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Home/ Courses/Counselling / Diploma of Counselling Practice
DCP
AIPC is the largest provider of counselling courses in the country. We have specialised in counsellor training for over 30-years. We have proudly helped over 55,000 people from 27 countries pursue their personal and career interests in counselling.
The Institute’s Diploma of Counselling Practice introduces you to general counselling theories, ethical and legal practice, personal and professional reflection, supervision and collaborative practice. The course is structured using a scaffold approach to develop your skills and knowledge in Counselling Practice.
The Diploma 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 you core profession – such as teachers, nurses, ministers of religion, corrective services officers and administrators.
Talk to us about how you can gain ACA accreditation by studying with AIPC.
COURSE GUIDE
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Online, Full-Time, Part-Time
12 months (full time)
12 Units
Completed Year 12 (or equivalent) or Completed a Certificate IV qualification, other formal higher education studies of at least 12 months duration from an accredited higher education provider, or have at least 3 years of post-secondary work experience demonstrating capacity to successfully undertake study at a Diploma level.
Completed Year 12 (or equivalent) or Completed a Certificate IV qualification, other formal higher education studies of at least 12 months duration from an accredited higher education provider, or have at least 3 years of post-secondary work experience demonstrating capacity to successfully undertake study at a Diploma level.
Please complete this form and we will respond within 24 working hours.
Our Diploma of Counselling Practice is a practical entry point into the rewarding counselling profession. Being FEE-HELP approved, it’s the ideal entry qualification for those wanting to learn now and pay later.
When you graduate, you will be extremely well prepared to pursue a career in Counselling Practice – 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.
Being FEE-HELP approved, our Diploma of Counselling Practice is a practical entry point for those wanting to learn now and pay later.
This foundational unit provides you with an introduction to the basic processes of counselling, with a focus on core communication skills. The unit will enable you to develop your understanding of the counselling role and the communication processes and skills that allow counsellors to work effectively with clients.
This foundational unit describes the structures and processes of counselling and the client-counsellor relationships. The unit introduces the facilitative conditions that form the foundations of the counselling relationship. You will also learn about the role of the counsellor in facilitating the client’s own decision making and goal setting, and techniques for doing so.
This unit will provide you with an understanding of theories of learning and behaviour. You will learn about the application of relevant theories and concepts to counselling, with a focus on the ways in which knowledge of learning and behaviour can inform understanding of and response to client issues. The unit will consider the application of learning and behaviour theories to counselling processes including information provision, and facilitating client skill building and behaviour change, along with other applications of learning and behaviour theories that are relevant to many clients.
This foundational unit provides you with an introduction to the basic processes of counselling, with a focus on core communication skills. The unit will enable you to develop your understanding of the counselling role and the communication processes and skills that allow counsellors to work effectively with clients.
This foundational unit describes the structures and processes of counselling and the client-counsellor relationships. The unit introduces the facilitative conditions that form the foundations of the counselling relationship. You will also learn about the role of the counsellor in facilitating the client’s own decision making and goal setting, and techniques for doing so.
This unit will provide you with an understanding of theories of learning and behaviour. You will learn about the application of relevant theories and concepts to counselling, with a focus on the ways in which knowledge of learning and behaviour can inform understanding of and response to client issues. The unit will consider the application of learning and behaviour theories to counselling processes including information provision, and facilitating client skill building and behaviour change, along with other applications of learning and behaviour theories that are relevant to many clients.
This unit will provide you with a broad understanding of human development, including physical, cognitive, social, and moral development, and the lifespan perspective. You will learn about key theories of development applicable to counselling, consider how development and developmental issues relate to counselling, and how developmental information informs counselling interventions including responses and referrals.
This unit introduces you to two major counselling frameworks: person-centred therapy and cognitive behavioural therapy. The unit includes the use of specialist counselling communication skills (focussing, reframing and challenging), along with the importance of theories for developing understanding and selecting interventions within counselling practice.
This unit will provide you with an understanding of the foundational ethical and legal considerations for counselling practice, including the core ethical principles and values of the counselling profession; ethical and legal responsibilities such as competency, duty of care, informed consent, and privacy and confidentiality. Students will explore key issues, and will consider strategies for maintaining compliance with ethical and legal responsibilities, as well as identifying and working through ethical dilemmas.
This unit will provide you with a broad understanding of human development, including physical, cognitive, social, and moral development, and the lifespan perspective. You will learn about key theories of development applicable to counselling, consider how development and developmental issues relate to counselling, and how developmental information informs counselling interventions including responses and referrals.
This unit introduces you to two major counselling frameworks: person-centred therapy and cognitive behavioural therapy. The unit includes the use of specialist counselling communication skills (focussing, reframing and challenging), along with the importance of theories for developing understanding and selecting interventions within counselling practice.
This unit will provide you with an understanding of the foundational ethical and legal considerations for counselling practice, including the core ethical principles and values of the counselling profession; ethical and legal responsibilities such as competency, duty of care, informed consent, and privacy and confidentiality. Students will explore key issues, and will consider strategies for maintaining compliance with ethical and legal responsibilities, as well as identifying and working through ethical dilemmas.
This unit extends your understanding of counselling frameworks, focusing on more recently developed approaches to counselling, including contructionist approaches (solution-focused and narrative therapies) and acceptance and commitment therapy. Through this unit you will consider the principles, strengths, and limitaitons of each approach, and reflect on the development of their own framework for counselling.
This unit provides an introduction to case management as it applies within counselling practice. You will learn about current approaches to case management that are consistent with counselling practice and ethics (specifically strength-based and collaborative modes of work), as well as the processes of needs identification and case management planning. You will explore the concept of complex needs, and learn about liaison, collaboration, and advocacy in the helping professions.
This unit prepares you for undertaking professional reflection and supervision activities. You will learn about various foci for reflective practice (e.g., values, skills, and knowledge) and about strategies for engaging in reflection. You will learn what supervision is; how it can be helpful as well as indications that it is not. You will also be guided through processes for identifying and acting on professional development needs.
This unit extends your understanding of counselling frameworks, focusing on more recently developed approaches to counselling, including contructionist approaches (solution-focused and narrative therapies) and acceptance and commitment therapy. Through this unit you will consider the principles, strengths, and limitaitons of each approach, and reflect on the development of their own framework for counselling.
This unit provides an introduction to case management as it applies within counselling practice. You will learn about current approaches to case management that are consistent with counselling practice and ethics (specifically strength-based and collaborative modes of work), as well as the processes of needs identification and case management planning. You will explore the concept of complex needs, and learn about liaison, collaboration, and advocacy in the helping professions.
This unit prepares you for undertaking professional reflection and supervision activities. You will learn about various foci for reflective practice (e.g., values, skills, and knowledge) and about strategies for engaging in reflection. You will learn what supervision is; how it can be helpful as well as indications that it is not. You will also be guided through processes for identifying and acting on professional development needs.
This unit explores a range of social issues of particular relevance to counselling, and which counsellors must be prepared to encounter in their practice. Specific issues include domestic and family violence, child abuse, and gender-based violence; self-harm and suicide risk; poverty and disadvantage; and health (including physical and mental health issues). You will learn about contemporary approaches to understanding and responding to these issues.
This unit guides your development of your understanding of various forms of diversity, including diversity relating to ethnicity and culture; sex, gender, and sexual orientation; class, wealth, and status; and age, health, and ability. You will also explore the concepts of power, discrimination, marginalisation, and and intersectionality.
This unit provides opportunity to gain experience through observation and exposure to counselling activities within an agency setting. This unit focuses on understanding the operation of the agency and knowledge of counselling work through observation of real-world application. You will focus on developing understanding of self and the role of the counsellor in a real-world setting. This unit involves 50 hours of agency placement.
This unit explores a range of social issues of particular relevance to counselling, and which counsellors must be prepared to encounter in their practice. Specific issues include domestic and family violence, child abuse, and gender-based violence; self-harm and suicide risk; poverty and disadvantage; and health (including physical and mental health issues). You will learn about contemporary approaches to understanding and responding to these issues.
This unit guides your development of your understanding of various forms of diversity, including diversity relating to ethnicity and culture; sex, gender, and sexual orientation; class, wealth, and status; and age, health, and ability. You will also explore the concepts of power, discrimination, marginalisation, and and intersectionality.
This unit provides opportunity to gain experience through observation and exposure to counselling activities within an agency setting. This unit focuses on understanding the operation of the agency and knowledge of counselling work through observation of real-world application. You will focus on developing understanding of self and the role of the counsellor in a real-world setting. This unit involves 50 hours of agency placement.
* Units require a practical demonstration. Please refer to the Practical Components section for more information on how to complete your practical.
# Units require the completion of an agency placement component of 50 hours.
Below are the upcoming intake periods for the Diploma of Counselling Practice.
Term 1, 2025
Term 2, 2025
Term 3, 2025
Term 4, 2025
Diploma of Counselling Practice (12 Subjects)
$1,550 (2025)
$1,550 (2025)
$18,600 (2025)
$18,600 (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 unit 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 unit fees, and any other associated fees, are current only for the units in which you are presently enrolled, and can be reviewed and changed at the Institute’s discretion for future terms.
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 unit fee for each unit in which credit is granted.
Students are able to apply for Recognition of Prior Learning (RPL) or Credit Transfer to receive credit for one or more units** of the Diploma of Counselling Practice (up to a maximum of 4 units).
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 unit/s in the Diploma 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 units** (up to a maximum of 4 units).
Assessing credit from prior experience takes into account the authenticity, currency, quality, relevance, transferability and comparability of the experience to the requirements of the unit 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 Diploma of Counselling Practice 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 unit 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 4 units inclusive of whether this credit has been obtained via RPL or credit transfer.
Below is a list of policies and procedures that apply to students enrolled in the Diploma of Counselling Practice.
Cancel before your census date and you won't be charged any fees.
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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.
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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.
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 Administration 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 Administration 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 or the Secretary’s delegate will be the respondent for cases that are brought before the AAT. Upon the Department’s receipt of a notification from the AAT, the Department will notify the Institute that an appeal has been lodged. Upon receipt of this notification from the Department, the Review Officer will provide the Department 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 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.
The Institute aims to:
A grievance can be defined as a person’s expression of dissatisfaction with any aspect of the Institute’s services and activities.
A grievance may be an expression of dissatisfaction with:
This Grievance Handling and Resolution Policy and Procedure is designed to ensure that the Institute responds effectively to individual cases of dissatisfaction.
In relation to non-academic grievances, the term "complainant" applies to both current students of the Institute and persons seeking to enrol with the Institute.
These grievance procedures will be made available to complainants regardless of the location of the campus at which the grievance has arisen, the mode in which they study or their place of residence.
The Institute strives to deal with grievances as soon as they emerge in order to avoid further disruption or the need for a formal complaint.
In the first instance, if a complainant has a grievance about any aspect of service provided, they are encouraged to speak immediately and in the first instance with the Student Support Officer or an Academic staff member to resolve the issue. Please note that it is not mandatory for complainants to raise a grievance informally.
This procedure can be utilised by complainants to submit a grievance of an academic or non-academic nature. Grievances of an academic nature include issues related to student progress, assessment, curriculum and awards in a course of study. Grievances of a non-academic nature cover all other matters including grievances in relation to personal information that the Institute holds in relation to an individual.
During all stages of this procedure the Institute will take all steps to ensure that:
The Institute provides an avenue for students to appeal the awarding of subject and assessment results. Students are able to 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:
Course Leader
AIPC Head Office
Locked Bag 15
Fortitude Valley QLD 4006
Upon receipt, the Course Leader will review the result and notify the student in writing of the outcome, including reasons for the decision, within 14 days of receipt of the appeal.
If the student is not satisfied with the decision of the Course Leader then they may appeal the decision as described in Stage 2 below.
The following procedure can be utilised by complainants to submit a grievance of an academic or non-academic nature. Grievances of an academic nature include matters related to student progress, assessment, curriculum and awards in a course of study. Grievances 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 Stage One below.
Stage One – Formal Grievance:
Formal grievances must be submitted in writing to the Administration Manager.
The address to send this correspondence is:
Administration Manager
AIPC Head Office
Locked Bag 15
Fortitude Valley QLD 4006
Receipt of the grievance will be acknowledged in writing within 7 days. The grievance handling process will commence within ten working days of the receipt of the formal grievance and all reasonable measures will be taken to finalise the process as soon as practicable.
The Administration Manager, or their nominee (who must be independent of the grievance), will then assess the grievance, determine the outcome and provide a written report to the complainant on their decision within 28 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.
If a complainant is dissatisfied with the outcome of Stage One (or their appeal against an assessment result) they may lodge an appeal in writing with the Chief Executive Officer.
The appeal should be forwarded to:
Higher Education Board
c/- AIPC Head Office
Locked Bag 15
Fortitude Valley QLD 4006
The complaint’s appeal will be determined by the Chief Executive Officer which will conduct all necessary consultations with the complainant and other relevant persons and make a determination of the appeal. The complainant will be advised in writing the outcome of their appeal, including the reasons for the decision within 28 days of lodgement of the appeal.
The complainant will be advised of their right to progress to Stage Three of the grievance procedure if they consider the matter unresolved.
If the complainant is not satisfied with the outcome of Stage Two they may lodge an external appeal to LEADR, an association offering dispute resolution services, within 20 working days of receiving notice of the outcome of their appeal.
Contact Details for LEADR:
LEADR Head Office
Level 1, 13-15 Bridge Street
Sydney NSW 2000
Ph: 1800 651 650 Fax: (02) 9251 3366
Email: leadr@leadr.com.au
Website: www.leadr.com.au
Complainants who wish to lodge an external appeal can contact LEADR and request details of a suitable Mediator. LEADR 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 and 50% by the student.
The Institute agrees to participate in good faith in the mediation process and be bound by the external Mediator’s recommendations. The Chief Executive Officer will ensure that any recommendations made are implemented within 30 days of receipt of the report from the external Mediator.
If the complaint still 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.
Records of all grievances handled under this procedure and their outcomes shall be maintained for a period of at least five years to allow all parties to the grievance 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.
Nothing in this Grievance Handling and Resolution Policy and Procedure limits the rights of students or persons seeking to enrol with the Institute to take action 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.
This Policy and Procedure was agreed to and ratified by the Board of Directors of The Australian Institute of Professional Counsellors Pty Ltd on 3 June 2014. The CEO ensures 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 Manual, Staff Handbook and is covered during the staff induction process (facilitated by the CEO).
The Australian Institute of Professional Counsellors Pty Ltd (“the Institute”) upholds the principle that all students and applicants seeking to enrol are treated fairly and equitably. To ensure this the Institute has open, fair, clear and transparent procedures that are based on clearly defined entry criteria for making decisions about the selection of students. Students will be selected on merit based on the published criteria. The Institute will ensure that throughout the process of selection and enrolment, applicants are treated courteously and expeditiously.
Enrolment and selection information is included in the Course Prospectus provided to prospective students prior to applying for enrolment and on the Institute’s website so students are aware of the process both before and during enrolment.
In accordance with the Higher Education Support Act 2003 the Institute will have open, fair and transparent procedures that are based on merit for making decisions about:
The above undertakings do not prevent the Institute taking into account, in making decisions about the selection and treatment of students, educational disadvantages that a particular student has experienced.
The opportunities and benefits of Commonwealth assistance will be made equally available to all eligible students upon enrolment.
There are three stages to the entry process into the Diploma of Counselling Practice. They are:
To enrol into the Diploma of Counselling Practice, applicants are required to send in by post a completed Course Application Form to the Student Support Officer along with any support documentation that is required for entry to the course.
Course Application Forms are to be received at least four weeks prior to the commencement of the course. This allows ample opportunity for assessment of the prospective student’s application and provision of the necessary materials for the student to commence their first semester of studies. Successful applicants will be advised at least two weeks prior to their first semester of study of the acceptance of their application.
Standard Admission Requirements:
Applicants are required to have either:
Applicants are to supply a certified copy of the qualification or high school certification with their Course Application Form.
For those applicants 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 applicant with their Course Application Form. Please note that if applicants 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). Applicants being considered on the basis of the STAT results will be eligible for admission if their STAT overall score is 158 or better, or 156 or better in the verbal sub score.
All applicants seeking entry via special admission procedures are encouraged to also supply any of the following additional documents in support of their application:
All Course Application Forms are to be accompanied by a Personal Competency Essay addressing why the applicant is interested in studying counselling and what they are aiming to achieve once qualified. Essays are to be 300 words in length and can be typed or handwritten neatly.
Upon receipt, the Student Support Officer will screen the application for its completion and correctness. Applications that do not contain all necessary supporting documentation, including the essay, will not be processed until all documentation is supplied.
All information about the applicant (application information, Personal Competency Essay, and Referee Letter) is then passed to the Course Leader who is the approving authority for an applicant’s entry to the course.
The application and selection process will enable applicants to be rated on the following:
The application is rated by the Course Leader who then determines if the applicant will be offered a place in the course.
In the event that student numbers have been exceeded for the course, the applications of those applicants who have met all selection criteria but not been offered a place will be held on file for consideration at the next intake. Applicants in this situation will be advised in writing of this outcome.
Once accepted, the new student will be advised in writing of their offer of a place in the course. This written notification will be sent with a Course Enrolment Pack.
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
Students are able to apply for Recognition of Prior Learning (RPL) or Credit Transfer to receive credit for one or more subjects** of the Diploma of Counselling Practice (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.
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.
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.
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 Diploma of Counselling Practice 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.
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
Students can apply for credit transfer at any time after acceptance into the Diploma of Counselling Practice 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 term 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.
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 Institute recognises the right of all students and staff to a learning environment where equality of opportunity, inclusion and diversity are valued, promoted and practised.
The Institute has zero tolerance for sexual assault, harassment (including sexual 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 (including sexual harassment), discrimination, bullying and other forms of intimidating or unlawful behaviour including sexual assault, against other students and staff.
The Institute is committed to providing additional and personal support services and referrals for students affected by these behaviours in accordance with Additional and Personal Support Services for Students Policy.
If an individual is in immediate danger or requires urgent medical attention, emergency services will be contacted on 000 (112 from mobile phones).
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.
Sexual Assault
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 of the Queensland Criminal Code Act 1899).
Consent must be freely and voluntarily given by a person with the cognitive capacity to do so.
Consent is not freely and voluntarily given if a person is:
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Harassment
Harassment is repeated behaviour that is directed at an individual or group of students or staff and is offensive, humiliating, intimidating or threatening. The behaviour is often unwelcome and makes it difficult for effective work or study to be conducted.
Harassment occurs in circumstances where a reasonable person would have expected that the behaviour was going to be offensive, humiliating or intimidating and may be sexual in nature or based on gender, race, disability, sexual orientation or a range of other factors listed in the Queensland Anti-Discrimination Act (1991).
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Sexual Harassment
Sexual Harassment is defined as ‘Any form of unwelcome sexual attention that is offensive, humiliating or intimidating’. It may be unwelcome touching or other physical contact, remarks with sexual connotations, smutty jokes, requests for sexual favours, leering or the display of offensive material. The behaviour does not have to be repeated for it to constitute sexual harassment.
Sexual harassment is unlawful under the Queensland Anti-Discrimination Act (1991) and the Sex Discrimination Act 1984 (Cth).
There are three essential elements in the Legal Test for Sexual Harassment. They are -
Note though, that sexual interaction or flirtation, which is based on mutual attraction or friendship, is not sexual harassment, because it is not unwelcome. If the behaviour is invited and reciprocated, it will not be unlawful.
Sexual Harassment is prohibited regardless of the gender of the parties, so a person can complain if they are harassed by someone of the same sex.
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One-off or repeated incidences of:
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Bullying
The Department of Education and Training Queensland defines bullying as 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 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.
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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 on the basis of 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.
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The Institute aims to eliminate all forms of sexual assault, harassment, sexual harassment, bullying and discrimination and commits to providing a safe, equitable, inclusive environment for students to participate in Institute activities.
The Institute commits to the promotion of core values to prevent sexual assault, harassment, sexual harassment, bullying and discrimination by students by providing a zero-tolerance message regarding such behaviours and communicating with students about expectations around respectful student behaviour.
The Institute will clearly communicate options for reporting incidents of sexual assault, harassment, sexual harassment, bullying and discrimination, and how to seek support through this Student Handbook and the Grievance Handling and Resolution Policy.
The Institute will inform all staff of their responsibilities under this policy and raise awareness to prevent these behaviours and promote a safe, equitable and inclusive learning environment.
The Institute encourages individuals to report incidents of sexual assault, harassment, sexual 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 or not the incident has been reported to police.
The Institute will support individuals who have been affected by sexual assault, sexual harassment, 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 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, harassment, sexual 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:
The manner in which a person responds to a disclosure of sexual assault, harassment, sexual harassment, bullying or discrimination 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 Course Leader or obtain information from the CEO if they are approached by an individual with a matter that they do not feel equipped to deal with.
The Institute 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 orally or in writing) and communicate to them that the behaviour if 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 the Institute without taking action 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 under the Student Conduct Policy or Grievance Handling and Resolution Policy.
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 record an informal disclosure via email to the Course Leader, providing relevant details about the incident.
The Course Leader will keep a record of any informal disclosures should a compliant choose to raise a formal complaint in the future, where the alleged perpetrator remains a student of the Institute.
The Institute’s response to the informal disclosure will be guided by the wishes of the complainant. Should the complainant request action be taken against the perpetrator, a formal complaint will be lodged in accordance with the Student Conduct Policy and Grievance Handling and Resolution Policy.
Formal Complaint
At any time, an individual may lodge a formal complaint through the Grievance Handling and Resolution Policy.
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