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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, Jansen Newman Institute community services courses and social work courses are for you. Completion of this study will allow you to enter a range of dynamic roles in the community, government and public sectors.


Qualification Title Qualification Title


Study Options – Domestic Australian students Study Options – Domestic Australian students

Full-time or Part- time

On-Campus or online

Study options – Overseas students Study options – Overseas students


Start Dates Start Dates

19 February 2018, 4 June 2018, 17 September 2018

Course Length Course Length

Full-time: 3 years (including breaks)

Part-time: 6 years (including breaks)


Year 12 or equivalent with ATAR 60

Special entry requirements

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.

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

View full course admission information

Finance Options - Domestic Australian students Finance Options - Domestic Australian students

FEE-HELP, or flexible payment options available

Course study requirements Course study requirements

Face to Face

  • Each subject includes a 3 hour lecture once a week for 12 weeks
  • Study Time commitment = 7 hours per week

Flexible Online Learning

  • Each subject runs for 12 weeks
  • Study Time commitment = 10 hours per week
Assessment Assessment

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

Location Location

Sydney Campus or Online

Delivered by Delivered by

Jansen Newman Institute courses are delivered by Think: Colleges Pty Ltd, ABN 93 050 049 299, RTO No. 0269, CRICOS: 00246M.

Accrediting body Accrediting body

Tertiary Education Quality and Standards Agency (TEQSA)

CRICOS Course code CRICOS Course code



Level 100 Subjects

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.

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.

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.

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.

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.

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.

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.

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 Subjects

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.

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.

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.

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.

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.

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.

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 Subjects

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.

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.

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.

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.

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.

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.

Elective Subject Descriptions

Level 200 Electives - Choose 1

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.

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.

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.

This subject examines the growing promotion of and participation in a variety of leisure, sport and other activities by older people, particularly those in the ‘third age’. Among other forms of literature and media, students investigate current policies and collect data from national databases (such as the Australian Bureau of Statistics, the Australian Institute of Health and Welfare) to examine the who, how and what of leisure and wellbeing among older people. Topics include: the types of leisure activities older people engage in and unpaid work such as child-minding, and volunteering in community services, charities and the arts. The subject considers the value of older people as role models for younger workers and youth, whilst acknowledging and promoting the intellectual, cultural, historical and political heritage they leave to society. Alongside this, students also learn about the barriers to leisure for well-being such as access in remote locations, poor infrastructure and poverty. An important aim of the subject is to challenge constructions of ageing that equate mature age with senility, frailty, and passive dependency on family and community.

Level 300 Electives - Choose 2

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.


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.

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.

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 has a 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.

Frequently Asked Questions

Yes, all JNI qualifications are nationally recognised 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).

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.

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 by mail before your course begins. These are designed to let you learn anywhere, while you schedule your study times to suit your needs. Units are delivered through a state-of-the-art learning portal that has been purpose built for JNI. Each unit is facilitated by a dedicated online lecturer who guides the learning process and provides 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, 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.

All units start and finish within a 12 week period. Most units (with the exception of fieldwork units) require around 7-10 hours of study per week.

A full-time student can do up to 4 units and each unit consists of one 3 hour lecture per week. Classes run 4 times a day but are not repeated over the day or the week.

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 Careers Adviser 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.

JNI operates a network of clinics across Sydney and has partnerships with a range of external organisations 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, you can undertake your clinical training and/or fieldwork in your local area, subject to JNI’s approval.

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

One-on-one support to help you establish goals, create study plans and develop sound study skills
Extensive resources

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

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 Abstudy and Youth Allowance. Applications for these are assessed by Centrelink, so you should contact your nearest Centrelink office to discuss your eligibility.

For a long time I had a yearning to do something a little bit more with my life. I started putting a few calls out in the industry and the one thing that kept coming up all the time was Jansen Newman Institute.

PATRICK SPICER - Bachelor of Applied Social Sciences
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