AIPC Institute InBrief
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In this Issue

bullet Hello!
bullet Intothediploma
bullet Intostudies
bullet Intonews
bullet Intocounselling
bullet Intobookstore
bullet Intoarticles
bullet Intolife
bullet Intodevelopment
bullet Intoteam
bullet Intoconnection
bullet Intotwitter
bullet Intoquotes
bullet Intoseminars

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Copyright: 2012 Australian Institute of Professional Counsellors

Welcome to Edition 117 of Institute Inbrief. In this edition's featured article we define what bullying is, and look into how a child becomes a bully - and how bullied children may react to bullying.
Also in this edition:
  • Therapeutic and Counselling Groups
  • Shared Wisdom from Counsellors
  • Staff Profile - Okhola Rudd
  • Blog and Twitter updates
  • Upcoming seminar dates
  • Loads of resources, events and opportunities 
Enjoy your reading!
Join Our Community:
The Institute's Diploma of Counselling is an Industry Recognised Qualification, Allowing You to Practice as a Qualified Counsellor.
The nationally recognised Diploma of Counselling is recognised by the Australian Counselling Association (ACA), Australia's largest Member Association for Counsellors.
As part of its charter, ACA recognises courses that meet its training standards. These standards cover a broad range of areas, encompassing core organisational, staffing and educational competencies, as well as ensuring AIPC as a training body maintains an exceptionally high professional standard.
When you graduate, you are automatically eligible to become a Qualified Member of the Australian Counselling Association. You will be able to get professional indemnity insurance (preferred rates), and your qualification and Membership will be accepted and regarded in the industry.
And while you're studying with the Institute...
Simply put, AIPC sets the benchmark in education support. Even if you decide to study entirely at home or online, you'll never be alone in your studies. We have specialised in external education for over 19 years and have the most highly qualified, professional support team in the industry. Help is only ever a phone call or email away. Our enormous pool of educational resources means you have access to:
  • An Education team of over 65 degree qualified counselling professionals, all with extensive industry experience and teaching and assessing qualifications.
  • You'll have access 24 hours a day, 7 days a week to the online Knowledge Base that contains over 4,000 specific questions and answers relating to your course.
  • You'll have unlimited FREE access 9am to 5pm (EST) to the 1300 Study Assistance Line where you can discuss any study questions you may have with qualified team members.
  • You'll have unlimited email support. Send a question any time and have your enquiry replied to within 12 hours.
  • And you'll have the support of your local Student Support Centre who will link you into a local student support network (if you wish to stay in touch with other students); help you prepare for your practical assessments; co-ordinate your In-Class or tutorial activities; and set you up in a number of volunteer opportunities if you wish to practice your skills in the field.

Want to find out more? Visit

Learn How You Can Gain Specialty Expertise And A Graduate Qualification With A Vocational Graduate Certificate Or Vocational Graduate Diploma In Counselling...
...In Only 6 to 12 Months
More and more Counsellors are gaining advanced specialist skills with a Vocational Graduate qualification. Vocational Graduate qualifications provide a higher level, vocational alternative to traditional Post Graduate courses offered by Universities.
It's time and cost effective, meaning you can gain a formal graduate qualification in 6 to 12 months in your specialist area. Here's how a graduate qualification can advance your career:
  • Develop a deeper understanding of your area of interest and achieve more optimal outcomes with your clients.
  • A graduate qualification will assist you move up the corporate ladder from practitioner to manager/ supervisor.
  • Make the shift from being a generalist practitioner to a specialist.
  • Gain greater professional recognition from your peers.
  • Increase client referrals from allied health professionals.
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  • Formalise years of specialist experience with a respected qualification.
Save Over $6,000 (67% Discount to Market)
A Vocational Graduate Diploma at a university costs between $10,000 and $38,000. BUT, you don’t have to pay these exorbitant amounts for an equally high quality qualification. You can do your qualification with the Institute and save a massive $6,000+ on the cost of doing a similar course at university.
To learn more, please visit Alternatively, call your nearest Institute branch on the FreeCall numbers shown below:
Sydney: 1800 677 697
Melbourne: 1800 622 489
Perth: 1800 353 643
Brisbane: 1800 246 324
Adelaide: 1800 246 381
Regional NSW: 1800 625 329
Regional QLD: 1800 359 565
Gold Coast: 1800 625 359
NT/Tasmania: 1800 353 643
Facebook Frenzy
Have you joined our active Facebook community yet? Over 2,000 peers have already joined this week. And they are now enjoying all the great resources and information we've been posting daily via our Facebook page.
If you're thinking about becoming a counsellor, you can read candid, impartial feedback from our students and graduates who have experienced AIPC's programs first-hand.
If you're currently studying with us, you can find other students in your local area, as well as interact with students from all over the world.
If you're a counselling enthusiast or a professional working in mental health, you'll benefit from all the ongoing educational content that the AIPC Facebook page has to offer.
It's a great source of knowledge - join today:
2.    Become a fan by clicking the 'LIKE' button at the top of the page;
School Bullying
There is a plethora of information available on the topic of bullying. There are many different types of bullying including; child or school based (schoolyard) bullying; workplace bullying; cyber bullying; military bullying and hazing. The purpose of this article is to focus on child or school-based bullying as opposed to any of the other types of bullying.
There is one significant difference between child bullying and any other type of bullying, and that is that a child is still in their formative years of development. If a school aged child is demonstrating bullying behaviours and appropriate intervention is applied then many child bullies (with the exception of those with a conduct disorder) can be educated through the counselling process to learn more appropriate ways of socialising, behaving and interacting with other children (Bully Online, 2005).
It is therefore important that as counsellors we understand what constitutes bullying, the effects on the victim, reasons why a child may become the bully as well as know and be able to apply appropriate intervention skills through the counselling process to either the child victim or bully. 
If left unresolved in childhood there can be significant implications for these children as they grow and become adults. For example, research suggests that child bullies who do not receive support or guidance on alternative ways of behaving can become adult bullies exerting their dominance and control in the workplace and having dysfunctional intimate relationships or even violent relationships (Anti-bullying Center, 2006). 
Victims of childhood bullying who have had no treatment or intervention often remain passive, detached and lacking social competence and skills needed to have healthy, functional interactions with others as an adult.   
Further, "if aggressive behaviour tendencies are not challenged in childhood, there is a danger that the bullying may become habitual. Indeed, there is research evidence to indicate that bullying during childhood puts children at risk of criminal behaviour and domestic violence in adulthood" (Anti-bullying Center, 2006). 
According to Rigby (2006), bullying is the intentional act of causing harm and unhappiness to others through harassment, physical assault, cyber assault, or other more subtle methods of coercion such as manipulation.   Further, the harassment can be verbal, physical and/or emotional.
Bullying is a general term applied to a pattern of behaviour whereby one person (the bully) who has uncontrolled anger, resentment and/or aggression (and lacks interpersonal/social skills) chooses to displace their aggression, social dominance and power onto another (the victim). Bullies use tactics, such as criticism, manipulation, ridicule, exclusion, isolation and teasing to ridicule or incite the victim (Masheder, 1998).
Bullying can occur in any setting where individuals interact together (such as school, home and workplace). It can also extend to affect social groups, social classes and between countries, this is known as military bullying (Connor, 1990).
Within the school environment, bullying usually occurs in areas with minimal or no adult, teacher supervision. It can occur in or around the school buildings, though it more often occurs in outside classes like sports, at lunch breaks, in toilets, the playground, in and waiting for buses, and/or during after-school activities (Elliott, 1991).
Bullying in school can sometimes involve a group of students taking advantage of, or isolating one student in particular, by outnumbering them.
Who is considered a child bully?
A child bully, according to Strange (2005), is a child who enjoys and chooses to push more submissive children around. They have a negative and/or an underdeveloped self concept. 
As a result a bully will become aggressive with other children at the first hint that they are not in control and power. Bullies often have learning problems or dysfunctional parental relationships (Strange, 2005).
Identifying bullying behaviour:
  • Bullying can be divided into two categories: direct and indirect bullying. Indirect bullying is also known as social aggression (Slee, Phillip & Rigby, 1998).
  • Direct bullying involves applying physical aggression such as pushing and shoving, hitting, strangling, kicking, biting, scratching, throwing objects intentionally and punching with the intention to harm another.
  • In comparison, indirect bullying is characterised by forcing the victim into submission by socially isolating them. Social isolation is accomplished by the bully through tactics such as spreading gossip or untruths, refusing to socialise with the victim, bullying other children so they don't socialise with the target child, ostracising the victim, criticising their appearance, dress, race etc (Slee et al, 1998).
  • Ross (1998) also describes other, more subtle forms of indirect bullying as name-calling, silent treatment, arguing, manipulating, staring, laughing and joking at the expense of the victim.
According to Tattum, Delwym and Lane (1989) bullying can manifest in a variety of forms. These include:
  • Verbal - which involves a bully using insulting language, persuading another person to insult or abuse, name calling, spreading malicious rumours, ridicule, anonymous phone calls, teasing or taunting, cyber bullying, eg., offensive SMS and emails.
  • Physical - by striking, kicking, spitting, unfairly excluding someone, throwing objects, removing and hiding a child's property, using items as weapons ie sharp pencils, rulers for hitting etc.
  • Gestural – by using threatening motions, repeatedly turning away to isolate the victim, staring fixedly to show that someone is unwelcome.
  • Racial bullying – when the bullying is directed at someone because of their racial identity.
  • Sexual bullying – when bullying, either verbal or physical has negative sexual or gender implications. Sometimes this is called sexual harassment or sexual coercion.
  • Cyber bullying – is a rapidly expanding form of abuse or bullying amongst school children. A great deal of it is conducted outside the school, although it often involves children who attend the same school. There is no doubt that those children repeatedly targeted with offensive and threatening messages can become very distressed and need help. It often involves the internet, chat rooms and mobile phone text messages (Tattum et al, 1989).
How a child reacts to bullying
Bullying is about social dominance and submissiveness and as such the effects of bullying for a victim can often be considered significant and life altering. There are a range of observable behaviours that counsellors can look for to assist them in identifying a child who is suspected of being bullied at school.
As discussed in previous chapters, bullying can affect a victim's social, emotional, psychological and physical growth. Bullying can affect a child on each of these levels separately or at worst on all of these levels (Elliott, 1991).
How a child actually reacts is dependant on a variety of factors, including self esteem, resilience, confidence and coping ability.
A child who is bullying others is usually asserting a high level of social dominance, control, influence and power over other children that they perceive to be powerless, weak and submissive (Strange, 2005). 
If a child exhibiting bullying behaviour attends counselling, the questions a counsellor can ask themselves include:
1.    "Why does this child have a lot of internal aggression?"
2.    "Why does this child have a need to displace their internal aggression onto other children?"
3.    "Why has this child not learned how to interact with other children in a non-violent manner?"
(Craig & Statham, 1998)
Victims of childhood bullying are commonly withdrawn and passive in their communication style, often eager to avoid conflict and confrontation at all costs. One of the biggest problems for child victims of bullying is that they are taught from a young age that they are different from other students and this can lead to dysfunctional ideas of self esteem, self image and self worth (Ross, 1998). 
Victims of bullying will often experience acute anxiety and associated psychosomatic symptoms such as upset stomach, headaches, unexplained body pains, nausea and vomiting. 
If a counsellor identifies that a client is experiencing any of these signs, medical and possibly psychiatric or psychological intervention may be called for.
Counselling will assist the victim to learn more effective coping skills in order to break the cycle of victimisation and bullying. If an intervention is not accessed then the cycle of bullying is likely to continue.
Why do children become bullies?
According to Bully Online (2005), there are a range of reasons why children bully. As a counsellor, when dealing with a child bully it is essential for you to attempt to identify the underlying reasons or causes as to why your client has chosen to be a bully at school.   Some of these reasons are described below:
Frustration - a child is impaired in some way and is frustrated and resentful because the source of their difficulty has not been identified - problems can include deafness, dyslexia, autism, allergy, being left-handed, undiagnosed PTSD or some unidentified learning difficulty - nevertheless the child is expected to perform at the level required by the school and no attempt is made to identify the source of the frustration.
The child is being bullied, the responsible adults have repeatedly failed in their duty of care, so the child slowly and reluctantly starts to exhibit aggressive behaviours because that's the only way to survive in this bullying-entrenched climate or school culture.
Poor or no role model - the child has no role model at home, or a poor role model for one or both parents and has never had the opportunity to learn behaviour skills.
Abuse at home - the child is being abused and is expressing their anger through bullying.
Neglect at home - similar to abuse as the child's emotional and behavioural development is being retarded.
Undue influence or peer pressure - the child has fallen in with the wrong crowd.
Conduct disorder - the child has a conduct disorder, the precursor to antisocial, psychopathic or other personality disorder.
1.    Anti bullying center, (2006), retrieved on 8 October, 2007 from  
2.    Bully online (2005), retrieved on 8 October, 2007 from
3.    Connor, M. (1990). Sticks and stones; videorecording. London; Central Independent Television.
4.    Craig, Y., & Statham, D. (1998). Advocacy, counselling and mediation in casework. London: J. Kingsley.
5.    Elliott, M. (1991). Bullying: A practical guide to coping for schools. Harlow: Longman.
6.    Masheder, M. (1998). Freedom from bullying. Rendlesham; Green Print.
7.    Ross, P. N. (1998), Arresting violence: A resource guide for schools and their communities, Toronto: Ontario Public Schools Teachers Federation
8.    Slee, Phillip, T., & Rigby K. (1998). Children and peer relations. New York: Routledge
9.    Strange, K. (2005). Bullying. Retrieved on 7 October, 2007 from
10.Tattum, Delwym & Lane (1989). Bullying in schools. London: Trentham Books in association with the Professional Development Foundation.
This article is an extract from Mental Health Academy's School Bullying professional development course.
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The Institute has a list of recommended textbooks and DVDs which can add great value to your learning journey - and the good news is that you can purchase them very easily. The AIPC bookstore will give YOU:
  • Discounted prices.
  • Easy ordering method.
  • Quality guarantee!
This fortnight's feature is...
Name: Family Therapy: Concepts and Methods
Author: Nichols, Schwartz
AIPC Price: $106.15
ISBN: 978-020-554-3205
Real-life case material and a comprehensive look at all major schools and developments in family therapy make this the text of choice for family therapy courses across the country.
To order this book, simply contact your nearest Student Support Centreor the AIPC Head Office (1800 657 667).
Therapeutic and Counselling Groups
The main purpose of all counselling and therapeutic endeavours is to bring about change. When a person joins a counselling group, it is usually to learn new ways of being, interrelating, and interacting. In a therapeutic small group the specific goals for each member can be varied but would include the expectation that change will occur (Conyne, 1997b).
In both types of groups it is expected that members will become more functional and less distressed. Often groups are called by names that indicate their purpose. For example, both therapists and counsellors run communication groups, assertiveness groups, life-skills groups, and decision-making groups.
The general goals of these respective groups are to improve communication skills, to increase assertiveness, to provide experience in life skills, and to allow experience in a decision-making process.
Click here to continue reading this article...
Other articles:
Shared Wisdom
ACA practitioners offer their "best lessons learned" and describe how that knowledge continues to guide their work as counselors...
Compiled by Lynne Shallcross
The American Counseling Association is made up of approximately 43,000 members, representing a combined wealth of experience (and experiences), diversity and knowledge.
Counseling Today wanted to tap into this deep reservoir of wisdom, so we contacted member practitioners from all over the country and asked them to share their "best lessons learned" within the counseling profession -- whether revelatory "a-ha!" moments or instances of gradually obtained insight that exert lasting influence and continue to feed their professional growth.
Our hope is that some of this shared wisdom can be applied along the various pathways our readers are traveling, thereby enriching their journeys as counselors, counselor educators and students.
David Hof is an associate professor in the Department of Counseling and School Psychology at the University of Nebraska at Kearney and chair of the ACA Midwest Region.
"While working in private practice (recently) with an adolescent male, 'John,' I was again reminded of the power of relationship within the therapeutic setting. John was having trouble in school and was not getting his assignments done on time.
As had become our ritual, each week I started off by asking him how school was going and if he was getting his homework done. He typically told me that everything was fine. This (time), I decided to push him a bit harder. I chose to challenge him on the honesty of his statements related to his success at school, reporting to him that I was struggling to believe him. He became tearful and dropped his head.
As we talked, John looked up at me and said, 'Dr. Hof, you are right. School isn't always going well, and I don't always get my homework done. But if you stop believing in me, then no one will. Because of you, I try harder.' I seemed to have underestimated the power of our relationship and the impact my belief in him had on him.
"When I was a clinical director of an adolescent sex offender program some years ago, I had a similar experience. This program was token economy-based, and each of the young men there was working on a privilege system.
One young man, 'Paul,' who had been there for some time due to his behavior and unwillingness to work on his issues, did indeed finally earn the privilege to go on an outing. In this particular small town where the program was located, one of the privileges was to walk down to the local grocery store with another young man who had also earned the same privilege. Since Paul had had such trouble, I watched him leave and return to the facility within the hour.
"As was the custom, the boys could buy things for other young men in the same program. Paul was asked to buy a Coke for a resident who was in an even worse spot than when he entered the program. This resident, 'Tom,' was picked on and often blamed for others' behavior. Paul had returned into the program and given Tom his Coke.
As I watched this, I was glad things had gone well, only to have Tom in my office minutes later telling me the seal on his Coke was broken. I could only imagine what had been done to his Coke, so I called Paul in to explain it himself. At this point, I can remember being very disappointed, and I expressed this to Paul.
Once again, I was reminded of the power of relationship and the need to believe in our clients. Paul looked at me with tears in his eyes and asked me to look under the bottle cap. As I did, I saw that inside the bottle cap read, "You win one free Coke." Instead of keeping it for himself, he had switched his bottle cap with the cap on Tom's Coke, giving Tom the free soda.
"I share these stories not only to remind myself, but also to remind (other ACA members) not to stop believing in the people you work with. For many of them, it takes our belief in their ability to be successful before they start to believe in themselves. Whether we are working with Johns or Pauls, they need us to have enough faith and belief in them that they can start believing in themselves."
Click here to continue reading this article...
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Watch Industry Experts from the Comfort of Your Home
Right now you can access online video workshops from leading industry experts via the Mental Health Academy website. It's your on-demand channel for ongoing professional development in counselling and mental health!
Here's how it works:
1.    Mental Health Academy video records a live seminar or workshop with the presenter's permission;
2.    The video is edited, and published via the Mental Health Academy portal, along with any educational resources provided by the presenter - such as PowerPoint notes;
3.    You can then purchase access to the video and watch it over and over again via your tailored member profile!
It's the most convenient and cost-effective way to access current, high quality content - especially from those events you could not attend in the past! And you can also accrue OPD points with the Australian Counselling Association for each video you watch (you'll be provided with an attendance certificate).
And if you register for a monthly or annual unlimited membership with the Academy, you can also purchase any video workshop with exclusive discounts!
Want to find out more? Refer to the following links to review 21 currently available video workshops:
Okhola Rudd
Associate Lecturer
Head Office
Okhola Rudd is Registered Psychologist with the state of Queensland and member of Australian Psychological Society (MAPS). Okhola holds a Bachelor of Arts (Psychology) (UQ), Post Graduate Diploma of Psychology (Bond University) and a Masters of Organisational Psychology (Griffith University).
Her field experience includes performing a range of duties related to career counselling, psychological assessment including psychological feedback reports, and change management and organisational diagnosis. Okhola has also worked in clinical practice delivering psychological services and counselling for an array of mental disorders classified in the DSM-IV including depression, anxiety, stress management, adjustment disorders. In this role Okhola conducted assessment for WorkCover Qld claims and compensation and conducted job capacity assessments and brief interventions to address return to work barriers.
As an Associate Lecturer with AIPC’s Bachelor of Counselling, Okhola is responsible for facilitating and conducting first, second and third year subjects, providing study support and answering academic questions from Bachelor students, conducting tele-classes and tutorials, assessing student skills and delivering the residential school program.
On a personal note, Okhola enjoys reading and travelling and buying very expensive Italian designer shoes. Okhola’s aspirations include embarking in an academic career and studying for her PHD with research interests in organisational commitment, organisational tenure and job performance.
Have you visited Counselling Connection, the Institute's Blog yet? We continually publish new and interesting posts including case studies, profiles, success stories and much more. Make sure you too get connected (and thank you for those who have already submitted comments and suggestions).
Motivational Interviewing Techniques
The fundamental approach to interactions contains the following four elements:
1.    Open-ended questions
2.    Affirmations
3.    Reflective listening
4.    Summaries
Motivational interviewing creates an acronym OARS from this and the goal in using OARS is to assist the person to move forward, creating change talk and motivation from within. This change talk contains statements that the client may be considering change. There are four categories that these statements can be organized into:
Click here to continue reading this post...
The Value of Empathy
A requirement for being an effective counsellor is being able to practice and impart the skill of empathy in the client-counsellor interaction. Being empathetic ensures you are listening and dealing with the clients concerns as they present them. You are not judging them.
In this post we'll look at how empathy can assist counsellors when dealing with challenging clients. Here are some issues for you to consider:
Click here to continue reading this post...
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"Children are unpredictable. You never know what inconsistency they're going to catch you in next."
~ Franklin P. Jones
Many students of the Diploma of Counselling attend seminars to complete the practical requirements of their course. Seminars provide an ideal opportunity to network with other students and liaise with qualified counselling professionals in conjunction with completing compulsory coursework.
Below are some of the seminars available throughout the first semester of 2010. To register for a seminar, please contact your Student Support Centre. To access the full list of seminars for 2010, visit:
Diploma of Counselling (CDA) Timetable
Northern Territory
The Counselling Process: 19/06, 18/09, 12/12
Communication Skills I: 03/07, 02/10
Communication Skills II: 15/05, 28/08, 27/11
Counselling Therapies I: 10 & 11/07, 30 & 31/08
Counselling Therapies II: 14 & 15/08
Legal & Ethical Frameworks: 03/10
Family Therapy: 14/11
Case Management: 18 & 19/12
South Australia
The Counselling Process: 24/07, 18/09, 27/11
Communication Skills I: 22/05, 31/07, 16/10, 04/12
Communication Skills II: 23/05, 01/08, 17/10, 05/12
Counselling Therapies I: 14 & 15/08, 06 & 07/11
Counselling Therapies II: 26 & 27/06, 11 & 12/09, 20 & 21/11
Legal & Ethical Frameworks: 19/09
Family Therapy: 14/11
Case Management: 05 & 06/06, 30 & 31/10
The Counselling Process: 31/05, 21/06, 31/07, 23/08, 18/09, 29/10
Communication Skills I: 15/05, 28/06, 09/08, 22/09, 06/11, 11/12
Communication Skills II: 22/05, 29/06, 19/07, 16/08, 25/09, 12/11, 16/12
Counselling Therapies I: 03 & 04/06, 26 & 27/08, 01 & 02/11
Counselling Therapies II: 01 & 02/07, 23 & 24/09, 01 & 02/12
Legal & Ethical Frameworks: 09/12
Case Management: 27 & 28/05, 12 & 13/08, 11 & 12/10, 06 & 07/12
Western Australia
The Counselling Process: 27/06, 22/08, 16/10
Communication Skills I: 12/06, 24/07, 04/09, 27/11
Communication Skills II: 13/06, 25/07, 05/09, 28/11
Counselling Therapies I: 15 & 16/05, 07 & 08/08, 30 & 31/10
Counselling Therapies II: 15 & 16/05, 07 & 08/08, 30 & 31/10
Legal & Ethical Frameworks: 18/12
Family Therapy: 19/12
Case Management: 03 & 04/07, 11 & 12/09, 11 & 12/12
The Counselling Process: 27/06, 26/09, 28/11
Communication Skills I: 08/08, 14/11
Communication Skills II: 04/07, 03/10, 05/12
Counselling Therapies I: 28 & 29/08, 11 & 12/12
Counselling Therapies II: 12 & 13/06, 25 & 26/09, 18 & 19/12
Legal & Ethical Frameworks: 18/07, 24/10
Family Therapy: 31/10
Case Management: TBA
The Counselling Process: 12/06, 12/09, 19/12
Communication Skills I: 04/07, 03/10
Communication Skills II: 22/08, 31/10
Counselling Therapies I: 05 & 06/06, 26/09
Counselling Therapies II: 29/08
Legal & Ethical Frameworks: TBA
Family Therapy: TBA
Case Management: TBA
The Counselling Process: 22/05, 19/06, 10/07, 14/08, 02/10, 23/10, 27/11
Communication Skills I: 23/05, 26/06, 24/07, 15/08, 25/09, 24/10, 28/11
Communication Skills II: 29/05, 27/06, 25/07, 21/08, 26/09, 04/12
Counselling Therapies I: 31/07 & 01/08, 16 & 17/10
Counselling Therapies II: 17 & 18/07, 04 & 05/09
Legal & Ethical Frameworks: 28/08, 06/11
Family Therapy: 07/11
Case Management: 15 & 16/05, 03 & 04/07, 18 & 19/09, 13 & 14/11
Sunshine Coast
The Counselling Process: 03/07, 02/10, 04/12
Communication Skills I: 22/05, 28/08, 13/11
Communication Skills II: 23/05, 19/08, 14/11
Counselling Therapies I: 11 & 12/09
Counselling Therapies II: 30 & 31/10
Legal & Ethical Frameworks: 11/12
Family Therapy: 20/12
Case Management: 20/12
Gold Coast
The Counselling Process: 24/07, 08/10
Communication Skills I: 22/05, 28/08, 13/11
Communication Skills II: 26/06, 11/09
Counselling Therapies I: 29 & 30/10
Counselling Therapies II: 14 & 15/05, 26 & 27/11
Legal & Ethical Frameworks: 10/12
Case Management: 16 & 17/07
Diploma of Professional Counselling (DPCD) Timetable
Northern Territory
Communication Skills I: 05/06, 11/09, 11/12
Communication Skills II: 21/08, 13/11
The Counselling Process: 12/06, 25/09
Counselling Therapies I: 09 & 10/11
Counselling Therapies II: 22 & 23/05, 20 & 21/11
Case Management: 26 & 27/06, 04 & 05/12
Advanced Counselling Techniques: 17/07, 23/10
Counselling Applications: 06/11
South Australia
Communication Skills I: 22/05, 31/07, 16/10, 04/12
Communication Skills II: 23/05, 01/08, 17/10, 05/12
The Counselling Process: 24/07, 18/09, 27/11
Counselling Therapies I: 14 & 15/08, 06 & 07/11
Counselling Therapies II: 26 & 27/06, 11 & 12/09, 20 & 21/11
Case Management: 05 & 06/06, 30 & 31/10
Advanced Counselling Techniques: 25/07, 13/11
Counselling Applications: 19/06, 28/11
Communication Skills I: 15/05, 26/06, 16/07, 09/08, 22/09, 15/10, 06/11
Communication Skills II: 22/05, 29/06, 19/07, 16/08, 25/09, 16/10, 12/11
The Counselling Process: 31/05, 21/06, 31/07, 23/08, 18/09, 08/10
Counselling Therapies I: 03 & 04/06, 26 & 27/08, 01 & 02/11
Counselling Therapies II: 01 & 02/07, 23 & 24/09, 01 & 02/12
Case Management: 27 & 28/05, 12 & 13/08, 11 & 12/10, 06 & 07/12
Advanced Counselling Techniques: 20/08, 29/11
Counselling Applications: 17/05, 28/08, 26/11
Western Australia
Communication Skills I: 12/06, 24/07, 04/09, 27/11
Communication Skills II: 13/06, 25/07, 05/09, 28/11
The Counselling Process: 27/06, 22/08, 16/10
Counselling Therapies I: 15 & 16/05, 07 & 08/08, 30 & 31/10
Counselling Therapies II: 15 & 16/05, 07 & 08/08, 30 & 31/10
Case Management: 03 & 04/07, 11 & 12/09, 11 & 12/12
Advanced Counselling Techniques: 21/08, 23/10
Counselling Applications: 26/06, 24/10
Communication Skills I: 05/06, 07/08, 09/10, 04/12
Communication Skills II: 03/07, 18/09, 13/11
The Counselling Process: 19/06, 21/08, 23/10
Counselling Therapies I: 10 & 11/07, 20 & 21/11
Counselling Therapies II: 15 & 16/05, 14 & 15/08, 11 & 12/12
Case Management: 26 & 27/06, 16 & 17/10
Advanced Counselling Techniques: 29/05, 04/07, 11/09, 06/11
Counselling Applications: 17/07, 27/11
Communication Skills I: 16/05, 15/08, 14/11
Communication Skills II: 20/06, 19/09, 05/12
The Counselling Process: 18/18, 17/10
Counselling Therapies I: 31/07 & 01/08, 11 & 12/12
Counselling Therapies II: 12 & 13/06, 09 & 10/10
Case Management: 10 & 11/07, 20 & 21/11
Advanced Counselling Techniques: 27/06, 05/09, 07/11
Counselling Applications: 08/08, 28/11
Communication Skills I: 23/05, 26/06, 24/07, 15/08, 25/09, 24/10, 28/11
Communication Skills II: 29/05, 27/06, 25/07, 21/08, 26/09, 04/12
The Counselling Process: 22/05, 19/06, 10/07, 14/08, 02/10
Counselling Therapies I: 05 & 06/06, 31/07 & 01/08, 16 & 17/10
Counselling Therapies II: 17 & 18/07, 04 & 05/09, 20 & 21/11
Case Management: 15 & 16/05, 03 & 04/07, 18 & 19/09, 13 & 14/11
Advanced Counselling Techniques: 30/06, 22/08, 30/10, 05/12
Counselling Applications: 20/06, 11/07, 29/08, 03/10, 31/10
Sunshine Coast
Communication Skills I: 22/05, 28/08, 13/11
Communication Skills II: 23/05, 29/08, 14/11
The Counselling Process: 03/07, 02/10, 04/12
Counselling Therapies I: 11 & 12/09
Counselling Therapies II: 12 & 13/06, 30 & 31/10
Case Management: 24 & 25/07, 27 & 28/11
Advanced Counselling Techniques: 16/10
Counselling Applications: 14/08, 11/12
Gold Coast
Communication Skills I: 22/05, 28/08, 13/11
Communication Skills II: 26/06, 11/09
The Counselling Process: 24/07, 08/10
Counselling Therapies I: 29 & 30/10
Counselling Therapies II: 14 & 15/05, 26 & 27/11
Case Management: 16 & 17/07
Advanced Counselling Techniques: 07/08
Counselling Applications: 25/09
Important Note: Advertising of the dates above does not guarantee availability of places in the seminar. Please check availability with the respective Student Support Centre.
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