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Home/ Courses/Counselling / Bachelor of Counselling
As a counsellor with a Bachelor of Counselling, there are many opportunities for you as an employee or in private practice. You can make a real difference in areas such as grief and loss; relationships; abuse; youth and adolescents; family; stress; trauma recovery; addictions; mental health and many more.
There has never been a better time for you to become a counsellor or further develop your counselling qualifications. The need for counsellors in Australia has never been greater. As a counsellor with a tertiary qualification, you’ll be doing what you love and have the security of knowing there are many opportunities for work and self employment.
We’ve helped people from all sorts of backgrounds become counsellors. Our tertiary students come from a variety of backgrounds. Some are seeking to acquire counselling skills as an adjunct to their core profession, such as teachers, nurses, ministers of religion, corrective services officers and administrators. Some are seeking a fresh start in a rewarding profession. While others already have a vocational counselling qualification and are looking to supplement this with a tertiary qualification.
Our program is approved for FEE-HELP, industry accredited with the Australian Counselling Association, and is delivered mostly online with some residential schools at our national campuses.
COURSE GUIDE
Please complete this form and we will respond within 24 working hours.
Online, Full-time, Part-time
36 months (full time)
22 Units
You can apply for entry into the Bachelor of Counselling if you have achieved one of the following:
You can apply for entry into the Bachelor of Counselling if you have achieved one of the following:
Please complete this form and we will respond within 24 working hours.
Our Bachelor of Counselling provides a flexible and affordable alternative to traditional tertiary education.
When you graduate, you will be extremely well prepared to pursue a career in counselling – employed or self-employed – enjoying our strong industry reputation and linkage.
This course is extremely applicable to people from all sorts of backgrounds. Whether you are seeking a fresh start in a rewarding profession; or want to acquire counselling skills as an adjunct to your core profession – such as teachers, nurses, ministers of religion, corrective services officers and administrators.
We believe you're better off learning from a specialist than a generalist. Many training providers deliver courses across a variety of industries. At AIPC, we prefer to concentrate on counselling and community services education.
With so many demands on our time it can be difficult to fit study in around other commitments, that's why our Bachelor of Counselling has been designed to maximise your learning from home where you can progress through your studies in a full-time or part-time pace.
A core first year subject that introduces students to the important area of academic writing and study skills. Successful completion of this subject develops the skills and knowledge required to write research reports and literature reviews according to APA guidelines and allows for a foundational understanding of how to present information verbally and in poster form to the scientific community, professional colleagues and peers. This subject equips students with essential skills to meet the demands of written and verbal assessments throughout this degree program while also establishing a foundation for ongoing academic writing and presenting that is required in postgraduate study and in future careers.
Communication Skills is a core, first year subject that examines the crucial role of negotiation and conflict resolution in the professional consulting and/or managerial environment. Specifically, three areas of professional interaction are examined. They include; (i) communication skills that aim to facilitate and enhance sound understanding and mutual respect between colleagues, superiors and subordinates within any professional work environment, (ii) negotiation strategies that encourage collaborative work environments to enhance mutually beneficial team outcomes and (iii) conflict resolution skills to deal efectively with professional disagreements and clashes around critical issues of concern.
Through lectures, tutorials, microskill practice activities and assignment tasks students are encouraged to integrate theory and specific skills within those areas of communication, negotiation and conflict resolution literature most pertinent to optimising their contribution as a professional within a range of work environments.
This subject sets a solid theoretical foundation for understanding the role of communication, negotiation and conflict resolution across an array of contexts, and also provides key theoretical models which students can operationalise through participation in group projects and future practice.
Introduction to Counselling provides a foundational framework to analyse issues in contemporary counselling practice. You are introduced to the history and philosophy of counselling theory and practice. Through critical analysis, you are encouraged to develop an awareness of the role and responsibilities of the contemporary counsellor and an understanding of client rights. You are required to reflect on the value of evidence-based practice and understand the significance of the counselling relationship, and reflect on the impact of cultural difference and diversity on the formation of a therapeutic alliance. This first year subject also provides an overview of counselling and the role of the counsellor and provides a foundation on which to build more specialised skills and knowledge in subsequent subjects.
Theoretical Foundations of Counselling introduces the key theoretical perspectives that underpin counselling practice. You examine each major theoretical approach in terms of its concepts and applications in counselling. An integrative framework is considered and case studies are analysed to facilitate the application of theory to practice. This first year subject provides a foundation on which to build specialised knowledge and practice through second and third year studies.
Group Work is a core, first year subject that introduces students to the principles of leadership, the dynamics of teams and the processes of group work. Particular focus is given to an understanding of diversity and the effects of such on group and team cohesion. Power dynamics and the management of conflict within groups is considered from both participant and leader perspectives. This subject sets a solid theoretical foundation for understanding the functioning of teams and groups across an array of contexts, and also provides key theoretical models which students can operationalise through participation in group projects and future practice across a abroad range of professions.
Social Frameworks is a core, first year subject that provides students with knowledge to study real world issues through the application of theoretical frameworks such as Functionalism, Interactionism, Marxism, Feminism and Postmodernism. These frameworks are expanded upon and applied to the role of the state, social inequality, the family, health, mass media, gender and ethnicity and their impact on individual’s and groups within society. Various theoretical perspectives are explored and applied to contemporary issues to ensure students understand the social structures and issues impacting on individuals and groups within society.
The Counselling Process overviews the process of counselling from initial contact with the client to case closure. You explore personal fears, expectations and beliefs about what it means to be a counselling professional. The process of referral and case closure are considered along with strategies to monitor and evaluate your effectiveness as a counsellor. The requirements for completing paperwork and case documentation are also discussed. This second year subject provides a framework for practice that enables the application of more complex concepts in counselling, required in subsequent subjects.
Micro-counselling skills are essential for many professionals, particularly those working within the human services area. This subject explores the application of the key counselling micro-skills to therapeutic practice. You are required to demonstrate all key skills in roleplay scenarios and are assessed on your ability to integrate these skills into a counselling interview. You are encouraged to critically evaluate your use of each counselling micro-skill and assess the effectiveness of your application of the skills in facilitating client change.
A core first year subject that introduces students to the important area of academic writing and study skills. Successful completion of this subject develops the skills and knowledge required to write research reports and literature reviews according to APA guidelines and allows for a foundational understanding of how to present information verbally and in poster form to the scientific community, professional colleagues and peers. This subject equips students with essential skills to meet the demands of written and verbal assessments throughout this degree program while also establishing a foundation for ongoing academic writing and presenting that is required in postgraduate study and in future careers.
Communication Skills is a core, first year subject that examines the crucial role of negotiation and conflict resolution in the professional consulting and/or managerial environment. Specifically, three areas of professional interaction are examined. They include; (i) communication skills that aim to facilitate and enhance sound understanding and mutual respect between colleagues, superiors and subordinates within any professional work environment, (ii) negotiation strategies that encourage collaborative work environments to enhance mutually beneficial team outcomes and (iii) conflict resolution skills to deal efectively with professional disagreements and clashes around critical issues of concern.
Through lectures, tutorials, microskill practice activities and assignment tasks students are encouraged to integrate theory and specific skills within those areas of communication, negotiation and conflict resolution literature most pertinent to optimising their contribution as a professional within a range of work environments.
This subject sets a solid theoretical foundation for understanding the role of communication, negotiation and conflict resolution across an array of contexts, and also provides key theoretical models which students can operationalise through participation in group projects and future practice.
Introduction to Counselling provides a foundational framework to analyse issues in contemporary counselling practice. You are introduced to the history and philosophy of counselling theory and practice. Through critical analysis, you are encouraged to develop an awareness of the role and responsibilities of the contemporary counsellor and an understanding of client rights. You are required to reflect on the value of evidence-based practice and understand the significance of the counselling relationship, and reflect on the impact of cultural difference and diversity on the formation of a therapeutic alliance. This first year subject also provides an overview of counselling and the role of the counsellor and provides a foundation on which to build more specialised skills and knowledge in subsequent subjects.
Theoretical Foundations of Counselling introduces the key theoretical perspectives that underpin counselling practice. You examine each major theoretical approach in terms of its concepts and applications in counselling. An integrative framework is considered and case studies are analysed to facilitate the application of theory to practice. This first year subject provides a foundation on which to build specialised knowledge and practice through second and third year studies.
Group Work is a core, first year subject that introduces students to the principles of leadership, the dynamics of teams and the processes of group work. Particular focus is given to an understanding of diversity and the effects of such on group and team cohesion. Power dynamics and the management of conflict within groups is considered from both participant and leader perspectives. This subject sets a solid theoretical foundation for understanding the functioning of teams and groups across an array of contexts, and also provides key theoretical models which students can operationalise through participation in group projects and future practice across a abroad range of professions.
Social Frameworks is a core, first year subject that provides students with knowledge to study real world issues through the application of theoretical frameworks such as Functionalism, Interactionism, Marxism, Feminism and Postmodernism. These frameworks are expanded upon and applied to the role of the state, social inequality, the family, health, mass media, gender and ethnicity and their impact on individual’s and groups within society. Various theoretical perspectives are explored and applied to contemporary issues to ensure students understand the social structures and issues impacting on individuals and groups within society.
The Counselling Process overviews the process of counselling from initial contact with the client to case closure. You explore personal fears, expectations and beliefs about what it means to be a counselling professional. The process of referral and case closure are considered along with strategies to monitor and evaluate your effectiveness as a counsellor. The requirements for completing paperwork and case documentation are also discussed. This second year subject provides a framework for practice that enables the application of more complex concepts in counselling, required in subsequent subjects.
Micro-counselling skills are essential for many professionals, particularly those working within the human services area. This subject explores the application of the key counselling micro-skills to therapeutic practice. You are required to demonstrate all key skills in roleplay scenarios and are assessed on your ability to integrate these skills into a counselling interview. You are encouraged to critically evaluate your use of each counselling micro-skill and assess the effectiveness of your application of the skills in facilitating client change.
Developmental Psychology I: Childhood and Adolescence is a core second year subject that examines the broad theoretical domain of development from infancy to adolescence. Various aspects of physical, cognitive, social and emotional development are examined through reviewing theoretical and empirical data pertaining to specific areas of research and topics in the area. This subject complements the content of Developmental Psychology II: Adulthood and Aging which examines physical, cognitive, social and emotional development from early adulthood onwards. This subject is an important component of undergraduate psychology training with benefits to future practice application in the profession.
This subject facilitates a general exploration of the social divisions of gender, race, ethnicity, age, sexuality and ability. These divisions are explored in relation to their effect on the availability and access of support and counselling services to marginalised groups in Australia. Barriers in the application of appropriate counselling interventions are considered and you are encouraged to explore your own values, beliefs and assumptions in relation to marginalised groups and their portrayal in the media.
Counselling Therapies I introduces the practice of Person-Centred and Cognitive Behavioural Therapy. Both approaches are considered in terms of their underpinning philosophy and assumptions about human nature. You demonstrate the application of each approach in a role-play scenario. This first year subject builds a foundation for more complex application in subsequent therapy subjects.
This subject develops a reflective and analytical understanding of the ethical, legal and practice issues emerging in, and specific to, the counselling profession. You cover the legal and ethical responsibilities of the counsellor and analyse dilemmas from the perspective of best practice. Relevant laws and ethical codes are analysed in relation to real-life examples from practice. This second year subject provides you with the ethical and legal framework to work in community and private settings.
Developmental Psychology II: Adulthood and Aging is a core second year subject that examines the physical, cognitive, social and emotional development from early adulthood and beyond. This subject includes a focus on the psychology of aging as wel as issues of death, dying and bereavement. Theoretical and empirical research pertaining to specific areas of mid-life are also critically examined and students are required to develop a research proposal on a selected area of focus area.
This subject encourages reflection on personal experiences, values and beliefs within the context of counselling practice. You are required to analyse the use of Self in counselling and establish strategies for effective reflective practice. This subject teaches the value of reflective practice and provides foundational reflective skills for incorporation into future learnings in the second and third years of study.
Counselling Therapies II introduces the practice of collaborative, competency-based counselling. Students are required to develop an understanding of social constructivism as it relates to the role of the counsellor. Specific techniques from the narrative and solution-focused approaches are explored. This is a second year subject that builds a foundation for more complex application in subsequent therapy subjects.
Family and Couple Counselling is a core second year subject that introduces interpersonal and systemic approaches for working with couples and families. This subject examines major theoretical concepts and therapeutic processes of family and couple counseling, helps to develop understanding of the dynamics of intimate relationships, and helps build the skills and confidence required to work with interpersonal issues.
Developmental Psychology I: Childhood and Adolescence is a core second year subject that examines the broad theoretical domain of development from infancy to adolescence. Various aspects of physical, cognitive, social and emotional development are examined through reviewing theoretical and empirical data pertaining to specific areas of research and topics in the area. This subject complements the content of Developmental Psychology II: Adulthood and Aging which examines physical, cognitive, social and emotional development from early adulthood onwards. This subject is an important component of undergraduate psychology training with benefits to future practice application in the profession.
This subject facilitates a general exploration of the social divisions of gender, race, ethnicity, age, sexuality and ability. These divisions are explored in relation to their effect on the availability and access of support and counselling services to marginalised groups in Australia. Barriers in the application of appropriate counselling interventions are considered and you are encouraged to explore your own values, beliefs and assumptions in relation to marginalised groups and their portrayal in the media.
Counselling Therapies I introduces the practice of Person-Centred and Cognitive Behavioural Therapy. Both approaches are considered in terms of their underpinning philosophy and assumptions about human nature. You demonstrate the application of each approach in a role-play scenario. This first year subject builds a foundation for more complex application in subsequent therapy subjects.
This subject develops a reflective and analytical understanding of the ethical, legal and practice issues emerging in, and specific to, the counselling profession. You cover the legal and ethical responsibilities of the counsellor and analyse dilemmas from the perspective of best practice. Relevant laws and ethical codes are analysed in relation to real-life examples from practice. This second year subject provides you with the ethical and legal framework to work in community and private settings.
Developmental Psychology II: Adulthood and Aging is a core second year subject that examines the physical, cognitive, social and emotional development from early adulthood and beyond. This subject includes a focus on the psychology of aging as wel as issues of death, dying and bereavement. Theoretical and empirical research pertaining to specific areas of mid-life are also critically examined and students are required to develop a research proposal on a selected area of focus area.
This subject encourages reflection on personal experiences, values and beliefs within the context of counselling practice. You are required to analyse the use of Self in counselling and establish strategies for effective reflective practice. This subject teaches the value of reflective practice and provides foundational reflective skills for incorporation into future learnings in the second and third years of study.
Counselling Therapies II introduces the practice of collaborative, competency-based counselling. Students are required to develop an understanding of social constructivism as it relates to the role of the counsellor. Specific techniques from the narrative and solution-focused approaches are explored. This is a second year subject that builds a foundation for more complex application in subsequent therapy subjects.
Family and Couple Counselling is a core second year subject that introduces interpersonal and systemic approaches for working with couples and families. This subject examines major theoretical concepts and therapeutic processes of family and couple counseling, helps to develop understanding of the dynamics of intimate relationships, and helps build the skills and confidence required to work with interpersonal issues.
This subject introduces the process of working with clients on issues of grief and loss. The major theoretical models of the grief process are examined and specific techniques and strategies for the facilitation of uncomplicated grief are applied. You learn the distinction between normal and complicated grief responses and reflect on the challenges of working with a family system in response to grief. This third year subject builds on the foundational counselling frameworks and approaches acquired through first and second year studies to develop professional skills in a specialised treatment area.
This subject provides an understanding of how to apply the strengths-based approach to facilitate change in children, adolescents and their families. This approach can harness individual and collective resources, facilitate change and empower families to shift ineffective behavioural patterns. This third year subject builds on the foundational counselling frameworks and approaches acquired through first and second year studies to develop professional skills in working with specific client groups.
This subject provides the opportunity to work within the human service industry, providing invaluable experience and exposure to practical issues. You will develop assessment and intervention skills and further explore your own practice framework under the guidance and supervision of an experienced practitioner. During the placement, you attend 24 hours of supervision to further develop your skills in reflective practice and intervention.
This subject equips you with the skills to research counselling issues, interpret reports and research papers, and collect and analyse outcome data. The development of these skills enable you to have an informed understanding of the benefits of research for the counselling industry, as well as developing practical skills in critical evaluation of existing research. With this knowledge, you are able to source empirical evidence to support methods of practice and keep up-to-date with industry standards.
This subject provides an insight into mental health conditions and their presentation in counselling. You will develop an introductory knowledge of indicators and support options for people with a variety of mental health issues. A variety of case studies will be considered from the perspective of support options and appropriate referral pathways.
This subject builds on the introduction and experience of practical issues offered in Counselling Practicum I. You will further develop your counselling skills in a relevant human service environment under the guidance and supervision of an experienced practitioner. Individual and group supervision via teleconference is also included to continue development of skills in reflective practice and intervention.
This subject introduces the process of working with clients on issues of grief and loss. The major theoretical models of the grief process are examined and specific techniques and strategies for the facilitation of uncomplicated grief are applied. You learn the distinction between normal and complicated grief responses and reflect on the challenges of working with a family system in response to grief. This third year subject builds on the foundational counselling frameworks and approaches acquired through first and second year studies to develop professional skills in a specialised treatment area.
This subject provides an understanding of how to apply the strengths-based approach to facilitate change in children, adolescents and their families. This approach can harness individual and collective resources, facilitate change and empower families to shift ineffective behavioural patterns. This third year subject builds on the foundational counselling frameworks and approaches acquired through first and second year studies to develop professional skills in working with specific client groups.
This subject provides the opportunity to work within the human service industry, providing invaluable experience and exposure to practical issues. You will develop assessment and intervention skills and further explore your own practice framework under the guidance and supervision of an experienced practitioner. During the placement, you attend 24 hours of supervision to further develop your skills in reflective practice and intervention.
This subject equips you with the skills to research counselling issues, interpret reports and research papers, and collect and analyse outcome data. The development of these skills enable you to have an informed understanding of the benefits of research for the counselling industry, as well as developing practical skills in critical evaluation of existing research. With this knowledge, you are able to source empirical evidence to support methods of practice and keep up-to-date with industry standards.
This subject provides an insight into mental health conditions and their presentation in counselling. You will develop an introductory knowledge of indicators and support options for people with a variety of mental health issues. A variety of case studies will be considered from the perspective of support options and appropriate referral pathways.
This subject builds on the introduction and experience of practical issues offered in Counselling Practicum I. You will further develop your counselling skills in a relevant human service environment under the guidance and supervision of an experienced practitioner. Individual and group supervision via teleconference is also included to continue development of skills in reflective practice and intervention.
Units marked with a # require compulsory attendance at a residential school at one of the institutes campuses in Brisbane, Sydney, Melbourne or Perth. The total amount of days spent at a residential school in the program is 15 days which is made up of COU103 (2.5 days), COU104 (2.5 days), COU203 (5 days) and COU206 (5 days).
Below are the upcoming intake periods for the Bachelor of Counselling. You can also download the 2023 Higher Education Academic Calendar in PDF format here.
Trimester 1, 2024
Trimester 2, 2024
Trimester 3, 2024
Trimester 1, 2025
Trimester 2, 2025
Trimester 3, 2025
Bachelor of Counselling (22 Subjects)
$2,640 (2025)
$2,640 (2025)
$58,080 (2025)
$58,080 (2025)
On your Application Form, you chose one course payment option to pay for your course. You are able to:
If your application is successful and you accept your placement, the investment for each subject is payable via the following methods after accepting your placement:
If accepted into the course, you nominate your preferred payment method on your Confirmation of Acceptance form to confirm your place in the course. Please note that the subject fees, and any other associated fees, are current only for the subjects in which you are presently enrolled, and can be reviewed and changed at the Institute’s discretion for future trimesters.
Subjects where credit is granted
Students are able to apply for credit of previous studies and experience as described in the RPL and Credit Transfer Policy and are not required to pay the subject fee for each subject in which credit is granted.
Students articulating from the Diploma of Counselling or the previous AIPC Diploma of Professional Counselling are automatically eligible to receive credit for 6 subjects of the Bachelor of Counselling program detailed in the RPL and Credit Transfer Policy. The Institute will take this automatic awarding of credit into account when processing enrolments for graduates of the Diploma with the student’s Course Enrolment Confirmation Letter detailing the reductions in course fees applicable to students receiving this automatic credit.
Additional and Non-Tuition Costs
The following additional and/or non-tuition costs apply:
Please refer to the following textbook lists for the current prices of textbooks. Students are encouraged to submit their online textbook order through Booktopia prior to commencing their studies for the trimester. Students are able to source textbooks from other suppliers if they choose. Students are able to choose from textbooks or e-books, depending on availability, and further information is provided each trimester as to where these can be sourced from.
Residential Schools teach you to apply your theoretical knowledge to counselling scenarios. Residential Schools provide you with an ideal teaching forum to handle practical counselling issues. You also meet and share ideas and experiences with fellow students and have the opportunity to reflect on the development of your counselling skills.
Residential Schools are held at our academic rooms in Brisbane, Sydney, Melbourne and Perth, Australia and are scheduled at the end of each trimester. Depending on the numbers of subjects you have undertaken during the trimester, Residential Schools are up to one or two weeks’ duration. If studying full time, you complete between 2.5 and 10 days at a Residential School at the end of each trimester. Not all subjects include a Residential School component. If you are studying part time, you only need to attend the days of the Residential School allocated to the specific subject.
Students are required to meet personal expenses such as travel, accommodation and meals. Travel includes travel costs to and from where the Residential School is held and travel to and from the Institute's premises each day.
When attending a residential in a city in which you do not live, you should allow approximately $300 per day for accommodation, meals and incidentals. This daily allocation has been determined by the ATO's recommended allowance rates for Brisbane, Melbourne, Sydney and Perth, available at: http://law.ato.gov.au/atolaw/. You should also add the cost of return airfares, or cost for another mode of travel, from your place of residence to the Residential School location.
Students have access to comprehensive online library of texts and resources.
External students borrowing hard copy library resources will need to pay for postage to return the borrowed item/s to the Institute at Locked Bag 15, Fortitude Valley 4006. Please refer to the Australia Post postage calculator for current indicative pricing: http://auspost.com.au/apps/postage-calculator.html.
For students living overseas, please check postage costs with your chosen postal or courier service. Overdue items are charged at $1- per day until the item is returned.
Please refer to the following textbook lists for the current prices of textbooks. Students are encouraged to submit their online textbook order through Booktopia prior to commencing their studies for the trimester. Students are able to source textbooks from other suppliers if they choose. Students are able to choose from textbooks or e-books, depending on availability, and further information is provided each trimester as to where these can be sourced from.
Residential Schools teach you to apply your theoretical knowledge to counselling scenarios. Residential Schools provide you with an ideal teaching forum to handle practical counselling issues. You also meet and share ideas and experiences with fellow students and have the opportunity to reflect on the development of your counselling skills.
Residential Schools are held at our academic rooms in Brisbane, Sydney, Melbourne and Perth, Australia and are scheduled at the end of each trimester. Depending on the numbers of subjects you have undertaken during the trimester, Residential Schools are up to one or two weeks’ duration. If studying full time, you complete between 2.5 and 10 days at a Residential School at the end of each trimester. Not all subjects include a Residential School component. If you are studying part time, you only need to attend the days of the Residential School allocated to the specific subject.
Students are required to meet personal expenses such as travel, accommodation and meals. Travel includes travel costs to and from where the Residential School is held and travel to and from the Institute's premises each day.
When attending a residential in a city in which you do not live, you should allow approximately $300 per day for accommodation, meals and incidentals. This daily allocation has been determined by the ATO's recommended allowance rates for Brisbane, Melbourne, Sydney and Perth, available at: http://law.ato.gov.au/atolaw/. You should also add the cost of return airfares, or cost for another mode of travel, from your place of residence to the Residential School location.
Students have access to comprehensive online library of texts and resources.
External students borrowing hard copy library resources will need to pay for postage to return the borrowed item/s to the Institute at Locked Bag 15, Fortitude Valley 4006. Please refer to the Australia Post postage calculator for current indicative pricing: http://auspost.com.au/apps/postage-calculator.html.
For students living overseas, please check postage costs with your chosen postal or courier service. Overdue items are charged at $1- per day until the item is returned.
Students are able to apply for Recognition of Prior Learning (RPL) or Credit Transfer to receive credit for one or more subjects** of the Bachelor of Counselling (up to a maximum of 8 subjects).
This enhances student progression through the course and provides recognition for students entering the course with relevant prior studies and work experience. Students granted RPL or credit are not disadvantaged in achieving the expected learning outcomes of the course, and the integrity of the qualification must be maintained.
RPL recognises that students, due to relevant life and work experiences, may already possess the requisite skills and knowledge for subject/s in the Bachelor course. Students who have been working within a counselling environment for a number of years are able to apply for recognition of this prior learning or experience. Exemption can be applied for one or more course subjects** (up to a maximum of 8 subjects).
Assessing credit from prior experience takes into account the authenticity, currency, quality, relevance, transferability and comparability of the experience to the requirements of the subject for which credit is being applied.
Credit Transfer
Credit Transfer refers to obtaining credit towards another course on the basis of having completed previous study of an equivalent subject or unit. Students who have completed similar units to those included in the Bachelor of Counselling are welcome to apply for Credit Transfer. Students who have completed or partially completed another counselling course are particularly encouraged to apply for Credit Transfer.
Credit will not normally be granted for formal study completed more than 10 years prior to application unless there is evidence of continued relevance of this study for the course towards which credit is sought. Credit is granted where there is substantial overlap with the content and/or learning outcomes of the subject for which credit is being applied.
When assessing credit based on prior study, consideration is given to the objectives of the course, methods of delivery and assessment, admission requirements, course durations, the breadth and depth of the course material, practical training requirements, and experience requirements.
**Students can only obtain credit for a total maximum of 8 subjects inclusive of whether this credit has been obtained via RPL or credit transfer.
Bachelor of Counselling
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Counselling (Curriculum Codes: AIPC CHC51015) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Community Services (Case Management) (Curriculum Code: CHC52015) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Youth Work (Curriculum Code: AIPC CHC50413) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Financial Counselling (Curriculum Code: AIPC CHC51115) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Financial Counselling (Curriculum Code: AIPC CHC53215) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Mental Health (Curriculum Code: AIPC CHC53315) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Graduate Diploma of Relationship Counselling (Curriculum Code: AIPC CHC81015) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Counselling (Curriculum Codes: AIPC CHC51015) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Community Services (Case Management) (Curriculum Code: CHC52015) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Youth Work (Curriculum Code: AIPC CHC50413) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Financial Counselling (Curriculum Code: AIPC CHC51115) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Financial Counselling (Curriculum Code: AIPC CHC53215) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Mental Health (Curriculum Code: AIPC CHC53315) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Students progressing into the Bachelor of Counselling from the Institute’s Graduate Diploma of Relationship Counselling (Curriculum Code: AIPC CHC81015) will automatically receive credit for the following subjects:
The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Below is a list of policies and procedures that apply to students enrolled in the Bachelor of Counselling.
Applying is easy using our simple online application process.
Your application for enrolment holds you a place, but is non-binding.
Cancel before your census date and you won't be charged any fees.
Zero Risk
We understand that sometimes you may find yourself in a situation where you are unable to continue with your studies. If you need to withdraw from a subject, simply follow our formal withdrawal process prior your census date and you will not be charged the subject fee.
Please complete this form and we will respond within 24 working hours.
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In the spirit of reconciliation, AIPC acknowledges the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their Elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples today.
In accordance with the highest standards of scholarly practice, students must present original work which expresses their own understanding of theory and its application. The words, ideas, and intellectual property of others used by students in their work and assessments must at all times be appropriately acknowledged.
Prior to submitting assessment, students are expected to inform themselves of appropriate academic writing, practice and referencing conventions, with information and resources in this regard being available in the Academic Success Module on HELP.
Academic misconduct can occur in many forms and covers a range of intentional, premeditated, reckless, recurring or otherwise inexcusable actions or behaviours. These include:
All circumstances of suspected Academic Misconduct will be treated seriously. The Institute may also use software to assist with the detection of Academic Misconduct.
The following steps outline the processes for determining and responding to cases of suspected academic misconduct:
The student will be informed of the outcome in writing and the outcome will be noted on the student’s file.
If the student is not satisfied with the Institute’s approach or decision regarding the student’s conduct, the student may appeal the decision or lodge a written complaint with the Provost in accordance with the Institute’s Student Complaints and Appeals Policy.
In some instances, student behaviours of concern will be determined to result from poor academic practice, as distinguished from academic misconduct. Poor academic practice is unintentional, careless, inadvertent, or otherwise excusable behaviour mitigated by personal, health-related or other circumstances.
In cases where a student’s behaviour is assessed as poor academic practice, the following processes will be followed. The student will:
The student’s file will be updated regarding details of the situation and action taken.
The Academic Misconduct Policy is in place to protect the academic interests of students and the Institute.
To enrol into an AIPC higher education course, prospective students are required to:
Course Application Forms and associated application documentation are received by the due date and processed by Student Support Staff. Upon receipt, the prospective student’s application and supporting documentation is assessed. Assessment includes validation of documentation provided, completion of the Entry Checklist, and approval by the respective Program Leader.
A place in the course is offered (subject to student numbers and availability of places) to approved applications. Applicants have 5 working days to respond to and accept their offer.
Upon acceptance of their place in the course, domestic students complete the eCAF and confirmation of subjects, access to the necessary materials for the student to commence their first semester of studies is provided on the HELP site, and the student’s information is added into Meshed Higher Ed (student management system) by Student Support Staff.
Applications that are not offered a place in the course are advised in writing of the decision with explanatory reasons.
Standard Admission Requirements – Diploma of Counselling Practice (Higher Education Diploma)
Students are required to have either:
Prospective students are to supply a certified copy of the qualification or high school certification to support their application. Applicants seeking entry through work experience are required to submit a Curriculum Vitae and supporting statements from their employer/s/ Student Support staff are to ensure this documentation is included with the Application. If documentation is missing, Student Support Staff are to write to the prospective student advising of additional documentation required to enable assessment of their application.
Special Entry Requirements – Diploma of Counselling Practice (Higher Education Diplomas) (including applicants identifying as Aboriginal and/or Torres Strait Islander Peoples)
For students who do not meet the standard admission requirements above, the following special entry requirements will apply:
Standard Admission Requirements – Bachelor degrees
Students are required to have either:
Prospective students are to supply a certified copy of the qualification or high school certification to support their application. Student Support staff are to ensure this documentation is included with the Application. If documentation is missing, Student Support Staff are to write to the prospective student advising of additional documentation required to enable assessment of their application.
Special Entry Requirements – Bachelor degrees (including applicants identifying as Aboriginal and/or Torres Strait Islander Peoples)
For students who do not meet the standard admission requirements above, the following special entry requirements will apply:
Certified copies of Completion Certificates, Academic Transcripts and STAT results are to be supplied by the prospective student to support their application.
Please note that if students are seeking entry through partial completion of other tertiary studies, they are eligible for entry if their GPA is equal to or higher than 4.0 (on a 7.0-point scale).
Prospective students being considered based on STAT results will be eligible for admission if their STAT overall score is 160 or better, or 155 or better in the verbal sub score.
All domestic applicants seeking entry via special admission procedures are encouraged to also supply any of the following additional documents in support of their application:
Students applying through consideration of their work history are required to provide their CV, letter/s confirming employment positions/responsibilities and accountabilities, and a statement (up to 600 words) as outlined above.
Student Support Staff are to ensure all documentation as described above is included with the Application. If documentation is missing, Student Support Staff are to write to the prospective student advising of additional documentation required.
Standard Admission Requirements – Master of Counselling
Students are required to have:
Prospective students are to supply a certified copy of the qualification and academic transcript with their Course Application Form. Student Support Staff need to ensure this documentation is included with the Application. If documentation is missing, Student Support Staff are to write to the prospective student advising of additional documentation required.
English Language Proficiency Requirement
Prospective students who identify that English is a second language on their application form are required to supply evidence (from within the previous two years from date of application) of a level of achievement in a recognised English Language Proficiency Test with their application.
The levels of achievement required are:
Students who identify that English is a second language and have completed an accredited Australian qualification (Diploma level and above), will have this evidence considered when assessing English language skills. They may also be asked to provide a curriculum vitae with their employment experience to support their application.
Prospective students who are citizens of countries with English as an official language and have undertaken at least one year of full-time or equivalent Year 12 education in English at a recognised institution in the national education system or equivalent may be considered to meet the English Language Proficiency Requirement.
Where a prospective student has provided evidence that they have met the ELP requirements for their program, but concerns have been raised about their English language ability through the admissions process, the Institute may seek an objective assessment of the prospective student’s abilities through an English diagnostic tool.
Additional Documentation Required for Application
All Course Application Forms are to be accompanied by an essay addressing why the prospective student is interested in studying their course and what they are aiming to achieve once qualified.
Essays for the Diploma of Counselling Practice and Bachelor degrees are 300 words in length and can be submitted by email or with the Online Application Form.
Essays for the Master of Counselling are a minimum of 300 words with applicants to cover attributes they will require to study counselling at the Master’s level, attributes they have which may adversely affect their study of Counselling and demonstrate personal reflection on their attributes.
Students applying for entry to the Bachelor of Counselling also need to supply a Character Reference (a short letter from a Referee explaining and confirming the applicant’s good character).
Students applying for entry to the Master of Counselling also need to supply details of a professional Referee for the Institute to contact to discuss their application.
Applications not accepted into the Course
Applicants are to be notified in writing of not being accepted into the course. Reason/s are to be provided as to why the application was not accepted.
Applicants can re-apply for entry at any time in the future.
Constructive Alignment
Fairness
Academic Integrity
Assessment Design
Quality Assurance
Students encounter the following types of assessment during their degree:
Assessment Type |
Description |
Case Study Analysis |
A written analysis of a particular case and its relationship to theoretical constructs presented. |
Critical Analysis |
An essay (see below) evaluating a topic and demonstrating understanding of value and relevance of material presented. |
Essay |
A short written piece allowing students to argue, analyse, interpret, critique or evaluate provided topics. |
Literature Review |
Search and evaluation of literature relating to a specific topic. May be related to research (and the research proposal (see below). |
Placement Portfolio |
A collection (hard copy or digital) of activities and tasks undertaken during the practicum placement. Includes, though not limited to, daily summary of tasks, client contact hours, meetings, networking, supervision, and policies and procedures. Used to evidence student progress and/or achievement within the organisational context. |
Poster Presentation |
Presentation in written and/or visual form/s(Hard copy or digital) evidencing knowledge, understanding and communication on given topic. |
Presentations – Individual |
Spoken/audio (with possibly written and/or visual) evidence that demonstrates not only knowledge and understanding but also oral presentation skills. |
Presentation – Group |
Written, spoken or visual evidence of knowledge and understanding as well as collaboration and co-operation. |
Project (e.g. research project etc) |
A research project is a sustained piece of research developed and carried out as a team or an individual. |
Reference List |
A list of citations (books, articles, documents and the like) presented using APA format and style. |
Reflective Diaries/Logs |
Written reflections and responses (critical, analytical and personal) based on some specific experience. |
Research Proposal |
States/outlines a research topic. May include discussion in regard to the key literature, data collection, methodology and assumptions |
Role plays |
Students assume and act out roles so as to demonstrate counselling skills and techniques. |
Marking, Grading and Feedback
All assessments, and final subject/unit results, are graded as follows:
Grade |
Code |
Percentage Marks |
Grade Point |
Description |
High Distinction |
HD |
85% – 100% |
7 |
Outstanding performance demonstrating an exceptional level of understanding and achievement. |
Distinction |
D |
75% – 84% |
6 |
Excellent performance demonstrating an advanced level of understanding and achievement. |
Credit |
C |
65% – 74% |
5 |
Good performance demonstrating a high level of understanding and achievement. |
Pass |
P |
50% – 64% |
4 |
Satisfactory performance satisfying basic learning requirements. |
Fail |
F |
Less than 50% |
With participation: 1.5 |
Unsatisfactory performance, fails to satisfy basic learning requirements. |
Non-graded Pass/Fail |
NGP/NGF |
Satisfactory/Unsatisfactory demonstration of the learning outcomes for this subject/unit. |
Grade:
High Distinction
Code:
HD
Percentage Marks:
85% – 100%
Grade Point:
7
Description:
Outstanding performance demonstrating an exceptional level of understanding and achievement.
Grade:
Distinction
Code:
D
Percentage Marks:
75% – 84%
Grade Point:
6
Description:
Excellent performance demonstrating an advanced level of understanding and achievement.
Grade:
Credit
Code:
C
Percentage Marks:
65% – 74%
Grade Point:
5
Description:
Good performance demonstrating a high level of understanding and achievement.
Grade:
Pass
Code:
P
Percentage Marks:
50% – 64%
Grade Point:
4
Description:
Satisfactory performance satisfying basic learning requirements.
Grade:
Fail
Code:
F
Percentage Marks:
Less than 50%
Grade Point:
With participation: 1.5
Without participation: 0
Description:
Unsatisfactory performance, fails to satisfy basic learning requirements.
Grade:
Non-graded Pass/Fail
Code:
NGP/NGF
Percentage Marks:
Grade Point:
Description:
Satisfactory/Unsatisfactory demonstration of the learning outcomes for this subject/unit.
(This is the grade used for practicum and industry project subjects).
The awarding of grades must be a deliberate process, requiring the exercise of academic judgement in maintaining consistent standards. Distributions of grades for each subject/unit are reported by the Lecturer to the respective Course/Program Leader. Formal moderation of marking is undertaken regularly to ensure consistency across markers.
At the end of each study period, grades are reviewed and finalised by the Assessment Review Committee. Grades for subjects are issued within 3 weeks of semester completion. Students dissatisfied with an assessment mark can request review of the mark through the Student Complaints and Appeals Policy.
Feedback is explicitly aligned with course and subject/unit learning outcomes, providing students with opportunities to improve their learning in the subject/unit and across the course. Feedback is timely and encourages students to develop self-evaluation skills for lifelong learning.
The Institute recognises the right of all students and staff to experience a learning environment where equality of opportunity, inclusion and diversity are valued, promoted and practised.
The Institute has zero tolerance for harassment, bullying and discrimination and expects that students, regardless of background or intrinsic characteristics, are able to participate fully in Institute activities and will feel that their contribution is welcomed, valued and supported.
In accordance with the Student Conduct Policy, all students are expected to observe reasonable standards of behaviour with respect to all Institute activities and property, thereby refraining from harassment, discrimination, bullying and other forms of intimidating or unlawful behaviour against other students and staff.
This policy applies to the conduct of all students enrolled at the Institute (undergraduate and postgraduate) when engaged in Institute related activities on campus, in transit to/from campus, off campus and online.
All staff have a responsibility to behave professionally and with respect for others in accordance with the Code of Conduct and relevant legislation.
The Institute is committed to providing additional and personal support services and referrals for students affected by these behaviours in accordance with the Student Academic and Wellbeing Support Policy.
If an individual is in immediate danger or requires urgent medical attention, emergency services will be contacted on 000 (112 from mobile phones).
Definitions
Harassment
Harassment is repeated behaviour directed at an individual or group of students or staff, which is offensive, humiliating, intimidating, or threatening. The behaviour is typically unwelcome and impedes effective work or study.
Harassment occurs in circumstances where a reasonable person would have expected that the behaviour is going to be offensive, humiliating or intimidating and is sexual in nature or is based on gender, race, disability, sexual orientation, or the range of other factors listed in the relevant Commonwealth and state legislation.
Harassment is |
Harassment is not |
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Bullying
Bullying is repeated verbal, physical, social, or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons.
Bullying within a workplace is where an individual or group of individuals repeatedly behaves unreasonably towards a worker or a group of workers at work and the behaviour creates a risk to health (including mental health) and safety (Fair Work Act 2009).
Except in the case of sexual harassment, a single incident of unreasonable or harassing behaviour does not, of itself, constitute bullying.
Bullying is |
Bullying is not |
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Discrimination
Discrimination occurs when a person is treated less favourably than another person because of an attribute (direct discrimination), or when a requirement that is the same for everyone has an unfair effect on some people because of an attribute (indirect discrimination).
Discrimination is any distinction, exclusion or preference made based on race, colour, age, medical or criminal record, sex, religion, marital status, sexual preference, impairment, mental or physical disability, political opinion, national extraction or social origin that has the effect of nullifying or impairing equality of opportunity or treatment.
Discrimination is |
Discrimination is not |
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Prevention
The Institute aims to eliminate all forms of bullying, harassment, and discrimination and commits to providing a safe, equitable, inclusive study and work environments for students and staff. In particular the Institute will:
Reporting and Disclosing Incidents
AIPC encourages individuals to report incidents of harassment, bullying and discrimination. The incident may be reported by the victim, bystander or another person (with consent). A complaint may be reported in accordance with this policy at any time following an incident, regardless of whether the incident has been reported to police.
AIPC supports individuals who have been affected by harassment, bullying and discrimination to manage their response on their own terms and when they feel safe and confident to do so. There are occasions however where limits to confidentiality should be observed, specifically in instances of where there is a continued/immediate threat to the safety of the individual or others.
An individual who has been the subject of harassment, bullying or discrimination may wish to disclose to a fellow student or staff member of their choice. The health, safety and wellbeing of the person disclosing is of the utmost priority. To be effective in their response, staff and students can follow these basic principles:
Students and staff are encouraged to refer the matter to the Program Leader or obtain information from the Liaison Officer (Hayley Wood, hayley@aipc.net.au) if they are approached by an individual with a matter that they do not feel equipped to deal with.
AIPC does not tolerate victimisation and will take reasonable steps to ensure that all individuals involved are not victimised.
Self-Management
An individual may review their options and choose to attempt to resolve an incident without formally reporting or disclosing their concern.
When an individual feels confident and safe to do so, they may choose to contact the alleged perpetrator (either verbally or in writing) and communicate to them that the behaviour is unwelcome and request it cease.
If an individual engages in self-help and the alleged perpetrator continues the offending behaviour, they may seek to move to informal disclosure or lodge a formal complaint.
Self-help is not an option for incidents relating to violence.
Informal Disclosure
If an individual does not wish to engage in self-help, or self-help has been insufficient in dealing with the issue, they may wish to disclose the incident to the Institute without acting against the alleged perpetrator.
Informal disclosures are to inform the Institute of risks and events and will not result in an investigation or referral of an alleged perpetrator.
The individual may choose to provide a verbal account of the incident to a staff member or fellow student to gain information about their support and reporting options. An individual may choose to have an informal disclosure recorded by reporting their concerns via email to the Program Leader, providing relevant details about the incident.
In the first instance, the Program Leader will notify the Liaison Officer (Hayley Wood, hayley@aipc.net.au) of the incident. The Liaison Officer contacts the student to discuss the incident and provides appropriate support and referral to external agencies if/as needed. AIPC’s response to the informal disclosure will be guided by the wishes of the complainant.
The Program Leader will keep a record of any informal disclosures and will maintain confidentiality, except as required by law.
Formal Complaint
At any time, an individual may lodge a formal complaint of the incident to the Program Leader and/or the Liaison Officer (Hayley Wood, hayley@aipc.net.au).
In the first instance, the Liaison Officer discusses the incident with the student and provides appropriate support and referral to external agencies if/as needed. The Liaison Officer follows up with the student on an ongoing basis to ensure they are receiving appropriate care and support.
Addressing a Complaint
Upon receipt of a complaint, the Program Leader and Liaison Officer discuss and decide a way forward to investigate the complaint.
Receipt of complaints, information ascertained during investigation, and options to address the matter are then discussed with the CEO. Resulting actions are addressed under the relevant student or staff conduct policies.
Appropriate records are kept by the Liaison Officer regarding each incident reported, relevant details and its outcome.
The Institute acknowledges and values the diversity of its students and population and adheres to the following principles to maintain inclusive practices in its daily operations:
The Institute will periodically review its initiatives to integrate its diversity and inclusive approach throughout its policies and procedures. This includes, but not limited all its materials (in print and online) such as access for students with disabilities and/or individual learning needs, teaching materials and staff development materials.
The AIPC Provost will report annually to the AIPC Governing Board on its diversity and inclusion review and any corrective actions taken.
Graduates of the Institute will have an understanding of inclusion and equity which they can apply in their professional and personal practices
The Institute ensures its students and staff population are receiving appropriate support. Any issues that may have an adverse impact on them or in breach of this policy are identified and appropriately addressed and investigated by the Chief Executive Officer.
The Institute identifies and acknowledges specific areas that inform its strategies and initiatives related to diversity and inclusion. These areas of focus include:
Students and staff are not required to disclose if they identify with any of the relevant attributes listed above; any disclosure is entirely optional. However, the Institute encourages current staff and students to disclose this information to support the Institute in reviewing and evaluating current inclusion and diversity supports and initiatives.
Any disclosed information will be kept confidential in accordance with the Privacy and Personal Information Policy.
Students and staff who believe they have experienced discrimination and harassment in breach of this policy should contact the Institute, as outlined in the Student Complaints and Appeals Policy or the Staff Grievance Policy.
The Institute’s approach to protecting the health, safety and wellbeing of students reflects the following principles:
The Institute:
Responsibilities of the Institute
In creating a safe environment for students, the Institute:
Responsibilities of Staff
In promoting a safe and healthy environment for students, Institute staff:
Responsibilities of Students
To contribute to a safe and healthy environment, students:
The Institute recognises academic institutions play a crucial role in the development of critical, innovative thinkers and in the creation of new knowledge contributing to the advancement of society as a whole.
This policy provides the Institute’s commitment to intellectual and academic freedom of academic staff and students in their pursuit of knowledge. Academic staff and students are able to investigate and pursue academic interests and express views relating to their area/s of academic expertise without fear or favour.
Such freedom comes with responsibilities and obligations, including:
Overview
In the course of its business, the Australian Institute of Professional Counsellors Pty Ltd T/As Australian Institute of Professional Counsellors (“the Institute”) may collect information from students or persons seeking to enrol with the Institute, either electronically or in hard copy format, including information that personally identifies individual users. The Institute may also record various communications between individuals and the Institute.
In collecting personal information, the Institute will comply with the requirements of the Australian Privacy Principles (APPs) set out in the Privacy Act 1988 (Cth) as amended by the Privacy Amendment (Enhancing Privacy Protection) Act 2012.
Collection and use of personal information
The Institute will only collect personal information from individuals by fair and lawful means which is necessary for the functions of the Institute. The Institute will only collect sensitive information with the consent of the individual and if that information is reasonably necessary for the functions of the Institute and delivery of the service to students.
The information requested from individuals by the Institute will only be used to provide you with the educational service you require to successfully complete your course; obtain feedback from you about the course, service and facilities we have provided; advise you of upcoming seminars, tutorials and relevant events; administer and manage your course, including billing and collecting debts; further develop and improve our business and educational systems; inform you about new products and services that we may introduce from time to time; assess an individual’s entitlement to FEE HELP assistance and to allocate a Commonwealth Higher Education Student Support Number (CHESSN) and/or a Unique Student Identifier (USI); and to report to government agencies as required by law, including for the purpose of administering tuition protection. If an individual chooses not to give the Institute certain information then the Institute may be unable to enrol that person in a course or supply them with appropriate information or services, including tuition protection options.
The type of personal information that may be collected includes:
Your personal information will be held by the Institute for a period up to 30 years.
Disclosure of personal information
For the purposes set out above, we may disclose your personal information to the following organisations:
Personal information about students studying with the Institute may be shared with the Australian Government and designated authorities, including the Australian Skills Quality Authority (ASQA), the Tertiary Education Quality and Standards Agency (TEQSA), and the Commonwealth Department with responsibility for administering the Higher Education Support Act 2003 and tuition protection services. The Department’s Privacy Policy is available at: https://www.education.gov.au/using-site/privacy-statement-department-education and should be read in conjunction with this Privacy and Personal Information Policy.
The Institute will not disclose an individual’s personal information to another person or organisation unless:
Where personal information is disclosed for the purposes of enforcement of the criminal law or of a law imposing a pecuniary penalty, or for the purpose of the protection of the public revenue, the Institute shall include in the record containing that information a note of the disclosure.
Any person or organisation that collects information on behalf of the Institute or to whom personal information is disclosed as described in this procedure will be required to not use or disclose the information for a purpose other than the purpose for which the information was collected by them or supplied to them.
Security and integrity of personal information
The Institute is committed to ensuring the confidentiality, security and integrity of the personal information it collects, uses and discloses.
The Institute will take all reasonable steps to ensure that any personal information collected is relevant to the purpose for which it was collected, is accurate, up to date and complete.
The Institute will store securely all records containing personal information and take all reasonable security measures to protect personal information it holds from misuse, interference, loss, unauthorised access, modification or disclosure.
Where the Institute has no further use for personal information for any purpose disclosed by the Institute, or is no longer required to maintain that personal information, all reasonable steps will be taken to destroy or de-identify the information.
Right to access and correct records
Individuals have the right to access or obtain a copy of the personal information that the Institute holds about them. Requests to access or obtain a copy of personal information must be made in writing. There is no charge for an individual to access personal information that the Institute holds about them; however, the Institute may charge a fee to make a copy. Individuals will be advised of how they may access or obtain a copy of their personal information and any applicable fees within 10 days of receiving their written request. Where it is reasonable to do so, access to the information will be provided in the manner requested by the individual.
If an individual considers their personal information to be incorrect, incomplete, out of date or misleading, they can request that the information be amended. Where a record is found to be inaccurate, a correction will be made as soon as practical. Where an individual requests that a record be amended because it is inaccurate but the record is found to be accurate, the details of the request for amendment will be noted on the record. There is no charge for making a request to correct personal information.
Written requests for access to, to obtain a copy of, or correct personal information held by the Institute should be sent to:
Operations Manager
AIPC Head Office
Locked Bag 15
Fortitude Valley QLD 4006, or
Emailed to: michael.johnson@aipc.net.au
Complaints about an alleged breach of the APPs
Where an individual believes that the Institute has breached a Privacy Principle in relation to that individual, they may lodge a complaint using the Institute’s grievance handling procedures which enables students and prospective students to lodge grievances of a non-academic nature, including grievances about handling of personal information and access to personal records.
Publication
These Privacy and Personal Information Procedures will be made available to students and persons seeking to enrol with the Institute by publication on the Institute’s website: https://www.aipc.net.au. Alternatively, a copy of this policy may be requested by contacting the Institute using the contact details provided above.
In order to ensure that students have given their informed consent for their personal information to be disclosed to certain third parties as outlined in this procedure, the Institute will advise students on enrolment about these procedures and where they are located.
In the context of this policy, a person with a disability is someone who has temporary or permanent disabilities; physical, intellectual, sensory, neurological, learning or psychosocial disabilities, diseases or illnesses, physical disfigurement, medical conditions, or work-related injuries. An adjustment is a measure or action that has the effect of assisting a student with a disability:
Disclosure
Disclosure by students, of any disabilities they might have, is entirely optional; however, disclosure is encouraged since it can play a key role in developing, assessing the effectiveness of, and improving, the Institute’s strategies, processes and actions in relation to students with a disability.
While the Institute endeavours to provide a learning environment, a curriculum, and a student experience which are accessible to students with disabilities, disclosure, and related documentation, is a requirement for receiving specialist support or the approval of a reasonable adjustment.
Students may disclose details of their disability on their application form or disclose their disability at later time.
Information disclosed will be kept confidential and will be used to develop, assess and improve equity strategies and actions, and for government reporting requirements.
Admission and Enrolment
The Institute will provide information on its website about its courses/programs and its admission requirements and processes in a format that takes into consideration good practice accessibility guidelines.
The Institute will assist students with a disability in regard to admission and enrolment processes, as requested.
The Institute implements non-discriminatory student selection procedures that encourage fair access for members of under-represented groups.
Learning and Teaching
The Institute’s approach to curriculum development, provision of learning resources and materials, models of delivery, and provision of facilities, is informed by principles of universal design and by sensitivity to the needs and circumstances of students who may have a disability.
The Institute makes reasonable adjustments in assessing the achievement of the learning outcomes of subjects/units, including the use of alternative assessment techniques, provision of adaptive equipment, extensions for assignment, extended examination periods, separate examination rooms.
In making reasonable adjustments, the Institute does not exempt students with a disability from the requirement to demonstrate learning outcomes or to meet other academic standards, including those standards required to be met by professional or external accrediting bodies; nor does a reasonable adjustment give a student an unfair advantage.
In some required work-integrated learning or placement subjects, there may be certain abilities or capabilities that students must have in order to achieve the learning outcomes of the subject and without compromising the health, safety and welfare of the student or of others. In such cases, reasonable adjustments may not be possible although this will be determined after extensive consultation with key parties including impacted student(s).
Information regarding mandatory work-integrated learning or placement components of courses; or any special prerequisites such as medical checks, registration with a professional body, police checks, vaccinations, and academic and other requirements, must be published on the Institute’s website and recruitment materials.
The Institute provides academic counselling for students with a disability and has a system for monitoring the progress of students with (disclosed) disabilities.
In order to obtain academic counselling support or reasonable adjustments, students must provide documentation from a qualified and relevant health professional regarding their disability to int.support@aipc.net.au.
When a student discloses that they have a disability, they are referred to the International Student Liaison Officer for a confidential discussion on reasonable adjustments options. Students who would like to discuss their individual study and assessment needs are able to contact the Study Assistance Line on 1300 139 239 or email int.support@aipc.net.au.
The following steps are followed in making reasonable adjustments:
Facilities
The Institute provides and equips facilities in a way that reflects its commitment to provide equitable opportunities for students to access, and to fully participate in the educational, social and cultural dimensions that contribute to their overall positive student experience.
Students are able to apply for Recognition of Prior Learning (RPL) or Credit Transfer to receive credit for one or more subjects** of their Bachelor course (up to a maximum of 8 subjects). This enhances student progression through the course and provides recognition for students entering the course with relevant prior studies and work experience. Students granted RPL or credit are not disadvantaged in achieving the expected learning outcomes of the course, and the integrity of the qualification must be maintained.
The Institute’s approach to granting of credit in recognition of prior learning complies with the best practice principles outlined in the AQF Qualifications Pathways Policy (Australian Qualifications Framework Handbook, January 2013) and ensures pathways are available into and between qualifications. Applications for Recognition of Prior Learning (RPL) or Credit Transfer are:
In assessing applications for Recognition of Prior Learning (RPL) and Credit Transfer:
The onus is on the applicant to provide appropriate evidence to demonstrate the relevant skills, knowledge and understanding in subjects where credit is being sought, and that the Learning Objectives (LO’s) of the subject have been achieved.
Recognition of Prior Learning (RPL)
RPL recognises that students, due to relevant life and work experiences, may already possess the requisite skills and knowledge for subject/s in the Bachelor course. Students who have been working within a counselling environment for a number of years are able to apply for recognition of this prior learning or experience. Exemption can be applied for one or more course subjects** (up to a maximum of 8 subjects).
Assessing credit from prior experience takes into account the authenticity, currency, quality, relevance, transferability and comparability of the experience to the requirements of the subject for which credit is being applied.
The process of recognising prior learning (RPL) involves matching prior learning gained by the applicant in the context of previous work experiences with the specific learning outcomes of subjects in your degree. If previous work experience is shown to match the specific learning outcomes of specific subjects in the degree, then those matching subjects may form a case for credit to be awarded to the applicant as being complete and will not need to be completed again within the degree.
Credit Transfer
Credit Transfer refers to obtaining credit towards another course on the basis of having completed previous study of an equivalent subject or unit. Students who have completed similar units to those included in the Bachelor program are welcome to apply for Credit Transfer. Students who have completed or partially completed another counselling course are particularly encouraged to apply for Credit Transfer.
Credit will not normally be granted for formal study completed more than 10 years prior to application unless there is evidence of continued relevance of this study for the course towards which credit is sought. Credit is granted where there is substantial overlap with the content and/or learning outcomes of the subject for which credit is being applied. When assessing credit based on prior study, consideration is given to the objectives of the course, methods of delivery and assessment, admission requirements, course durations, the breadth and depth of the course material, practical training requirements, and experience requirements.
The process of Credit Transfer (CT) involves matching subjects that the applicant has already completed from previous courses of study with subjects in your degree. If previous subjects completed by the applicant have learning outcomes that match the learning outcomes of specific subjects in the degree, then those matching subjects may form a case for credit to be awarded to the applicant as being complete and so those subjects will not need to be completed again within the degree.
**Students can only obtain credit for a total maximum of 8 subjects inclusive of whether this credit has been obtained via RPL or credit transfer.
Students Articulating from the Diploma of Counselling/Diploma of Professional Counselling
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Counselling (Curriculum Codes: AIPC CHC51708, CHC51712 or CHC51015) will automatically receive credit for the following subjects:
COU101 Introduction to Counselling
COU102 Theoretical Foundations of Counselling
COU103 The Counselling Process
COU104 Micro Counselling Skills
COU202 Counselling and Diversity
COU203 Counselling Therapies I
Students Articulating from the Diploma of Community Services (Case Management)
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Community Services (Case Management) (Curriculum Codes: AIPC CHC52008 or CHC52015) will automatically receive credit for the following subjects:
CORE102 Communication Skills
CORE103 Group Work, Team Dynamics and Leadership
Students Articulating from the Diploma of Youth Work
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Counselling (Curriculum Codes: AIPC CHC51708, CHC51712 or CHC51015) will automatically receive credit for the following subjects:
CORE102 Communication Skills
CORE103 Group Work, Team Dynamics and Leadership
COU303 Working with Children and Adolescents
Students Articulating from the Diploma of Financial Counselling
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Financial Counselling (Curriculum Code: AIPC CHC51115) will automatically receive credit for the following subjects:
COU101 Introduction to Counselling
COU103 The Counselling Process
COU104 Micro Counselling Skills
COU202 Counselling and Diversity
Students Articulating from the Diploma of Alcohol & Other Drugs
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Financial Counselling (Curriculum Code: AIPC CHC53215) will automatically receive credit for the following subjects:
COU101 Introduction to Counselling
COU103 The Counselling Process
COU104 Micro Counselling Skills
COU202 Counselling and Diversity
Students Articulating from the Diploma of Mental Health
Students progressing into the Bachelor of Counselling from the Institute’s Diploma of Mental Health (Curriculum Code: AIPC CHC53315) will automatically receive credit for the following subjects:
COU101 Introduction to Counselling
COU103 The Counselling Process
COU104 Micro Counselling Skills
COU202 Counselling and Diversity
Students Articulating from the Graduate Diploma of Relationship Counselling
Students progressing into the Bachelor of Counselling from the Institute’s Graduate Diploma of Relationship Counselling (Curriculum Code: AIPC CHC81015) will automatically receive credit for the following subjects:
COU101 Introduction to Counselling
The student’s record will be automatically updated and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.
Applying for RPL or Credit Transfer
Students are able to apply for RPL or Credit Transfer by sending in the RPL/Credit Transfer Application Form and all necessary supporting documentation as detailed on the Application Form to:
RPL/Credit Transfer Applications AIPC Locked Bag 15, Fortitude Valley QLD 4006 Or by email to: support@aipc.net.au
Students can apply for credit transfer at any time after acceptance into their Bachelor course and prior to enrolling into the subject/s for which credit is sought.
The RPL/Credit Transfer Application Form can be obtained by calling AIPC on 1800 657 667 or emailing support@aipc.net.au.
Submitting your Application
Simply complete the Application Form and collate your supporting documentation and send to the address above. Your application will be assessed by the Course Coordinator within two weeks of receipt and you will be notified in writing of the outcome of the application. Reasoning is provided where credit is not granted.
The student’s Academic Transcript received at the end of the semester will show the credit that has been awarded to date during your studies.
The following documentation will need to be submitted:
Applications that do not include all supporting documentation will be returned for resubmission. Supplied documentation that is photocopied will need to be certified as a copy of the original by an acceptable certifier (Justice of the Peace, Commissioner of Declaration).
How much does applying for credit cost?
There is no fee for applying for RPL or credit. Students are not required to pay the subject fee for each subject in which credit is granted.
Appeals of Decisions
Students are able to appeal decisions made on the granting of credit. The grounds for appeal are that the decision is inconsistent with this policy. Please refer to the ‘Appeals against an assessment result’ section of the Grievance Handling and Resolution Policy and Procedure. After appeal, students who remain dissatisfied with the outcome of their appeal against a decision regarding the award of credit may refer to the Grievance Handling and Resolution Policy and Procedure.
Please refer to https://www.aipc.net.au/fees-dates-policies for current subject fees and indicative additional and non-tuition costs.
Tuition fees for each subject are reviewed by the Chief Executive Officer in September/October each year, with updates to Tuition Fees then being updated on the AIPC website.
Students can pay for their course fees semester-by-semester via their own funds or through FEE HELP (if eligible). Students can also choose a combination of the two payment options.
Students choosing to pay their fees via FEE HELP are emailed a Customer Assistance Notice (CAN) notifying of relevant information within 28 days after the semester Census Date.
Students choosing to pay their own fees, are charged during the first week of Semester.
All students are not able to defer payment of their course fees. Students who do not pay their course fees before the due date each semester will not be able to continue studying during the semester until their fees are brought up to date.
Subjects where credit is granted
Students can apply for credit of previous studies and experience as described in the Recognition of Prior Learning and Credit Transfer Policy and are not required to pay the subject fee for each subject in which credit is granted.
Articulation from AIPC courses into AIPC higher education courses are detailed in the respective Student Handbook.
Outstanding Fees
Students who have not arranged a payment plan or paid their fees by the due date will not be able to:
This may result in an academic penalty (receiving a mark of ‘Fail’ for subjects) to students because they have not completed the requisite assessment and coursework. If your fees are more than 7 days overdue, you will be notified that these must be paid within two weeks, otherwise your enrolment will be cancelled.
If the student remains behind in their fees at 21 days overdue, or FEE HELP documentation has not been completed and returned, then the student’s enrolment is put on hold for the current Semester with access to enrolled subjects/units being ceased. The enrolment can re-commence upon contact by the student and the addressing of any overdue fees or documentation.
Students who are experiencing genuine and extenuating circumstances such as financial hardship, can contact the Student Support Officer support@aipc.net.au for further assistance. In some circumstances, the Institute may consider modifying the student’s existing fee payment plan. Outstanding fees are to be finalised by the end of the semester. Otherwise, the student’s grades will be withheld, and their enrolment will not be processed for the following semester.
There are some items and services that students will need to pay additional charges for during their course of study:
Please refer to https://www.aipc.net.au/fees-dates-policies for current indicative costs in relation to the above.
You can cancel from the subject/s you are enrolled in before the Semester’s Census Date (as advertised on the Institute’s website) without financial or academic penalty.
If cancelling after the Semester’s Census Date, you are liable for the full cost of the subject/s in which you are enrolled. Any outstanding amounts are to be paid.
Students can withdraw from studying a subject/unit within 6 weeks of the commencement of the semester without suffering any academic penalty; however, are liable for the subject/s tuition fees.
To discontinue the course, students need to submit their request in writing to support@aipc.net.au. Upon completion of the cancellation process, students receive an updated academic transcript of the studies they have completed.
Cancelling students are to submit their cancellation in writing and pay any outstanding amounts or incur the FEE HELP debt as per the above policies. If these amounts are not forthcoming, the outstanding amount will be pursued as per the Outstanding Fees section of this procedure.
If the student is due a refund, Student Support Staff will request a refund to be processed by AIPC’s Finance Department who will refund the student upon the receipt of valid bank account information to process the refund. The refund will be processed within 14 days of the student cancelling.
Re-enrolment into future AIPC Programs
The Institute understands that students may want to recommence studying with AIPC in the future in the same or alternative courses. Subject to the meeting of course entry requirements and completion of the current application form and entry procedures, students can commence in other AIPC courses.
Re-enrolment will not typically involve the transfer of any previously paid tuition fees which would usually have been consumed through normal cancellation processes or completion of subjects/units.
Students are also able to apply for credit transfer for recognition of their partially completed studies into current programs offered by AIPC.
Students who wish to apply for a refund may do so by contacting Student Support Officer at support@aipc.net.au and advise the Institute in writing. The date the correspondence is received by the Student Support Officer is the effective date.
All refunds will be made in Australian dollars and will only be made if the Institute has already received cleared monies in its bank account.
All refunds will be made to the original payment source. Refunds may be paid to a third party (i.e., other than the student) at the student’s writing request.
Refunds before the commencement of semester
Students who wish to withdraw from their course prior to the commencement of the semester are eligible for a full refund of the tuition fees paid.
Refunds Before Census Date
Students who withdraw from their course before the census date may be eligible for a full refund of the tuition fee paid for their course.
FEE-HELP students who wish to withdraw from a unit of study and are eligible to obtain a full refund of their tuition fees.
Non-FEE-HELP students who wish to withdraw from a course/unit of study due to a change of mind on or after the date of the commencement of the semester is eligible for a fee refund. The Institute will keep the tuition fees for the number of weeks that have passed since the commencement of the semester and refund the rest of the fees paid.
Refunds On or After Census Date
Students who withdraw from their course/unit on or after the Census Date are not eligible for a refund. However, students who are genuinely experiencing extenuating circumstances may apply for a review to re-credit their tuition fee balance.
Appeals and Reviews
Students who are unsatisfied or wish to dispute a decision related to tuition fee refunds may do so by submitting a formal complaint as outlined in Complaints and Appeals Policy in the Student Handbook.
This Policy and Procedure, and the and the right to make complaints and seek appeals of decisions and action under various processes, does not affect the rights of the student to act under the Australian Consumer Law if the Australian Consumer Law applies.
Under the provisions of the Higher Education Support Act 2003 (HESA) and the associated Higher Education Provider Guidelines The Australian Institute of Professional Counsellors Pty Ltd (“the Institute”) is required to provide a tuition assurance arrangement for persons, other than international students[1], who are enrolled in higher education courses it offers. This requirement is to protect students in the event that the Institute ceases to provide a course of study in which a student is enrolled.
The meaning of ‘ceasing to provide a course of study’ is set out in the HEP Guidelines which can be found at: https://www.legislation.gov.au/Details/F2012L02136.
In the event that the Institute ceases to provide a course of study in which a student is enrolled the student is entitled to a choice of:
a) an offer of a place in a similar course of study with a Second Provider without any requirement to pay the Second Provider any student contribution or tuition fee for any replacement units. This is known as the “Course Assurance Option”;
or
b) a refund of his or her up-front payments for any unit of study that the student commences but does not complete because the Institute ceases to provide the course of study of which the unit forms part. This is known as the “Student Contribution / Tuition Fee Repayment Option”.
The Institute has met the tuition assurance requirements of the HESA through the Australian Government’s Tuition Protection Service (TPS) for students utilising FEE-HELP to pay their tuition fees, and the provision of a Bank Guarantee for students paying their own tuition fees.
If the Institute ceases to provide a higher education course of study, each student enrolled in the course of study will be sent a Written Tuition Assurance Offer (“the Offer”) advising the student of the options available under the tuition assurance requirements. The Offer will include directions that the student must follow in order to notify of the choice they have made for each affected unit. This Offer is provided within twenty business days after notification by the Institute to the TPS or ITECA.
A student may choose either:
The Course Assurance Option
Under the course assurance option, a student will be offered a place in a similar course of study. If the student accepts this option the necessary arrangements are made to ensure a student is able to enrol with the Second Provider in a similar course of study. This offered course will lead to the same or a comparable qualification without any requirement on the part of the student to pay the Second Provider any student contribution or tuition fee for any replacement units (that is, units that the student had commenced but not completed because the course ceased to be offered). A student will receive full credit from the Second Provider for any units of study successfully completed at the Institute.
The Second Provider nominated may have different contribution amounts or tuition fees to the amounts or fees the student would have paid for units of study which were part of the course of study that the Institute ceased to provide.
A student is not obliged to enrol in a course of study with a Second Provider under the Course Assurance Option. However, if they enrol with any other provider there is no obligation on that provider to offer full credit transfer for the units of study completed with the Institute or to offer any replacement units free of charge.
OR
The Student Contribution/Tuition Fee Repayment Option
Under the Student Contribution/Tuition Fee Repayment Option , the TPS or the Institute (through the Bank Guarantee) undertakes to refund the student’s HELP debt, or pay the student the total of any up-front payments already paid by the student, for any units of study that the student has commenced but not completed because the Institute has ceased to provide the course of study.
Students selecting this option who have applied for FEE-HELP assistance will have their FEE-HELP balance re-credited for uncompleted units.
[1] As defined by the Education Services for Overseas Students Act 2000
This statement is relevant to students who are utilising FEE-HELP to pay their tuition fees.
Information for affected students
Course Assurance
Re-credit of HELP Balance
Record keeping
The Institute has zero tolerance for sexual assault and sexual harassment and is committed to providing additional and personal support services and referrals for students affected by these behaviours in accordance with the Student Academic and Wellbeing Support Policy. This policy applies to the conduct of all students enrolled at the Institute (undergraduate and postgraduate) when engaged in Institute related activities on campus, in transit to/from campus, off campus and online.
All staff have a responsibility to behave professionally and with respect for others in accordance with the Code of Conduct and relevant legislation.
If an individual is in immediate danger or requires urgent medical attention, emergency services will be contacted on 000 (112 from mobile phones).
Definitions
Sexual Assault
Sexual assault is unlawful and constitutes serious misconduct. Sexual assault is any unwanted or forced sexual act or behaviour that occurs without consent. Sexual assault occurs when a person indecently assaults another person or procures another person, without their consent, to commit a sexual act (Section 352, Criminal Code Act 1899 (Qld)).
Consent must be freely and voluntarily given by a person with the cognitive capacity to do so and can be revoked at any time. Consent cannot be given by an individual who is unconscious, asleep, or under the influence of drugs or alcohol.
Further, and in accordance with the Criminal Code Act 1899 (Qld) a person’s consent to an act is not freely and voluntarily given if it is obtained:
Sexual assault is |
Sexual Assault is not |
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Sexual Harassment
Sexual harassment is unlawful under the Anti-Discrimination Act 1991 (Qld) and the Sex Discrimination Act 1984 (Cth) and constitutes misconduct. Sexual harassment is a form of harassment and includes any unwelcome or unsolicited conduct of a sexual nature that is offensive, humiliating, intimidating or threatening. The behaviour does not have to be repeated for it to constitute sexual harassment.
Conduct of a sexual nature includes making a statement of a sexual nature to a person, or in the presence of a person, whether the statement is made orally or in writing.
Sexual harassment occurs in circumstances where a reasonable person, having regard to all the circumstances, would have anticipated the possibility that the person harassed would be offended, humiliated or intimidated.
Sexual harassment is |
Sexual harassment is not |
One-off or repeated incidences of:
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The Institute will work to prevent sexual assault and sexual harassment by means of the following steps:
Reporting and Disclosure
The Institute encourages individuals to report incidents of sexual assault and/or sexual harassment. The incident may be reported by the victim, bystander or another person (with consent). A complaint may be reported in accordance with this policy at any time following an incident, regardless of whether or not the incident has been reported to police.
The Institute supports individuals who have been affected by sexual assault and/or sexual harassment to manage their response on their own terms and when they feel safe and confident to do so. There are occasions however where limits to confidentiality should be observed, specifically in instances of child sexual abuse/assault or where there is a continued/immediate threat to the safety of the individual or others.
An individual who has been the subject of sexual assault and/or sexual harassment may wish to disclose to a fellow student or staff member of their choice. The health, safety and wellbeing of the person disclosing is of the utmost priority. To be effective in their response, staff and students can follow these basic principles:
The manner in which a person responds to a disclosure of sexual assault or sexual harassment can have a significant impact on the individual’s ability to seek further assistance and recover from any trauma. Students and staff are encouraged to refer the matter to the Program Leader or obtain information from the Liaison Officer (Hayley Wood, hayley@aipc.net.au) if they are approached by an individual with a matter that they do not feel equipped to deal with.
AIPC does not tolerate victimisation and will take reasonable steps to ensure that all individuals involved are not victimised.
Self Help
An individual may review their options and choose to attempt to resolve an incident without formally reporting or disclosing their concern.
When an individual feels confident and safe to do so, they may choose to contact the alleged perpetrator (either verbally or in writing) and communicate to them that the behaviour is unwelcome and request it cease.
If an individual engages in self-help and the alleged perpetrator continues the offending behaviour, they may seek to move to informal disclosure or lodge a formal complaint.
Self-help is not an option for incidents relating to violence or sexual violence.
Informal Disclosure
If an individual does not wish to engage in self-help, or self-help has been insufficient in dealing with the issue, they may wish to disclose the incident to AIPC without taking action against the alleged perpetrator.
Informal disclosures are to inform the AIPC of risks and events and will not result in an investigation or referral of an alleged perpetrator.
The individual may choose to provide a verbal account of the incident to a staff member or fellow student in order to gain information about their support and reporting options. An individual may choose to have an informal disclosure recorded by reporting their concerns via email to the Program Leader, providing relevant details about the incident.
In the first instance, the Program Leader will notify the Liaison Officer (Hayley Wood, hayley@aipc.net.au) of the incident. The Liaison Officer contacts the student to discuss the incident, and provides appropriate support and referral to external agencies if/as needed. AIPC’s response to the informal disclosure will be guided by the wishes of the complainant.
The Program Leader will keep a record of any informal disclosures should a complainant choose to raise a formal complaint in the future, where the alleged perpetrator remains a student of AIPC.
Formal Complaint
At any time, an individual may lodge a formal complaint of the incident to the Program Leader and/or the Liaison Officer (Hayley Wood, hayley@aipc.net.au).
In the first instance, the Liaison Officer discusses the incident with the student and provides appropriate support and referral to external agencies if/as needed. The Liaison Officer follows up with the student on an ongoing basis to ensure they are receiving appropriate care and support.
Addressing a Complaint
Upon receipt of a complaint, the Program Leader and Liaison Officer discuss and decide a way forward to investigate the complaint.
Receipt of complaints, information ascertained during investigation, and options to address the matter are then discussed with the CEO. Resulting actions are addressed under the relevant student or staff conduct policies.
Appropriate records are kept by the Liaison Officer regarding each incident reported and its outcome.
Investigation
The Institute cannot determine whether a civil wrong or a crime has occurred. The Institute can only determine whether a person(s) has breached the Institute’s Code of Conduct or other relevant policy and agreement.
The parties involved should be advised that any investigation conducted by the Institute does not replace a criminal process. This also means that this policy may not be applicable in situations whereby a complaint or report is made about someone external to the Institute. The Institute has limited investigative resources or mandate as the police, and the person(s) involved should consider making a police complaint if there are serious allegations of criminal behaviour.
The purpose of this policy is to provide a framework and a set of principles that underpin the Australian Institute of Professional Counsellors (the Institute) approach to providing student support and its resourcing of student support services.
This policy applies to staff and members of the Institute’s decision-making bodies.
The Institute’s approach to providing student support and resourcing student support reflects the following principles:
Orientation
The Institute provides students with an accessible, age and culturally-sensitive orientation program which provides them with key information, including :
For international students, the orientation additionally includes information regarding:
For international students, the orientation program must be available for late arrivals and to students who are not commencing at the beginning of a course/program.
Information presented in orientation programs must be provided in the Student Handbook, which is available on the Institute's website, so that it may easily be revisited by students seeking that information and so that it might be accessed by students before they accept an offer of admission.
Academic and English Language Support
The Institute acknowledges the diverse needs of its student population and aims to support the educational needs of all students, regardless of their backgrounds. The Institute provides students with academic support, which includes, among other things, study advice, additional tutorials, study and assessment skills, study groups, advice on academic integrity, and online learning resources.
Should a student require additional support such as literacy and numeracy skills assistance or English Language support, the student will be referred to an outside agency to provide the relevant assistance.
Detailed and up-to-date information on the nature of the support and how to access the support is provided in the Student Handbook, which is available on the Institute’s website.
Teaching staff will regularly remind students of the availability of academic and English Language and support.
Teaching or other staff who become aware of a student’s need for academic or English Language support will proactively and sensitively encourage the student to seek support, including in feedback on assessment items.
AIPC students may be required to undertake a post-entry English Language assessment. This evaluation aims to identify early in a student’s studies specific areas where they may need academic language support and to personalise this support to their individual needs.
Where the Institute is unable to provide the support required, it will refer the student to an external service provider.
Assessment extensions and Special Consideration are available to students who meet eligibility requirements including students who have been affected by a significant life event, including religious or cultural events.
When a course of study is delivered through arrangements with another party—including placements—the Institute remains accountable for the students’ support and wellbeing.
Counselling, Health and Mental Health Support
The Institute is committed to promoting the health, mental health and wellbeing of its students and accordingly provides expert, confidential counselling, and health-related services.
Students in the first year of enrolment may receive counselling from a pre-service counsellor from the Australian Counselling Service (ACS). ACS is AIPC’s clinical counselling division, and its pre-service counsellors (AIPC students on placement) provide high-quality and highly-subsidised counselling services to the general public.
Alternatively, students are recommended to visit the Australian Counselling Association website where they can access the names and contact details of counsellors in their locality.
Staff who become aware of a student’s need for health, mental health or wellbeing support will proactively and sensitively encourage the student to seek support.
Students with a Disability
The Institute is committed to equitable access to educational opportunities.
Policy 2.19 Providing Education to Students with a Disability covers the Institute’s assistance in supporting students with a disability to encourage successful participation, progress and completion of their course. This includes students with a disability, long-term illness or mental health condition.
Staff who become aware of a student’s need for disability support, or a carer’s need for support, will proactively and sensitively encourage the student or carer to seek support.
Where the Institute is unable to provide the support required, it will refer the student or carer to an external service provider.
Career Services
The Institute is focussed on securing positive graduate outcomes for its students and accordingly provides careers-related services.
Detailed and up-to-date information on the nature of the support and how to access the support is provided in the Student Handbook, which is available on the Institute's website.
Where the Institute is unable to provide the support required, it will refer the student to an external service provider.
Housing, Tenancy and Financial Support Services
The Institute recognises adequate accommodation and financial security play an important role in a student achieving good academic outcomes and completing their studies in a timely manner and accordingly provides support services in these areas.
Detailed and up-to-date information on the nature of the support and how to access the support is provided in the Student Handbook, which is available on the Institute's website.
Staff who become aware of a student’s need for such support will proactively and sensitively encourage the student to seek support.
Where the Institute is unable to provide the support required, it will refer the student to an external service provider.
Health and Welfare
If students require assistance with health or welfare matters, they are to contact Student Support Staff. Student Support Staff will advise of available health or welfare services available in their local area pertinent to the student’s needs for their consideration.
In accordance with visa requirements, an international student is required to have adequate health insurance, generally defined as Overseas Student Health Cover (OSHC), which must cover their entire period of stay in Australia on a student visa.
Emergency Services
To effectively manage any incidents occurring at an Institute campus, Emergency Services (000) will be contacted by an Institute staff member, if and as needed, to ensure the safety and wellbeing of all staff and students. In the absence of an Institute staff member, students are to contact Emergency Services on 000.
Emergency Services is to be contacted if someone is seriously injured or in need of urgent medical help, life or property is being threatened, or a serious accident or crime has occurred. During the call, explain the nature of the emergency and provide the address of the AIPC campus, being:
Level 2, 252 St Pauls Terrace, Fortitude Valley QLD 4006, or
Level 5, 31-39 Macquarie Street, Parramatta NSW 2150, or
Level 2, 368 Elizabeth Street, Melbourne VIC 3000, or
Unit 5, 14 Brodie Hall Drive, Bentley WA 6102
Advocacy
At any time during their communications with the Institute, students are able to have another person, or third party of their choice communicate on their behalf. Permission from the student that the person or third party is communicating on their behalf is required in writing by email to:
Student Support Staff
Australian Institute of Professional Counsellors
Email: support@aipc.net.au or int.support@aipc.net.au
Student Support Staff advise the respective Program Leader and Lecturers of receipt of this written permission. The written permission is held on the student’s file.
Legal Advice
Students requiring legal advice in relation to their studies or personal matters can advise the Senior Student Support Officer. The student will be referred to a reputable and qualified legal service or representative in their locality.
Contact Point for International Students
The Institute will designate at least one member of staff (International Student Liaison Officer) as the official point of contact for international students.
The International Student Liaison Officer will provide assistance for international students as they may be facing many situations when studying in Australia. The International Student Liaison Officer provides support for students such as settling into Australia, accommodation concerns, English language support information, support during or after an incident (accidents and scams), and other required support.
Accurate and complete information on how to contact the International Liaison Officer will be on the website, in the Student Handbook, which is available on the Institute's website, as well as in pre-arrival information and provided at orientation.
The International Liaison Officer will have access to accurate and complete information regarding the Institute’s student support services.
The Higher Education Learning Portal
The Higher Education Learning Portal (HELP) is the Institute’s Learning Management System through which online information regarding course/programs, subjects/units, assessment information, learning support, discussion forums are located. It is found at (http://help.aipc.com.au).
All students are provided with individual log-in details for the HELP system upon enrolment and receive an induction on its use and updates on relevant changes.
Lecturers and Facilitators maintain the currency of the HELP pages for their subjects, ensuring the availability of learning resources (Study Guide) and materials, subject and assessment information, discussion forums, links, and videos relevant to each subject, and enabling students to connect with other students and with their Lecturers.
Lecturers and Facilitators engage regularly with their students through webinars, forum discussions, videos, links, quizzes, and other online learning tools. All online subjects include a weekly webinar to complement the written learning materials provided for the subject.
The HELP site has several general resources available for students to assist with their integration into academic studies, including the Academic Success module, referencing guides, Student Handbooks, example essays and FAQs.
New Students
An orientation program is provided to new students to facilitate their transition to study at the Institute. Orientation programs are tailored to the needs of student cohorts and include specific information for international students to facilitate adjustment to living and studying in Australia.
New students will be directed to information, advice, and relevant contact information, including for appropriate Institute staff, to regarding support services available, including academic support, English language support, emergency services, health services, counselling, legal advice, advocacy, accommodation, and welfare.
As part of their enrolment pack, new students are provided with a Personal Development Journal to use at the commencement of their studies to assist with establishing their study goals and expectations and managing their time.
New students are proactively contacted by lecturing and administrative staff by phone and email during and after commencement of the semester. The aim of these contacts is to encourage active participation by the student in their learning, to build reciprocal trust and understanding, and to identify any issues that may need to be addressed.
Students will be referred to Lecturers and Facilitators, or directed to support tools, as judged appropriate as a result of discussions and communications with staff generally.
Student Support staff schedule ongoing contacts with individual students as determined by a student’s needs.
Contact by Lecturers and Facilitators
Lecturers and Facilitators send an introductory email to students in each subject for which they are responsible at the commencement of the first week of each study period. This email includes essential information relevant to the subject, how to begin with studies, and assessment requirements.
Weekly emails are sent to students by Lecturers and Facilitators to students, with information relevant to the unfolding content of the subject.
Lecturers and Facilitators proactively contact students who do not appear to be participating in their studies, using by email, text, or telephone.
Lecturers and Facilitators provide students with the opportunity to meet with them online, by teleconference or face to face during each study period.
Study Assistance Line
Students studying externally who have questions about the academic content of their studies, such as clarification of concepts or assessment matters, can call Head Office or the toll-free Study Assistance Line on 1300 139 239. Calls from students will be referred to the Lecturer or Facilitator for the relevant subject.
Lecturers and Facilitators will respond to student queries within timeframes that are reasonable given their days and hours of work, and on the same day where possible.
Online Study Assistance
All students can email their Lecturer or Facilitator with any academic questions or with post HELP forum questions at any time during the relevant study period.
Lecturers and Facilitators will respond to student queries within timeframes that are reasonable given their days and hours of work, and on the same day where possible.
Additional Tutorials
Students studying on campus can request additional one-on-one and small group tutorials with their Lecturer or Facilitator. These optional tutorials are in addition to the attendance requirements of the relevant subject and are for those students requiring extra assistance with their studies.
Feedback and Advice from Lecturers
Students can obtain ongoing feedback and advice from their Lecturers through individual consultations by email, by telephone or face to face, including regarding preparation of, and for, assessments.
Student Networks
Students can contact other students through the student lists for specific subjects on HELP.
Students can also join the AIPC Higher Education group on Facebook to interact more broadly with other students. Students are advised of this by Student Support Staff at the commencement of their studies.
Students can connect with each other at the regular Bachelor or Master Connect Sessions hosted by the Course Coordinator, enabling students to network with other students and discuss points of interest.
At Residential Schools, there may be times when Lecturing or Student Support Staff conduct workshops or networking functions in addition to standard Residential School requirements. Such optional events provide good opportunities to meet staff and other students, and to have any general enrolment or study concerns addressed.
Institute committees include student members selected from the study body.
Student Contact Program – Continuing External Students
Student Support Staff contact each student studying externally during each semester of their studies.
These contacts are undertaken by email during the first four weeks of the semester, and then progressively during the semester prior to Residential School.
These contacts are designed to find out how each student is progressing whether there is any further information, resources, or support that they require regarding any aspect of their enrolment or studies.
Appointments with Student Support Staff
All students can make an appointment to speak with appropriate Student Support staff about any non-academic issues regarding their studies, including about personal circumstances adversely impacting their study, or about their enrolment. Student Support Staff can be contacted on 1800 657 667.
External students are encouraged to contact Student Support Staff by telephone or email at any time during studies or on a face-to-face basis during a Residential School.
Assistance with Information Technology
As detailed in Student Handbooks, students can contact Student Support staff on support@aipc.net.au if they require assistance with IT-related matters or troubleshooting.
Information regarding IT support will be a component of the orientation program for new students and all students will be updated regarding relevant changes.
Students at Academic Risk
Students begin their tertiary studies with varying levels of academic experience, skills, and confidence. Some students will possess or easily acquire the skills required to successfully complete tertiary study and will progress through their course with little difficulty. Others will be less prepared and will require additional support during their course. Some students, irrespective of their level of preparation, skills, and confidence, will experience unexpected challenges that place them at risk of failing to achieve their academic goals.
The Institute honours its commitment to support students at academic risk.
Many factors may contribute to a student becoming at risk of experiencing academic difficulties. Students in the following categories may be at a higher risk of experiencing academic difficulties:
Indicators that a student may be at academic risk include:
Students identified as at academic risk are recorded in the Students at Risk Register and are provided with additional support:
Students not logging into HELP in the first two weeks of a study period, or with extended periods of not using HELP or using it only sporadically participation are contacted by the relevant Lecturer to endeavour to re-engage the student and to offer support, including:
Students who fail to submit an assessment item, who fail a submitted assessment item or who fail or experience significant difficulty with an early formative assessment item are contacted by the relevant Lecturer to discuss their situation and to offer support, including:
Individual Learning Plans are developed and updated by the Academic Coach/International Student Liaison Officer as needed and saved on the higher education server in a central file accessible by all Lecturers and higher education staff. The Academic Coach/International Student Liaison Officer informs relevant Lecturing staff.
The progress of students identified as being at academic risk is monitored by the Academic Coach/International Student Liaison Officer, with guidance and direction to assist the student’s progress provided to Lecturers and Student Support staff as needed. Progress of students is discussed regularly, and the Individual Learning Plan and the student profile is updated as needed to reflect any decision made. Any international student who is deemed to be making unsatisfactory course progress will be notified in writing of AIPC’s intention to report the student to the Department of Home Affairs, as per the Administering Unsatisfactory Course Progression Policy. If an international student requires a period of deferment, the Institute will act in accordance with its Reporting Course Variations for International Students Policy.
The Academic Coach is an academic position designed to help students at academic risk to develop positive study habits and mindsets, effective time management, a range of academic skills to enable successfully progress with their studies. The Academic Coach:
If a student enrolled at AIPC or a person seeking to enrol at AIPC is dissatisfied with any aspect of the Institute’s student support services, they may lodge a complaint as per the Complaints and Appeals Policy.
Review of, and compliance with this policy is overseen by the Provost, Head of Regulation and Accreditation, and the Academic Board.
This policy will be reviewed annually in accordance with the Quality Assurance Framework, and requirements of the Higher Education Support Act 2003.
A student support report is presented to the Academic Board annually and submitted to the Department as per reporting requirements outlined in paragraph 19-43(6)(b) of the Higher Education Support Act 2003.
The Australian Institute of Professional Counsellors Pty Ltd (“the Institute”) is committed to developing and maintaining an effective, timely, fair and equitable grievance handling system which is easily accessible.
Complaints
For the purpose of this policy and procedure, a complaint can be submitted by a student enrolled or a person seeking to enrol at AIPC to express dissatisfaction with any aspect of the Institute’s services and activities. The complaint may be an expression of dissatisfaction with, but not limited to:
At any time during the process, the student can seek independent professional advice and/or have another person or third party communicate or advocate on their behalf. Confirmation from the student that another person or third party is communicating or acting on their behalf is required in writing.
Before an Issue Becomes a Formal Complaint
The Institute strives to deal with complaints as soon as they emerge to avoid further disruption or the need for a formal complaint.
In the first instance, students who are dissatisfied with an Institute service or activity are encouraged to speak immediately with Student Support Staff or an Academic staff member to resolve the issue. Please note that it is not mandatory for complainants to raise a complaint informally.
Procedure
The complaints and appeals procedure can be used by complainants to submit a complaint of an academic or non-academic nature. Complaints of an academic nature include issues related to assessment; awards in a course of study; curriculum; and student progress. Complaints of a non-academic nature cover all other matters, including complaints in relation to personal information that the Institute holds in relation to a student.
During all stages of this procedure the Institute will take all steps to ensure that:
Stage One - Appeals Against an Assessment Result
Students should initially contact their Lecturer and seek further information regarding the reason for their assessment result. If not satisfied with this process, they then can appeal against their results within 28 days from issue of the result. The appeal should be forwarded in writing with a copy of the completed assessment/s including the Lecturer’s assessment comments to:
AIPC Courses
Diploma of Counselling Practice
Course Leader, DCP
Emailed to karen.kim@aipc.net.au
Bachelor of Counselling, Human Services
Course Coordinator, Bachelor Program
Emailed to thomas@aipc.net.au
Master of Counselling
Course Coordinator, Master Program
Emailed to karenne@aipc.net.au
Upon receipt, the Program Leader will review the result and notify the student in writing of the outcome, including reasons for the decision, within 10 working days of receipt of the appeal. If the assessment was originally marked by the Program Leader, the assessment is to be independently reviewed by another academic staff member not involved in the original marking of the assessment.
If the student is not satisfied with the decision of the Program Leader, they may then appeal the decision to the Program Leader - Counselling by forwarding a copy of the completed assessment/s including the Lecturer’s assessment comments and the Program Leader’s decision to:
Diploma of Counselling Practice Students:
AIPC Head Office
Education Manager
Locked Bag 15
Fortitude Valley QLD 4006, or
Emailed to hayley@aipc.net.au
Bachelor, Master Students:
Program Leader
Locked Bag 15
Fortitude Valley QLD 4006, or
Emailed to michael@aipc.net.au
The Program Leader - Counselling is to respond in writing within 10 working days. If the student is still not satisfied with the decision of the Program Leader - Counselling, they may then appeal the decision as described in Stage 2 below.
Stage One - All other Formal Complaints
The following procedure can be utilised by complainants to submit a complaint of an academic or non-academic nature. Complaints of an academic nature include matters related to student progress, assessment, curriculum and awards in a course of study. Complaints of a non-academic nature include all other matters. Students who wish to appeal an assessment result should use the procedure outlined above in lieu of the information below.
Formal complaints must be submitted in writing to the Provost.
The address to send this correspondence is:
Receipt of the complaint will be acknowledged in writing within seven (7) days. The complaint handling process will commence within ten (10) working days of the receipt of the formal complaint and all reasonable measures will be taken to finalise the process as soon as practicable.
The AIPC Provost, or their nominee, (who must be independent of the complaint) will then assess the complaint; determine the outcome; and provide a written response to the complainant, including detailed reasons for their decision, within twenty-eight (28) working days.
The complainant will be advised of their right to access Stage Two of this procedure if they are not satisfied with the outcome of Stage One.
Stage Two – Appeal Against Complaint or Review Outcome
If a complainant is dissatisfied with the outcome of Stage One, they may lodge an appeal in writing to the AIPC Chief Executive Officer within twenty (20) working days of receiving notice of the outcome of their Stage One complaint or appeal.
Chief Executive Officer
c/- AIPC Head Office
Locked Bag 15
Fortitude Valley QLD 4006
Receipt of the complaint will be acknowledged in writing withing seven (7) days. The assessment of the Stage Two appeal will commence within ten (10) working days of being received. The complainant will be advised in writing the outcome of their Stage Two appeal, including detailed reasons for the decision, within twenty-eight (28) days of lodgement of the appeal.
The complainant will be advised of their right to access Stage Three of this procedure if they consider the matter unresolved.
Stage Three – External Review
If the complainant is not satisfied with the outcome of Stage Two, they may lodge an external appeal to Resolution Institute, an association offering dispute resolution services, within 20 working days of receiving notice of the outcome of their appeal.
Contact Details for Resolution Institute:
Suite 602, Level 6
Tower B, Zenith Centre
821–843 Pacific Highway
Chatswood NSW 2067
PO Box 440
Chatswood NSW 2057
Ph: 1800 651 650 Fax: (02) 9251 3733
Email: infoaus@resolution.institute
Website: www.resolution.institute
Complainants who wish to lodge an external appeal can contact Resolution Institute and request details of a suitable Mediator. Resolution Institute have a free referral service to a Mediator and the Mediator will charge a fee for the first four hours of their services, with an hourly rate applying thereafter. 50% of the fee will be borne by the Institute/College and 50% by the student.
The Institute/College agrees to participate in good faith in the mediation process and be bound by the external Mediator’s recommendations. The Chief Executive Officer ensures any recommendations made are implemented within thirty (30) days of receipt of the report from the external Mediator.
If the complaint remains unresolved after the external dispute resolution process, the complainant may decide to refer the matter to an external agency such as the Anti-Discrimination Commission, Office of Fair Trading or other bodies as appropriate.
Record Keeping and Confidentiality
Records of all complaints responded to under this procedure and their outcomes shall be maintained for a period of at least five years to allow all parties to the complaint appropriate access to these records, upon written request to the Chief Executive Officer. These records will be maintained at AIPC Head Office, Level G, 1 & 2, Transport House, 230 Brunswick Street, Fortitude Valley QLD 4006.
All records relating to complaints will be treated as confidential and will be covered by AIPC’s Privacy and Personal Information Policy.
Additional Information
Nothing in this Complaints and Appeals Policy limits the rights of students or persons seeking to enrol with the Institute to act under Australia's Consumer Protection laws. The procedures set out in this document do not replace or modify procedures or any other responsibilities which may arise under other higher education provider policies or under statute or any other law. Also, these dispute resolution procedures do not circumscribe an individual's rights to pursue other legal remedies.
Approval and Training
This Policy and Procedure was agreed to and ratified by the AIPC Governing Board of The Australian Institute of Professional Counsellors Pty Ltd 29 August 2022. This Policy and Procedure is included in the Student Handbook and is available for all students on the Institute’s website at www.aipc.net.au.
For the purposes of communicating to and training staff, this Policy and Procedure is included in the Policies and Procedures suite and is covered during the staff induction process.
Procedure for Processing Complaints or Appeals
Upon receipt, the receiving party will process the complaint or appeal as follows:
Complaints and appeals and their responses will be reviewed by the AIPC Academic Board at their next meeting.
Students who are not satisfied with the written response are able to write to the Chief Executive Officer for review of the decision. Upon receipt, the Chief Executive Officer will:
Complaints and their responses will be reviewed by the AIPC Academic Board at their next meeting to inform decision-making on identified systemic issues.
As detailed in the Policies above, students can seek mediation/resolution through external avenues. AIPC management and academic staff will participate willingly as required in these external avenues to reach successful resolution of the matter.
The Australian Institute of Professional Counsellors is a professional educational institute. AIPC staff are required to provide a high level of educational and administrative service to all enquirers and students.
To maintain the integrity of this service, students also have obligations, including:
Students who are found to be in breach of any of the above obligations, or who have engaged in any other action deemed inappropriate by Institute management, will be advised in writing of the breach and of the expected level of conduct in all future communications and dealings with the Institute.
If, at the time of the breach, the student is in attendance at a class or examination, or any Institute service, the student may, after a verbal warning, be asked to leave the premises at the discretion of the Lecturer, Academic Coach, Program Leader or other Institute representative.
All incidents of misconduct are reported to the Program Leader, who is responsible for investigating the situation, informing the Institute’s CEO of the matter, and responding to the student.
In cases of serious misconduct or repeated breaches of this Student Conduct Policy, the student’s course enrolment may be discontinued. If at any time, the student is not satisfied with the Institute’s approach or decision regarding the student’s conduct, a written complaint can be lodged as per the Institute’s Student Complaints and Appeals Policy.
The Australian Institute of Professional Counsellors Pty Ltd (“the Institute”) will conduct this procedure in compliance with the Higher Education Support Act 2003 and Higher Education Provider Guidelines.
For the purposes of this procedure a student is a person other than an international student1 who is enrolled in a higher education course with the Institute. This policy applies to students funding their studies through FEE-HELP or paying their own fees.
If a student withdraws from a unit of study (ie, a subject or unit) after the census date for that unit of study, or has been unable to successfully complete a unit of study, and believes this was due to special circumstances then the student may apply to have their Tuition Fee for the subject/unit re-credited for the affected units of study.
The Institute will re-credit the student’s Tuition Fee balance for the subject/unit if it is satisfied that special circumstances apply that:
The Institute will be satisfied that a student’s circumstances are beyond the student’s control if a situation occurs that a reasonable person would consider is not due to the person’s action or inaction, either direct or indirect, and for which the student is not responsible. The situation must be unusual, uncommon or abnormal.
Each application will be examined and determined on its merits by considering a student’s claim together with independent supporting documentation substantiating the claim.
Initial applications for the re-crediting of a student’s Tuition Fee balance are to be made, in writing, to the Senior Student Support Officer and sent to:
Australian Institute of Professional Counsellors
Locked Bag 15
Fortitude Valley QLD 4006, or
support@aipc.net.au
The procedure for the re-crediting of a Tuition Fee balance is as follows:
If a student is not satisfied with the decision made by the Senior Student Support Officer in relation to re-crediting their Tuition Fee balance they may request a review of the decision. The review shall be carried out by the Review Officer, who is the Chief Executive Officer and is senior to the original decision maker.
Any such request is to be submitted to the Review Officer in writing and:
The Review Officer shall acknowledge receipt of an application for a review of the refusal to re-credit a Tuition Fee balance in writing and inform the applicant that if the Review Officer has not advised the applicant of a decision within 45 days of having received the application for review, the Review Officer is taken to have confirmed the original decision. This notice shall also advise the applicant that they have the right to apply to the Administrative Appeals Tribunal within 28 days for a review of that decision and will provide the contact details of the closest Administrative Appeals Tribunal Registry and the approximate costs of lodging an appeal.
The Review Officer shall:
The Review Officer may:
The Review Officer will give written notice of the decision setting out the reasons for the decision. The applicant shall also be advised in the decision of the right to apply to the Administrative Appeals Tribunal within 28 days of receiving the written advice of a decision for a review of that decision and be provided with the contact details of the closest Administrative Appeals Tribunal Registry and the approximate costs of lodging an appeal as found at www.aat.gov.au
Where a student is unsatisfied with the reviewed decision they may apply to the Administrative Appeals Tribunal within 28 days for consideration of the Institute’s decision to refuse to re-credit their Tuition Fee balance. The student may supply additional information to the Administrative Appeals Tribunal which they did not previously supply to the Institute either in the original application or the request for review.
The Secretary of the Department of Education, Skills and Employment (DESE) or the Secretary’s delegate, will be the respondent for cases that are brought before the AAT. Upon the DESE’s receipt of a notification from the AAT, the DESE will notify the Institute that an appeal has been lodged. Upon receipt of this notification from the DESE, the Review Officer will provide the DESE with copies of all the documents they hold that are relevant to the appeal within five (5) business days.
1. As defined by the Education Services for Overseas Students Act 2000
The Bachelor of Counselling and Master of Counselling also include Practicum/Field Placement subjects. Practicum/Field Placement subjects are a compulsory component of the course and involve students undertaking work experience in counselling practices and organisations. Practicum/Field Placement subjects assist students with the application of counselling theory and knowledge in practical situations and are a necessary part of assisting the student’s transition from student to practitioner.
Preparing for Placement
In order to enrol in a practicum subject, it is a requirement that students are able to demonstrate satisfactory levels of both competency and reflective capacity. Students must not only demonstrate counselling competency, professional behaviour, and reflective capacity, but also demonstrate a commitment to ethical counselling, values, and attitudes that align with the profession prior to enrolment in any practicum subject. Your previous assessment will form part of ensuring you meet this prerequisite for placement courses. These conditions are in addition to successful completion of all prerequisite subjects. If you have any queries or concerns about meeting this prerequisite, please speak with the Practicum Lecturer.
Accessing Organisations
The Practicum/Field Placement Lecturer will inform the student of the requirements for undertaking the counselling practicum/field placement including details of any organisations in the student’s local area that have taken AIPC students previously, and information on how to approach organisations for placement. In the event that previous organisations are not suitable or not available, the Practicum Lecturer and student work together to identify and source the details of alternative suitable organisations or agencies in their local area. Students sourcing their own placement provide the organisation’s contact details, summary of services, and confirmation (written or verbal) of their willingness to take students on placement, and the proposed Supervisor’s name and position within the organisation to the Practicum Lecturer.
The Lecturer provides the student with learning materials needed to successfully complete the Practicum/Field Placement. The Lecturer also ensures relevant information is made available to the Placement Organisation and the Supervisor in order for the student to carry out the Practicum/Field Placement.
Responsibilities of the Student during the Practicum/Field Placement
When undertaking the Practicum/Field Placement, students are expected to:
Responsibilities of the Placement Organisation during the Practicum/Field Placement
The Placement Organisation is to provide a suitable and safe working environment which will allow the student to actively participate in the workplace to the level required in order to successfully complete assessment requirements for the Practicum/Field Placement. The Placement Organisation is to provide a staff member who is responsible for supervising the student in the workplace and liaising with the Lecturer. The Institute will supply a copy of the Certificate of Currency for Voluntary Workers Accident Cover and Professional Indemnity Insurance Cover to the Placement Organisation. Students undertaking Practicums/Field Placements are covered under these Policies. All of these requirements will be advised and disclosed to the Placement Organisation by the Lecturer prior to the Placement occurring.
Accessing Counselling Supervision
Students are required to undertake counselling supervision during each Practicum/Field Placement. For each Practicum/Field Placement, this will be conducted on a small group basis with the Practicum/Field Placement Lecturer, as well as individually you’re your Agency Supervisor at the Placement Organisation.
Dispute Resolution
If a problem arises for a student or the Placement Organisation during the Practicum/Field Placement, the following process should be followed:
Suspension of Placement
If attempts to address concerns are unsuccessful, the Practicum may be suspended to allow additional support and/or professional development for the student. The Placement Organisation supervisor is required to complete a Counselling Student Placement Withdrawal Form outlining concerns regarding student competency, professional behaviour, ethical counselling, values, attitudes, or reflective capacity and submit to AIPC. This form is supplied to organisations on an as-needed basis.
Individualised remediation plans will be actioned on a case-by-case basis and may include additional supervision, counselling, attending residential schools, or auditing subjects completed previously. Once AIPC is satisfied that remediation has been successful and the student is able to demonstrate satisfactory levels of competency, professional behaviour, ethical counselling, and values and attitudes that align with the counselling profession, the student is eligible to re-enrol in the Practicum subject.
AIPC defines unsatisfactory course academic progress as:
Determining Unsatisfactory Course Progress
The results of all students are reviewed by the Assessment Review Committee (ARC) after the completion of grading for the previous Semester.
Intervention Strategy for Students at Risk of Unsatisfactory Course Progress
For students identified through indicators listed above:
The Assessment Review Committee may recommend to the Program Leader that a student not be permitted to undertake a WIL Placement if the student is not making satisfactory progress in subjects related to duties to be performed during the WIL Placement.
AIPC’s Intervention Strategy is implemented within the first four (4) weeks of the following study period or sooner if possible if a student is identified as likely not to achieve pass marks in 50% or more subjects in a study period.
Maintaining Eligibility for FEE-HELP
New students commencing their course after 1 January 2018 and choosing to pay their tuition fees using FEE-HELP are required to maintain a minimum successful completion rate in subjects/units in which they remain enrolled after the respective semester Census Date.
Under the Higher Education Legislation Amendment (Provider Integrity and Other Measures) Act 2017, this is determined as:
At the end of each semester and prior to re-enrolment, Student Support staff identify and contact domestic students utilising FEE-HELP who do not meet the definition above of a successful completion rate to advise they are able to continue their studies on a fee-for-service basis only by paying their own fees.
Cancellation of Enrolment of Students Identified as making Unsatisfactory Course Progress
Students may be excluded from their course when they have made unsatisfactory academic progress. A student who is excluded from a program of study is not permitted to enrol in any units forming part of that program.
The Assessment Review Committee (ARC) may recommend to the Program Leader that a student be excluded from the course where: