counselling_courses

Bachelor of Counselling

  • This Bachelor of Counselling qualifies you to work as a registered counsellor & run your own practice
  • Government FEE-HELP loan available to help you pay
  • Exceptional support from expert teachers who have real-world counselling experience

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At a glance

Study mode

laptop
OnlineBlendedIn-class

Provider

Australian College of Applied Psychology (RTO 0500)
Career Opportunities
Recognition

Nationally recognised - meets Australian Qualifications Framework standards.
Accredited by the Psychotherapy and Counselling Federation of Australia.

Prerequisites

School leavers: minimum ATAR of 70 or equivalent
Mature age students: over 21 years of age

Location

NSW - Sydney

QLD - Brisbane

VIC - Melbourne

Online

Work placement

250 hours in total

Course length
Full-time: 3 years | Part-time: 6 years
Study mode

Online

Blended

In-class


Online

Study from anywhere, when it suits you best and graduate with the identical qualification as an on-campus student.

Blended

Study part of the course online. Combine your online learning with classes or practical sessions on-campus at a college or university.

In-class

Attend classes on-campus at a university, TAFE or college and interact face-to-face with teachers and fellow students.

Assessment
Practical assessments & projects
Start date

3 start dates per year.

Contact us about enrolling.
Provider
Australian College of Applied Psychology (RTO 0500)

The Australian College of Applied Psychology (ACAP) specialises in applied psychology and counselling courses.

The College has over 20 years' experience in the industry, and is a member of key associations including the Psychotherapy and Counselling Federation of Australia (PACFA).

Navitas Professional Institute Pty Ltd (RTO 0500) trading as Australian College of Applied Psychology

Payment options

Study now pay later – FEE-HELP

Upfront payment

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Price
Why isn't the course price shown?

Why isn't the course price shown?

The cost of a course can vary depending on a few factors, including:

  • Whether you are an Australian resident
  • How you pay for the course (via a government loan, via a payment plan, or upfront)

To work out how much this course would cost you,
contact a SEEK Learning consultant.

Prerequisites

  • Minimum ATAR of 70 or equivalent, OR
  • Completion of a Certificate IV, Diploma, Advanced Diploma or Associate Degree, OR
  • Partial completion of a Bachelor Degree, AND
  • Complete an undergraduate screening questionnaire

OR

  • Be aged 21 years or over, AND
  • Complete an undergraduate screening questionnaire

What you'll learn

You'll be trained in:

  • Counselling skills and theories
  • Conflict resolution
  • Counselling loss
  • Psychology of health and wellness
  • Positive psychology
  • Developmental psychology
  • Alcohol and other drug counselling
  • Mental health policy and practice
  • Social, legal and ethical issues surrounding
  • Counselling

Work placement

This course includes a total of 250 hours of professional work placement.

This industry experience gives you invaluable real-life skills, so you graduate ready to step into a job.

Course structure

24 units

Level 100 units

  1. Conflict Resolution


    This unit provides students with the knowledge and skills for resolving conflict situations. Students will develop knowledge of the concepts used to analyse conflict, in addition to the techniques and theories of conflict resolution. They will learn to identify the interpersonal signs, stages and causes of conflict through systematic reflection on personal experiences of conflict using a learning journal and the application of conflict resolution theory. Students will develop and apply negotiation skills to resolve conflict situations to case studies.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Utilise the terminology and concepts of conflict resolution
    • Identify the interpersonal signs, stages and causes of conflict
    • Identify, apply and evaluate the application of conflict resolution skills
    • Demonstrate negotiation skills to achieve mutually agreed outcomes
    • Evaluate conflict resolution skills
  2. Counselling Skills


    This unit is foundational to the development of counselling knowledge and skills. Counselling Skills promotes self awareness and recognises the role of the person of the counsellor in the counselling process. Students will gain knowledge and insight into the counselling relationship and the counselling process. Students will also identify and explore specific foundational counselling skills. Practical counselling experience will be gained through participation in activities and counselling practice.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Define counselling and identify the qualities of effective counselling relationships
    • Discuss the importance for counsellors of self-awareness about beliefs, values and biases and identify how these may influence counselling relationships
    • Define the stages of counselling and the tasks of each stage
    • Develop, apply and analyse the counselling skills of reflective listening, holding, use of silence, empathy, summarising and challenging in counselling sessions
    • Identify and apply the use of open-ended and closed questions in practice sessions and role plays
    • Establish a triad counselling practice group and conduct an initial counselling session, assessment of the client, and collaboratively establish goals for the session
    • Develop, apply and analyse the counselling skills of reflective listening, holding, use of silence, empathy, summarising and challenging in counselling sessions
    • Develop and demonstrate skills of attuning to the language and metaphors used by clients
    • Identify and apply the use of open-ended and closed questions in practice sessions and role plays
  3. Counselling Theories 1


    This unit provides students with an understanding of the contribution of five key counselling and psychotherapy modalities to contemporary counselling: Psychoanalytic, Cognitive-behavioural, Personcentred, Family Therapy and Gestalt Therapy. These models will be critically compared in relation to their interventions, imbedded assumptions about the self, the role of the counsellor, the change process and their evidence base. Students will apply these modalities to case studies and evaluate their effectiveness for diverse client presentations.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Identify and discuss key counselling models (psychoanalytic, cognitive-behavioural, person-centred, family therapy and gestalt) and their historical context
    • Critically evaluate how the evolution of psychotherapy has informed contemporary understandings of counselling
    • Identify and discuss key schools in counselling (psychoanalytic, cognitive-behavioural, person-centred, family therapy and gestalt) and their historical context
    • Critically evaluate how the evolution of psychotherapy has informed contemporary understandings of counselling
    • Analyse the application of modalities to clients' presentations
    • Evaluate the effectiveness of modalities for different client presentations
  4. Developmental Psychology


    This unit provides a comprehensive framework for the consideration of developmental psychology across the lifespan. Throughout this unit students will acquire an in-depth knowledge of developmental psychology for understanding and appreciating their own development, as well as for those people students interact with in their counselling or work-related role. Emphasis throughout this unit is on applying the theory to practical situations and case studies.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Discuss supports and challenges to health and wellbeing at various stages of the life span
    • Discuss the psychological implications of physical and cognitive changes that occur with maturation and ageing
    • Identify and critically evaluate attachment and socio-emotional theories of development and apply to case presentations
    • Identify the major goals and assumptions underpinning the field of developmental psychology
    • Apply developmental theories to a range of situations and contexts
  5. Positive Psychology


    This unit introduces students to the principles of positive psychology. Students will learn how positive psychology emerged as a study of what makes people happy and well. It will cover the concept and measurement of signature strengths; and explores determinants of well-being such as optimism, resilience, and self-efficacy. It will assist students to develop an in-depth understanding of the range of positive psychology interventions to strengthen optimism, resilience and self-esteem. Students will gain an understanding of how positive psychology is implicated beyond the individual to communities and institutions.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Critically evaluate the theories, techniques and evidence-base of positive psychology
    • Demonstrate an in-depth understanding of the range of positive psychology interventions to strengthen optimism, resilience and self-esteem
    • Actively apply positive psychology techniques to enhance the wellbeing of individuals, groups, workplaces, communities and institutions
    • Demonstrate an understanding of the application of key theories and techniques in positive psychology in the human services context
  6. Preparation for Academic Study


    This foundational unit is placed in the first term of study to provide students with a solid base for continuing their academic study at the higher education level. Students are introduced to the research and study skills necessary for academic success. Skills such as effective reading, note taking, paraphrasing, critical thinking and academic referencing are introduced and developed. In this unit, students are given an opportunity to plan and structure an essay or report, relevant to their degree. The use of Turn It In as a self-assessment tool in academic writing will be introduced, with an emphasis on the value for academic integrity in higher education. Students will also be introduced to the information and technology communication (ICT) skills required for online learning.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Demonstrate an understanding of the requirements of academic writing
    • Summarise and synthesise information
    • Think critically, analyse, interpret, process and communicate information effectively
    • Develop and apply effective research skills
    • Plan, compose and review assignments
    • Develop ICT skills required for online learning
    • Identify the structure and organisation of an essay
    • Develop and apply strategies to manage time and organise resources effectively
    • Demonstrate an understanding of the requirements of academic writing
  7. Psychology of Health & Wellness


    This unit provides an overview of the psychological and behavioural factors associated with health and wellbeing coaching. Students will examine the connection between lifestyle, psychological and social factors and wellness; as well as the study of health behaviour change models designed to promote optimal health and wellbeing. The unit will address the psycho-social-behavioural components of health issues of greatest concern (i.e., National Health Priority Areas); and strategies to promote health and wellness across the lifespan. This elective unit would be critical for those seeking to engage in health and wellness coaching.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Demonstrate an understanding of concepts and cultural understandings of health and wellness
    • Demonstrate an holistic understanding of the biopsychosocial processes related to health and wellness
    • Understand and apply strategies to alleviate stress and chronic pain responses
    • Understand and apply models of health promotion to facilitate behavioural change
    • Explore psychosocial interventions for enhanced health and wellbeing, including exercise

Level 200 units

  1. Advanced Counselling Skills


    Advanced Counselling Skills builds on the foundation of Counselling Skills to develop more advanced assessment and counselling skills for working with diverse client groups. Skills in case conceptualisation and suicide risk assessment, crisis counselling skills and advanced skills in working with themes, narratives and blind spots, are introduced. Skills for working with the therapeutic relationship are outlined, including the careful use of self-disclosure, immediacy, reframing and normalising. Students will also develop solution-focused counselling skills, relaxation techniques to reduce anxiety, and telephone and web-counselling skills. The learning activities provide opportunities for self-reflection and ongoing practice with peers in triad groups.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Apply advanced counselling skills to a range of interactions with clients, including working with themes, narratives and blind spots; solution-focused counselling skills; and relaxation techniques
    • Develop genograms to map family structures, and apply genograms to assessment of clients' family histories
    • Develop and apply skills in case conceptualisation to understand underlying factors contributing to clients' presenting problems
    • Use principles of suicide risk assessment to identify risk factors and warning signs
    • Understand and apply crisis counselling interventions in practice sessions and compare with other models of counselling
    • Apply skills of counsellor self disclosure, immediacy, normalising and reframing appropriately to build the counselling relationship and shift client perspectives
  2. Alcohol & Other Drugs Counselling


    This unit introduces a framework for substance abuse counselling by providing an overview of national policy and counselling approaches in this complex field. Students develop skills in assessment and referral, intervention planning for a range of client presentations, and relapse prevention. An understanding of the impacts of alcohol and other drug use on families, Indigenous communities and people from culturally and linguistically diverse backgrounds will be developed. A comparison of the effectiveness of the major counselling theories, Motivational Interviewing, Cognitive Behaviour Therapy, Dialectical Behaviour Therapy, and Psychodynamic Therapy, is provided. Principles for working with involuntary clients and clients with concurrent conditions are also presented. Finally, important areas of professional practice for alcohol and other drug counsellors including boundaries and self care are addressed.

    Learning Outcomes

    This unit introduces a framework for counselling in the areas of substance use, abuse and dependency. It provides:

    • Understand and apply the concepts of substance use, abuse and dependency to case studies
    • Develop specific assessment and referral skills for working effectively with clients who present with substance use, abuse and dependency issues
    • Identify the major treatment options available in the field and their evidence base
    • Match treatment options to individual needs
    • Analyse the impacts on families of substance use, abuse and dependency
    • Identify special needs groups and clients, including ATSI and CALD communities and develop evidence based interventions to meet their needs
    • Develop strategies for relapse prevention
    • Explain the interactions between individual drug use and the social context
    • Discuss current practice issues for substance use, abuse and dependency counsellors
  3. Counselling in Loss


    Grief is a significant element of counselling across all modalities and in integrative practice. In this unit students will learn to identify cultural and individual differences in the experience and expression of grief and loss. Through theoretical and practical learning, students will critically evaluate historic and current models of grief counselling, develop skills to match counselling options to the needs of clients presenting with experiences of grief and loss, and identify ethical and professional aspects of grief and loss counselling practice. Students will be asked to reflect on their own experiences of loss and to demonstrate skills for effectively counselling clients who present with loss, including providing a safe space for the exploration of their experience and applying grief counselling models as appropriate to the client's presentation and preferences.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Identify and analyse the symptoms and processes of grief and loss in case presentations
    • Understand cultural and individual differences in the experience and expression of grief and loss
    • Critically evaluate models of grief and loss counselling
    • Demonstrate the skilled application of grief and loss counselling interventions, matched to client presentations
    • Identify ethical and professional aspects of grief and loss counselling practice
  4. Counselling Theories 2


    This unit extends the foundational understanding of modalities developed in Counselling Theories 1. In this unit, students will critically examine how changes in the social context and the democratisation of social relations has shaped the development of contemporary counselling theories. In particular, the key counselling models of Narrative, Solution-focused, and Expressive therapies will be outlined in some depth, and compared to foundational models of counselling and psychotherapy. Narrative and Solution-focused therapies are grounded in theories and techniques of family therapy, and their novel approaches to facilitating change will be modelled and practiced in this unit. In contrast, Expressive therapies are a process-oriented model that draws on the creativity of counsellor and client to bring unconscious material into awareness. Students will have opportunities to apply these contemporary models in practice and to critically reflect on their developing competence as counsellors.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Identify and discuss key counselling models (narrative, solution-focused, expressive and differences to foundational models of counselling and psychotherapy
    • Critically evaluate how the evolution of psychotherapy has informed contemporary understandings of counselling
    • Apply contemporary counselling models to practice and critically reflect on their developing competence as counsellors
  5. Cultural Diversity


    In this unit, students will explore their own cultural origins and worldviews and examine how their own cultural identity shapes their perspective towards people from other cultures and linguistic backgrounds. Students will analyse the imbedded nature of beliefs, values and attitudes in cultural history. Key experiences of people living in multicultural Australia in relation to oppression, racism, cultural trauma, discrimination, stereotyping and privilege will be explored. Students will develop cultural competence in providing culturally safe services and accepting difference. Diverse cultural and spiritual beliefs about wellness and illness will be explored to facilitate respectful, culturally safe worker-client relationships.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Define culture and identify key issues for people living in a multi-cultural society such as Australia
    • Analyse how oppression, racism, discrimination and stereotyping operate to create social inequality
    • Examine their own cultural background, experiences, attitudes and values and how these have impacted on their assumptions about non-dominant cultural groups
    • Research the life experiences, cultural heritage and historical background of diverse groups in Australia
    • Recognise the limits of their own cultural worldview and develop strategies options for widening their perspectives
    • Develop cultural sensitivity and competence in providing culturally safe services to diverse cultural groups
  6. Mental Health Policy & Practice


    This unit provides students with the knowledge and skills to identify mental health problems and understand and apply the diagnostic criteria for major mental disorders to case studies. Throughout this unit, the incidence and lived experience of mental health problems are considered. The current challenges in mental health policy and service provision are outlined. 

    The emphasis of this unit is to equip students with the knowledge and skills to support mental health consumers in their recovery journey, and to make appropriate referrals. This course will provide foundational skills and knowledge for mental health workers to support consumers and carers.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Apply the concepts and terminology used in the mental health field appropriately
    • Demonstrate respect for the diverse needs of people living with a mental health condition, their families and carers
    • Describe and apply the recovery-orientated approach to working with people with a mental health condition
    • Examine the legal and ethical considerations of mental health care within Australia
    • Demonstrate an understanding of different mental health conditions, their symptoms and evidence-based treatment approaches
    • Critically reflect on their own response to mental health conditions
  7. Social Legal & Ethical Frameworks


    This unit is a central and integrative part of the Bachelor of Counselling, Bachelor of Counselling (Coaching) and Bachelor of Applied Social Science degrees. It analyses the roles of codes of ethics, legislation, moral discourses and ethical principles as they apply to counselling, coaching or related fields of practise, assists students to identify areas of risk, and appropriate actions to address them. 

    Students will identify and critique their own values and beliefs in relation to the social, legal and ethical needs of people with cultural differences, disabilities, and those affected by physical and emotional abuse. Power at social and interpersonal levels will be analysed in relation to the impacts on clients, including when they see counsellors and coaches, to help students develop self-awareness.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Analyse codes of ethics, legislation, moral discourse, values and ethical principles in relation to ethical decision-making in their field of practice
    • Describe, identify and critique ethical and legal responsibilities inherent in providing professional services in their field of practice
    • Analyse the influence of professional and social power upon professional and social relationships, and the limitations of ethical principles in creating fair and just societies
    • Identify appropriate actions in circumstances of risk to self and others

Level 300 units

  1. Applied Social Research


    This unit introduces students to the theory and practice of social research. Students will develop an understanding of the major qualitative and quantitative paradigms in the field of social research, their history, epistemology and methods, and their strengths and limitations. Students will develop skills in practical data analysis of qualitative and qualitative data using NVivo and SPSS software packages. The ethical principles for conducting social research will be explored using research case studies. Guidelines for conducting research in Aboriginal and Torres Strait Islander communities, and with mental health consumers and carers, will be presented.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Develop an understanding of the major qualitative and quantitative paradigms in the field of social research, their history and epistemology
    • Critically analyse the strengths and weaknesses of qualitative and quantitative paradigms of social research
    • Identify and evaluate the ethical implications of conducting social research
    • Develop an understanding of the values and ethical principles in conducting research with Aboriginal and Torres Strait Islander people, and with mental health consumers and carers
    • Develop an understanding of quantitative and qualitative methods of sampling, data collection and analysis within the field of social research
    • Apply quantitative and qualitative methods of data analysis using SPSS and NVivo software packages
  2. Change, Influence & Power Dynamics


    This unit provides an in-depth understanding of change, influence and power and their impact on working with clients. The power differential and the potential use or abuse of power in counselling are explored. Change theory, change processes and influence are directly related to the counselling process. What is considered important in this unit is that an awareness and sensitivity are developed to the influence of change and power in the therapeutic relationship.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Analyse the change processes evident in the life transitions of individuals
    • Demonstrate an in-depth understanding of change processes for individuals, couples, groups and workplaces
    • Evaluate the effectiveness of working with self-help and web-based groups to facilitate change
    • Analyse, evaluate and apply strategies that promote adjustment for life changes
    • Synthesise an understanding of principles and principals of change in counselling
    • Identify and evaluate the impact of power and influence on the therapeutic relationship
    • Identify and evaluate the operation of principles of influence in client change processes
    • Critically evaluate and synthesise understanding of counsellors' influence and power on clients accessing self help and web-based resources
  3. Counselling Integration


    The purpose of this unit is to provide students with the opportunity to review and integrate key learnings in counselling that have developed over the Bachelor of Counselling course, to consolidate their professional identity as counsellors. Students will formulate and articulate an overarching understanding of their learning in the course and of the counselling discipline. Students will integrate selected samples from their assessments over the course, using a reflexive writing approach, into a report on their development of counselling knowledge and skills, and ethical decision making capacity. Students will critically reflect on their learning journey by identifying the major conceptual themes for each year of the course, and will examine how the course has facilitated their attainment of ACAP's Graduate Attributes. The major findings of this report will be presented in class for on-campus students, and in the discussion forum for online students.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Integrate key learnings in counselling developed over the course
    • Critically evaluate their course experience
    • Demonstrate skills in reflexivity and reflective practice
    • Consolidate their professional identity as counsellors and examine the links between personal and professional aspects of self
    • Apply disciplinary knowledge to real world problems
    • Critically evaluate their documented learning against the ACAP Graduate Attributes
  4. Counselling Placement & Supervision 1


    Placement and supervision are formative components of counselling education. This unit in the Bachelor of Counselling and Bachelor of Counselling (Coaching) provides students with opportunities to apply theoretical knowledge and counselling skills in their practice with clients. 

    Students will develop and apply ethical decision making skills in a supported, collaborative learning environment during a supervised counselling placement. Students will attend fortnightly small group supervision and present on their counselling practice with clients, and receive and apply feedback from their clinical supervisor. Students will keep a reflective journal of their counselling and supervision experiences using Mahara to construct an e-Portfolio. Reflective journaling enhances students' self-awareness and their capacity to be ethical, reflective practitioners.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Competently apply theoretical knowledge and counselling skills to practice with clients in a counselling agency
    • Demonstrate ethical decision-making skills in counselling practice, with respect for the rights and autonomy of clients
    • Present their counselling practice with clients in supervision
    • Engage in group supervision and reflect on the practice of counselling
    • Receive and apply supervisor feedback appropriately
    • Understand intervention planning and apply counselling models to meet client needs
    • Analyse the influence of organisational, cultural and social contexts on counselling practice
    • Demonstrate competency in the application of counselling skills and interventions
  5. Counselling Placement & Supervision 2


    This unit follows on from Counselling Placement & Supervision 1 and focuses on the counselling placement experience and supervision as an important aspect of counselling education. Students will continue their approved counselling placement and participate in face-to-face small group supervision of their counselling practice. This unit in the Bachelor of Counselling and Bachelor of Counselling (Coaching) provides students with a collaborative framework for further opportunities to develop their professional practice, including cultural and organisational influences, and self-awareness. Students will discuss the application of counselling models while acquiring a sense of responsibility for the welfare of their clients.

    Learning Outcomes

    On successful completion of this unit students will be able to:

    • Effectively present and reflect on their counselling practice in group supervision
    • Demonstrate skilled intervention planning and apply counselling models to meet client needs
    • Demonstrate the ability to apply supervisor feedback to improve practice, and give feedback respectfully to other supervisees
    • Demonstrate ethical thinking and decision-making skills, with respect for the rights and autonomy of clients
    • Apply theoretical knowledge and counselling skills to practice with clients in counselling placements
    • Describe the influence of organisational, social and cultural contexts on counselling practice
    • Reflect on their counselling efficacy and prepare for future clinical practice
  6. Group Work


    This unit introduces students to the theory and practice of group work. Group dynamics and processes are a common phenomenon of the social world. Group programs are widely used in the human services because of their capacity to normalise individual experience and generate change quickly. Students will analyse key elements of group dynamics and group processes, and apply concepts of group leadership, facilitation and membership to evaluate group functioning. Students will work in small groups to develop knowledge of a topic of their choice that is relevant to the practice of group work. The ethical and legal dimensions of group work practice will be analysed through application to case studies.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Describe the rationale for group work
    • Identify and analyse key elements of group dynamics and group process
    • Demonstrate group observation and analysis skills
    • Compare a diverse range of groups according to the roles and functions of the leader and group participants within these groups
    • Evaluate the ethical and legal dimensions of group work
    • Develop a systematic approach to group work planning, program development and associated administrative functions
    • Implement appropriate adult learning principles, communication skills and group techniques for participating in and/or facilitating groups and group process
  7. Project 1


    This unit is linked to the first placement unit in the third year of the Bachelor of Applied Social Science, Bachelor of Counselling and Bachelor of Counselling (Coaching). Students will develop skills in project planning, working with stakeholders, and critically analysing the body of literature relevant to the topic. Students will undertake a needs assessment in their placement organisation to identify an applied project that aligns with the mission and work of the organisation, such as a literature-based project, policy development, or development of a group or team program. They will develop a project proposal for the project that includes the rationale, aim, methods, outcome and a realistic timeline. The placement organisation must provide a letter of support for the project proposal. Students will critically analyse the body of literature relevant to the topic, and write a literature review to inform the implementation of the project in the Project 2 unit.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Undertake a needs assessment in their placement organisation
    • Develop a quality project proposal that clearly outlines the rationale, brief literature overview, organisational context, aims and outcomes
    • Undertake an extensive literature search on the project topic, using the library electronic data bases and the resources of the placement organisation
    • Critically analyse the relevant body of literature with regards to areas of agreement and controversies, themes arising from research, gaps in the researchand major researchers in this area
    • Write a literature review that clearly demonstrates the findings and analysis for the body of literature
  8. Project 2


    In this second unit linked to their second placement unit, students will implement the research proposal developed in Project 1 in their placement organisation. This unit is in the final term of the Bachelors degrees, and assists students to transition into work environments through the integration of placement and project implementation. 

    Students will strengthen their critical thinking and writing skills and capacity to organise data by undertaking the project. Students will develop a method for evaluating the outcomes of their project as appropriate to the project aims and methods. At the end of the term, students will present their project outcomes at a research colloquium (on-campus or line) to which placement organisations are invited, using a format appropriate to their project.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Implement their project plan in their placement organisation
    • Develop evaluation criteria for assessing the quality of the project outcomes
    • Systematically organise information on project implementation and outcomes into a project report
    • Critically evaluate the project outcomes against objective criteria
    • Demonstrate a high level of communication skills in oral presentations to communicate applied research findings effectively

Level 100 electives

  1. Existential Counselling


    This unit introduces students to the philosophical basis of existential and humanistic counselling. Through an overview of phenomenology and existential philosophy students develop understanding of the core concepts of Existential counselling including the Existential givens, sedimented selves, the function of authenticity, the four dimensions of experience, and relational worlds. 

    Students use theoretical frameworks, practice and creative journaling to reflect on the significance, for their own lived experience, of the givens of existence: death, aloneness, free will and meaning making. Students will apply the theoretical concepts and skills of existential counselling to case presentation and practice; and will be able to locate the existential approach within the range of psychotherapy and counselling modalities, and critically evaluate the strengths and limits of the modality.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Understand the basis of existential counselling in existential philosophy
    • Apply theoretical concepts and skills of existential counselling to case presentations and practice
    • Reflect on their own values, personal beliefs and world views in the context of the existential counselling model
    • Understand the basis of existential counselling in existential philosophy
    • Apply theoretical concepts and skills of existential counselling to case presentations and practice
    • Reflect on their own values, personal beliefs and world view in the context of the existential counselling model
    • Critically evaluate the strengths and limitations of existential counselling

    Pre-requisite: COUN1001 - Counselling skills

  2. Narrative Therapy


    In this unit, students will develop an in depth appreciation of the Narrative Therapy model, and the influence of social constructivism on the development of the model and its innovative techniques and interventions. 

    Students will undertake a comparison of Narrative Therapy with another counselling model in relation to the role of the client and counselor, assumptions about change interventions and the evidence for effectiveness. is a postmodern therapy developed by Australian and New Zealand therapists. Students studying in this unit will critically evaluate the strengths and weaknesses of Narrative Therapy in practice, and identify ethical and professional issues in the practice of Narrative Therapy.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Demonstrate understanding of the influence of social constructivism on the development of the Narrative Therapy model
    • Compare counselling models with Narrative Therapy and evaluate their evidence base
    • Critically evaluate the application of Narrative Therapy in practice and identify the strengths and limitations of the model
    • Identify ethical and professional issues in applying Narrative Therapy in practice

Level 200 electives

  1. Counselling Children & Young People


    This unit introduces students to key theories of development in children and young people. Because of the dependence of children and young people on adults and their early stages of development, counselling practice with children and young people poses unique ethical and legal challenges. A systems perspective for assessment of children and young people in their family, social and cultural contexts will be presented. 

    Students will develop skills in a range of therapeutic interventions and critically compare approaches in terms of their effectiveness, the role of the client, and outcomes. Students will also critically reflect on their personal history and its influence on their countertransference responses to children and young people, and develop skills in maintaining professional boundaries.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Apply key theories of child and adolescent development to client presentations
    • Apply a systemic perspective to the assessment of children, young people and their families
    • Apply legal and ethical knowledge to counselling practice with children, young people and their families
    • Apply therapeutic approaches and interventions in working with children, young people and their families to case presentations
    • Identify cultural considerations and apply skills for working with diversity
    • Analyse and reflect on personal responses to counselling children and young people; including potential triggers, countertransference and boundaries

    Pre-requisite: COUN1001 - Counselling skills

  2. Crisis & Trauma Counselling


    Learning Outcomes

    On completion of this unit students should be able to:

    • Identify a range of traumatic triggers, and individual, group and community responses to trauma
    • Demonstrate understanding of indicators of crisis and trauma responses, and assessment tools for crisis and trauma responses
    • Identify and apply a range of evidence-based approaches to crisis and trauma counselling
    • Compile appropriate resources and referral list for clients in crisis, or experiencing traumatic reactions
    • Identify and respond to the limits of expertise
    • Demonstrate understanding of positive and negative impacts of working with crisis and trauma on the self of the counsellor, such as post-traumatic growth, vicarious traumatisation, vicarious countertransference, compassion fatigue, and develop strategies for self-care

    Pre-requisite: COUN1001 - Counselling skills

  3. Family & Relationship Counselling


    This unit provides a conceptual framework imbedded in systems theory and family therapy models for counselling couples and families. Students will learn to use genograms in counselling sessions with couples and families to assess the system and to develop hypotheses about relationship and family dynamics and patterns. 

    The unique skills and interventions of systems therapy, including the neutrality of the counsellor, joining with each family member, analysing patterns of interaction and family life stages and strengthening relationships will be developed in role plays and practice sessions. The influences of grief and loss, trauma, violence, separation, migration and refugee status on couples and families will be explored to develop students' sensitivity to diversity and their capacity to practice ethically.

    Learning Outcomes

    On completion of this unit students should be able to:

    • Construct a genogram in the context of a relationship counselling session
    • Utilise information collected in the assessment stage to hypothesise about relationship dynamics, drawing on systems theory, and identify potential interventions
    • Assess clients' suitability for family counselling
    • Identify and discuss family issues, and apply models of family therapy to assessment and intervention
    • Develop and apply counselling skills for working with families and couples

    Pre-requisite: COUN1001 - Counselling skills

Support and delivery

To help fit your study around your lifestyle, work and family commitments, we provide a choice of learning methods as specified below. No matter which method you choose, your learning will be supported by a set of comprehensive materials which can be downloaded free or purchased in hard copy.

Recognition

This Bachelor of Counselling is accredited by the Psychotherapy and Counselling Federation of Australia (PACFA), and gives you the practical skills and theoretical foundation you need to work as a counsellor.

Payment options

There are 2 ways you can pay for this course:

1. Study now pay later – FEE-HELP

This course can be paid for through the FEE-HELP government loan scheme.

This means you don’t need to pay upfront for the course if you:

2. Upfront payment

You can pay for this course upfront via credit card or bank transfer.

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