with a flexible balance of supported and independent study complemented by high quality study materials.

You’ll receive all your study materials online before your course begins. These are designed to let you learn anywhere, anytime while you schedule your study times to suit your needs.

Every unit is delivered through our state-of-the-art learning portal that has been purpose built for JNI. Each unit is facilitated by dedicated online lecturers who guide the learning process and provide academic support.

During your course, you’ll be able to connect with your lecturers and fellow students through group activities and various communication channels, including discussion forums, message boards, real-time collaborative sessions, blogs and wikis. You’ll be able to monitor your own progress with self-review quizzes and receive immediate results and feedback.

Assessments are submitted and marked online.

You’ll also have access to one of the largest online libraries in Australia, with over 70 million articles available. The qualification you receive as an online student is identical to qualifications gained on campus.

How long does each unit take to complete?

All units start and finish within a 12 week period. Each unit requires around 6 to 8 hours of self-study per week.

What is the timetable like for on campus students?

You can study up to 4 units on campus and each unit consists of one 3 hour lecture per week. Students have the option of morning, afternoon or evening lectures. Classes are held Monday to Friday.

Is campus attendance required for online students?

Every JNI course includes compulsory workshops that you will need to attend at the JNI campus in Sydney, Melbourne or Brisbane. The duration of these workshops ranges from two to five days: check with your Course and Career Advisor which workshops are offered in which cities.

These workshops have been designed to help you put your theoretical knowledge into practice, so you graduate with valuable practical experience. They also present a great opportunity for you to meet your lecturers and other students face-to-face.

My course includes clinical training and/or fieldwork. How do I go about securing placement?

JNI operates a network of clinics across Sydney and has partnerships with a range of external organizations which offer placements. JNI also has a full-time Clinical Placement Coordinator who may be able to assist you in securing placements.

If you live outside Sydney, you can undertake your clinical training and/or fieldwork in your local area, subject to JNI’s approval.

What kind of support is available during my course?

JNI offers a high level of support to online students. You’ll receive:

  • Personalized support via email or telephone throughout your course
  • One-on-one support to help you establish goals, create study plans and develop sound study skills
  • Extensive resources

What are the course starting dates?

There are three start dates a year. Ask our Course & Careers Advisor for upcoming start dates.

What materials and equipment will I need to provide?

No special equipment or resources are required.

Get Started Now

Our Course & Careers Advisor can help you select the right JNI course for your career needs. Call 1800 777 116.

Contact Us

New Student Enquiries: 1800 777 116

Current Student Enquiries & Clinic: 1300 738 243

www.jni.edu.au

Information provided in this document is current at the date of publication and may be subject to change.

© Jansen Newman Institute is a trading division of Think: Colleges Pty Ltd

ABN 93 050 049 299

TEQSA Provider ID: PRV12058

TEQSA Course ID: CRS1200651

CRICOS Provider Code: 00246M

Date of Publication: January 2015