The Graduate Diploma of Counselling and its nested qualification Graduate Certificate of Counselling provide postgraduate qualifications for those seeking to enhance their skills in the professional domain of counselling and psychotherapy. These qualifications also meet the need of those seeking work in community and business settings to facilitate positive human change.
The Graduate Diploma of Counselling is the second exit point as part of the Master of Counselling and Applied Psychotherapy course and also provides a pathway into this course.
COURSE AT A GLANCE
|Qualification Title||Qualification Title
GRADUATE DIPLOMA OF COUNSELLING CRS1200674
|Study Options – Domestic Australian students||Study Options – Domestic Australian students
Full-time or Part- time, On-Campus
On-campus study involves lectures, clinics, seminars, tutorials, practical demonstrations, learning portal activities, clinic hours and personal study hours.
Note: two subjects only are offered 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 Lenght
Full-time: 1 year
Full-time accelerated: 7 months
Part-time: 2 years
|Entry Requirements||Entry Requirements
Equivalent IELTS 6.5 (Academic) with no skills band less than 6.0
|Finance Options - Domestic Australian students||Finance Options - Domestic Australian students
FEE HELP, or flexible payment options available
|Course study requirements||Course study requirements
One 3-hour lecture per subject per week – total requirement 10 hours per subject per week
A variety of written & practical assessments, reflective journal, essay writing and clinical training.
|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 (if applicable)||CRICOS Course code
The subject introduces students to the field of personality, social and developmental psychology and explores what drives or motivates human behaviour.
Students examine the key life stages of birth, early and later childhood, adolescence, young adulthood, mid-life, ageing and death in their social and cultural contexts. The subject also examines the role of families and communities in supporting healthy development
JNI students are required to explore an integrated approach to theories, modalities and practice skills, and this subject sets the foundation for this work by introducing students to a selection of 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
Students will participate in different experiential learning scenarios to develop their understanding of the range of counselling interventions available to them from each of the counselling theories presented. This subject also establishes a firm foundation for the concepts and techniques developed in later subjects.
This subject explores the nature of interpersonal communication in its many guises by considering different communication channels and barriers to effective communication. Students are required to consider the role of self and culture in interpersonal communication, and the part that perception, listening and reflection play. Students are also be given opportunities to examine how different types of relationships (family, work, personal) can be enhanced through more effective communication.
This subject provides students with the opportunity to explore the ethical and moral issues that arise when working as a professional in a therapeutic context. Students will be expected to engage with the topic to such a level that they can articulate their ethical position and what they consider to be moral behaviour in the therapeutic relationship. Professional standards for counsellors and counselling practice are identified and implications for professional practice determined.
This subject explores issues and concerns that inform counselling and psychotherapeutic practice in the framework of mental health and considers a range of commonly presented symptoms and syndromes.
Practice models, therapeutic approaches, and skills for effective and deliberative practice will be identified and examined for use. To inform this investigation, students review research findings on aetiology, subsequent development, and the evidence base for the efficacy of various therapeutic approaches.
The final component of the subject introduces the notion of cross-cultural counselling and gender awareness and the ways that gender, ethnic, religious and cultural differences affect the ways ‘problems in living’ are perceived and presented, and the way that professionals may need to respond. This subject uses experiential learning opportunities with critical feedback from peers and lecturers.
To undertake this subject, students obtain a placement of 160 hours within a community services organisation such as a community counselling agency, government counselling or welfare centre, child or youth service, neighbourhood centre, community corrections, hospice or hospital pastoral care setting (and with special permission their place of work). They will be required to use this placement to build upon and consolidate their counselling skills with a variety of client groups and presentations.
As part of the 160 hours placement, students may provide to a client up to 10 hours of individual face-to-face counselling to begin their more formal clinical training hours. This individual counselling will be supported by 3 hours of clinical supervision from the Jansen Newman Institute.
In this subject, the usefulness, relevance and relationship of coaching and positive psychology to counselling will be explored. Positive psychology is a relatively new field in psychology, and this subject reviews its contribution as an approach to the ‘helping relationship’, including an investigation of some of the controversies, conflicting view points, and their respective empirical support. Exploring the work of the key positive psychology theorists, students develop an understanding of how they can synthesise elements of positive psychology work into their emerging coaching practice. They also learn a range of particular coaching skills, including solution-focused and strengths-based approaches, as well as goal-setting and personal development coaching. This subject balances theory and practice in its delivery and encourages students to engage in interactive learning through discussion and experiential practice.
This subject surveys the history of Cognitive Behaviour Therapy, the approach, the range of modalities, and its appropriate clinical applications. Importantly, students review contemporary evidence-based critiques of CBT to determine its efficacy and suitable clinical applications such as a way of working with anxiety. As well as developing their CBT treatment skills, students learn other anxiety management strategies to augment and support a CBT approach, including relaxation techniques, respiratory retraining and hyperventilation.
Comorbidity, dual diagnosis, or co-occurring conditions can also be understood as ways of categorising clients with a combination of mental ill health issues, or complex presentations. In this subject, students critically review a range of definitions for comorbidity and what these mean for their professional practice, and assessment and treatment options. The subject includes an introduction to the range of validated tools used in clinical practice to assess clients. Students investigate different treatment conventions used in the Australian AOD and mental health sectors, as they relate to the psychological and physiological problems encountered by people suffering from a combination of mental illness and dependence.
Focusing Therapy is a client-centred approach to therapy that is connected with, and related to, a phenomenological model of change processes. The importance of body-sensing in healing was emphasised by Eugene Gendlin in collaboration with Carl Rogers in the 1960s and continues to offer important insights into working therapeutically with clients today. This subject addresses this specific therapeutic approach with an investigation of its modalities and techniques. Students also source an evidential base for its efficacy and discuss its potential for their professional practice. Given the highly experiential nature of the modality, this subject provides students with opportunities to develop their own skills and techniques in this modality in a safe and supportive environment.
The subject concludes with a discussion of how culture makes sense of and informs the body’s inner knowing and how a socially constructed world informs the inner world.
In this subject, students will be given opportunities to explore some of the issues and challenges associated in working therapeutically with young people. The subject begins with a discussion of the cultural and social framework for understanding the positioning of young people and ‘youth’ in our culture today. This serves as a foundation for the further study in young people and the factors that can affect their mental health. The Maudsley model for treatment is examined, along with service delivery models and other forms of interventions. Students also discuss the potential for working with different communities on intervention and prevention strategies. They are also introduced to the legal parameters that will inform their professional practice: child protection and notification, informed consent, confidentiality and involvement of the family.
In this elective, students are introduced to theories and practices of somatics as they apply to counselling and psychotherapy. The contemporary understanding of somatics is based on both recent research on aspects of body-mind unity and age-old wisdom of ancient eastern and western cultures. The theoretical understandings and practical skills in this field of inquiry have both a therapeutic and an educational function: they can be used to deepen therapeutic healing and change process and to facilitate the development of sustainable body-mind self-regulation and living skills.
This subject addresses the specific issues that arise when working with adults or children who have been sexually abused. Students explore the different types of abuse that currently take place, including child emotional and sexual abuse, emotional neglect, and living in domestic violence conditions. The subject also teaches the effects of rape and other and how clients’ gender, age and culture can influence their physical, emotional and behavioural symptoms. Students investigate different frameworks for understanding trauma more generally and apply this knowledge to their work in this subject. The subject also addresses other challenges of working with trauma, including affect dysregulation and issues relating to memory/repressed memory. Contemporary research is critically reviewed to ensure students develop an understanding of current theories and practices in working with clients who have been sexually abused. Importantly, students also actively pursue plans for their self-care in the work with highly traumatised clients.
Frequently Asked Questions
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 20, 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.
All JNI courses are FEE-HELP loan 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. FEE-HELP is a federal government loan scheme, and like all other loans needs to be repaid. Failure to pay back this loan as required under the conditions of the loan may impact the borrower’s credit rating.
Acceptance into any of the above courses is subject to an interview. To arrange this please call us on 1800 777 116.
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 after the completion of the course.
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.
Information provided in this document is current at the date of publication and may be subject to change.