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Start a Fulfilling Career in Counselling

Make a difference in people’s lives with this accredited counselling course. You gain the qualification, skills and understanding you need to work effectively as a counsellor in various areas, including:

  • Community counselling
  • Drug and alcohol
  • Women’s health
  • Family support
  • Relationship counselling services, gender and sexuality
  • Anxiety and depression

This course is accredited by the Psychotherapy and Counselling Federation of Australia (PACFA) and therefore meets this peak body’s training standards. Upon graduation, you may apply for membership of a PACFA member association – earning you professional recognition at a national level.

Delivered by Jansen Newman Institute (JNI), experts in counselling education, this course focuses on practical training while providing a solid grounding in the relevant theory. It includes both clinical work and fieldwork placement, 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 (COUNSELLING)

Study Options – Domestic Australian students

Full-time

Part-time


On campus or online

Study Options – Domestic Australian students

Full-time

Part-time


On campus or online

Start Dates

February,  June, September

For specific dates visit the website

Start Dates

February,  June, September

For specific dates visit the website

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)

Accrediting body

Tertiary Education Quality Standards Agency

CRICOS Course code

085175G

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

     

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)

<5

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

0%

(D) Work and life experience
(Admitted on the basis of previous achievement other than the above)

7

37%

International students

3

N/P

All students

19

100.0%

Notes:       “<5” – the number of students is less than 5.

               N/A – Students not accepted in this category.

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

Where to get further information:

Torrens University:  Torrens University is Australia's global university and offers courses including business, design, hospitality, education and more!

Universities Admissions Centre (UAC): Explore your options, apply for courses and receive offers for tertiary study in NSW & the ACT.

Australian Tertiary Admissions Centres (TACs): manage the usual process of student university applications and the study offer rounds on behalf of the particular universities that they cover. All TACs are independent of each other, so depending on which state or the number of universities you want to submit an application to, you may need to apply through multiple TACs. We’ve provided links below to the various TACs.

Quality Indicators for Learning and Teaching (QILT): With QILT, you can do side by side comparisons of the quality of the higher education institutions and the study areas that you’re interested in.

Course Subjects

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  

COU201A

Relationship Counselling

10

3

COU202A

Mental Health and the Community

10

3

COU203A

Applied Counselling 2

10

3

COU204A

Applied Counselling  3

10

3

FLD201A

Fieldwork 1

10

3

SOC201A

Mediation and Conflict Management

10

3

SOC202A

Introduction to Social Research Methods

10

3

WEL202A

Ethics and Professional Practice

10

3

Year 3

COU301A

Working with Addicted Populations

10

3

COU302A

Counselling for Grief and Loss

10

3

COU303A

Evaluating Approaches to Counselling

10

3

FLD302A

Fieldwork 2 for Counselling

10

3

SOC301A

Qualitative Research Methods

10

3

WEL301A

Community Development

10

3

Level 300

Elective 1

10

3

Level 300

Elective 2

10

3

Level 300

Electives

Choose 2 Electives in Year 3

Credit

Points

Delivery

hours per week#

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

WEL302A

Case Management and Program Development

10

3

WEL303A

Human Rights and Social Advocacy

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 us for more information.

Core Unit Descriptions

Level 100 Units

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.

COU102A Theories of Counselling

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

In this subject students are introduced to influential counselling theories, including Psychoanalytic and Psychodynamic theories, Person-centred Therapy, Existential Therapy, Gestalt Therapy, Cognitive Behavioural Therapy, Family Therapy, Feminist Therapy, Solution-Focused Therapy and Narrative Therapy.

The subject utilises a range of experiential learning strategies including skills modelling and case studies, and introduces students to the counselling interventions used for each of these models. Such understanding is further developed in COU104 Applied Counselling 1, where students have the opportunity to observe and practise some of the therapeutic interventions used within these modalities.

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.

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.

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.

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.

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.

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.

Level 200 Units

COU201A Relationship Counselling

This is a core unit for the Counselling major.

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.

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.

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.

COU204A Applied Counselling  3

This is a core unit for the Counselling major.

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.

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.

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.

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.

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.

Level 300 Units

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.

COU302A Counselling for Grief and Loss

This is a core unit for the Counselling major.

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.

COU303A Evaluating Approaches to Counselling

This is a core unit for the Counselling major.

This subject considers several methods of evaluating the effectiveness of counselling models in practice. Students examine to the research literature on counselling effectiveness and efficacy, and the debates and controversies around evidence based practice. They learn about program evaluation and the methods used by agencies to assess the effectiveness of their programs. The subject covers some of the most commonly used standardized methods of counselling evaluation such as the Session Outcome Scale and the Session Rating Scale. These methods facilitate direct feedback to counsellors about clients’ experience of the counselling process and their progress in terms of their social functioning, symptoms of distress and interpersonal relationships.

FLD302A Fieldwork 2 for Counselling

This is a core unit for the Counselling 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 with a lecturer in weeks 1 and 5 to prepare students for the fieldwork.

Note that 48 of the 200 placement hours must consist of face-to-face counselling contact. Clinical supervision will occur at a ratio of 1:4 hours and formal supervision will occur at a rate of 1 hour per 40 hours of placement work.

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.

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.

Elective Unit Descriptions

Level 300 Electives

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).

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.

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.

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.

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.

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.

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.

WEL302A Case Management and Program Development

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.

WEL303A Human Rights and Social Advocacy

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.

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.

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.

Skills You’ll Gain

At the completion of this course, you will be able to:

  • Apply specific counselling modalities and interventions to meet the needs of clients
  • Explain mental health and the impact of mental ill health on individuals and families
  • Respond to human diversity and establish working relationships with clients
  • Apply effective counselling interventions with people presenting with alcohol, drug abuse and addiction
  • Apply constructive methods to the facilitation of change
  • Evaluate the effectiveness of counselling
  • Refer clients to other health professionals as appropriate

Gain Practical Work Experience

JNI focuses on experiential learning, so you gain both theoretical and practical skills during your course. The counselling course incorporates 400 hours of work placement, and includes at least 40 hours of supervised face-to-face clinical work in the final year of study. The placement component of your course gives you the opportunity to work with real clients, so you establish contacts even before you graduate.

JNI operates on campus counselling clinics in Sydney, Brisbane and Melbourne, and has partnerships with a range of external organizations where you can complete your fieldwork. JNI also has a full-time Field and Clinic Placement Manager who may be able to assist you in securing placements. Those living outside the city location of their campus can undertake fieldwork in their 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.

In addition, online students are required to attend the following residential programs:
• COU101A         Interpersonal Communication – 2 days
• COU104A         Applied Counselling 1 – 2 days
• COU203A         Applied Counselling 2 – 3 days
• COU204A         Applied Counselling 3 – 5 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; COU204A is held at least one a year in Sydney, Brisbane and Melbourne.

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

Course Requirements

Year 12 or equivalent with 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

Flexible, Supportive Training That Changes Lives

Jansen Newman Institute (JNI) enjoys a strong reputation within the counselling 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 at on campus.  The Institute’s flexible online learning system includes a state-of-the-art learning portal designed to let you study anytime, anywhere.

Our three JNI campuses are situated in convenient inner-city locations close to regular transport, cafés and shopping.  

Our campuses house extensive learning resources, state-of-the-art facilities and THINK Wellbeing Centres at Sydney (Pyrmont), Brisbane and Melbourne campuses.

The trimester model at JNI allows a great deal of flexibility in planning your study load and can accelerate your program; however PACFA requirements stipulate that the learning must take place over at least three years. There are three start dates each year. Contact a consultant now for upcoming start dates or for more information.

Affordable Education

Almost every Australian citizen is eligible for Government assistance through the FEE-HELP program. This means you do not have to pay anything upfront, but can pay for your course as you earn.

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.

Contact a consultant to find out more about how you can study now and pay later. You may also be eligible for Austudy or Abstudy. Applications for these are assessed by Centrelink, so you should contact your nearest Centrelink office to discuss your eligibility.

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 are 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 Coordinator.

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.

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 (Counselling) is accredited by the Psychotherapy and Counselling Federation of Australia (PACFA).

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 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 Coordinator.

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. Most units (with the exception of fieldwork units) require 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, Brisbane or Melbourne. The duration of these workshops ranges from two to five days.

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 has partnerships with a range of external organizations which offer placements. JNI also has a full-time Field and Clinic Placement Manager who may be able to assist you in securing placements.

If you live outside Sydney, Brisbane or Melbourne, 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:

  • Personalised 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.

Is there any financial assistance I can apply for?

All JNI courses are FEE-HELP approved. Almost every Australian citizen is eligible for FEE-HELP, meaning you do not have to pay anything upfront, but can pay for your course as you earn.

You may also be eligible for Austudy, Abstudy and Youth Allowance. Applications for these are assessed by Centrelink, so you should contact your nearest Centrelink office to discuss your eligibility.

Get Started Now

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

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: CRS1200652

CRICOS Provider Code: 00246M

Date of Publication: January  2015