Graduate Certificate in Disability
Duration: 6 months full-time/1 year part-time
Delivery: Online or on-campus
Credit points: 24
Available to Domestic (FEE-HELP)
IELTS: 6.5 with no band less than 6.0
AQF: Level 8
Tuition Fee: $10,000 FEE-HELP available for domestic students
The Graduate Certificate in Disability is developed in line with the National Disability Insurance Scheme (NDIS) practice standards and quality indicators and grounded in the international human rights framework of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and its expression in Australia’s National Disability Strategy. Students will gain an understanding of the diverse experiences, needs and perspectives of people with disabilities, and learn contemporary case-management and person-centered approaches to service delivery.
Scaffolded within these units is a Christian world view that is also inclusive and respectful of other faiths, which emphasises and recognises the distinctively caring and pastoral nature of disability care and support. This course has been designed to provide a comprehensive learning experience and flexibility to study online whilst continuing to work.
Students can use their knowledge acquired within the Graduate Certificate in Disability to work as an effective disability practitioner within human service organisations in the government, private, and community sectors. They will enhance their knowledge and skills and learn a person-centered approach to care within the disability services space.
According to Australian Government Job Outlook, key employment areas for disability workers include healthcare and social justice, public administration and safety and education and training. Students can continue on to study the Graduate Diploma of Disability to further their knowledge and expertise as they work towards managerial positions.
This foundational unit establishes the theoretical underpinnings for an understanding of the contemporary position of people with disability in society and how these frame approaches to policy, service delivery and professional practice. In considering the influence of human rights and the driving framework of inclusion we examine the ways that lived experience of disability maps to contemporary systems of classification of disability and impairment. Building on this understanding, the unit develops knowledge of the current disability policy framework in Australia and explores the nature of specialist disability and mainstream service systems designed to support the inclusion of people with a disability in all aspects of life. The roles and responsibilities of the contemporary disability workforce are explored in order to develop comprehensive foundations for best practice person-centred approaches. This unit will deliver a sound appreciation of the critical challenges and opportunities in creating an inclusive contemporary Australian disability landscape.
This unit introduces the contemporary landscape of person-centred support and develops understanding of systems, services and practices of contemporary disability support. It explores the genesis and development of person-centredness as an approach to policy and practice in disability and examines how this maps to the nature and structure of the Australian disability service system. Knowledge will be developed about the range of service types, the disability workforce and the diversity of service users and their support needs and applied to real world settings. Characteristics of the range of models of support, assistive technologies and support relationships (both formal and informal), are explored in order to develop a deep understanding of the issues that people with disability and those who support them experience in the support encounter. Key frameworks underpinning disability support in the context of the National Disability Insurance Scheme and beyond, including safeguarding, service quality and practice standards will be explored to promote understanding of best practice in person-centred support to enable people with disability to exercise choice and control in their lives and promote their independence.
This unit introduces students to the key ethical challenges in promoting and supporting the rights and choices of people with disability. Spanning issues of social justice, human and legal rights, risks and safeguards, the ethical responsibilities of professionals working with people with disability to support their rights and choices is explored as an integral part of disability practice. In engaging with ethical issues of practice and in and about the lives of people with disability, students will develop knowledge and skills to recognise and articulate their own lifelong learning needs in relation to disability and develop capabilities and strategies to maintain professional, technical and research-based knowledge to ensure their professional practice aligns with contemporary developments and innovation in the field of disability.
Person-centred planning is central to the achievement of choice and control by people with disability in the services and supports they require to live a good life. This unit explores the theory and practice of inclusive and participatory individualised planning. Beginning with the theoretical orientations that inform quality of life and the underpinning principles of individualised planning, students will acquire knowledge and skills crucial to working with people with disability in the development, preparation and implementation of effective individualised support plans. Consideration will be given to contemporary funding models and the variety of contexts and types of plans, including person-centred and family-centred planning approaches. The unit explores key knowledge, skills and elements of the planning process including identifying and working with key stakeholders in the planning process. Particular focus is given to accessible modes and methods of engagement with people with disability and their informal supports, including effective communication, both verbal and non-verbal, for those with complex communication needs, strategies for advocacy and self-advocacy, and support for decision-making in relation to designing supports that are responsive to need and to a person’s goals and aspirations.
Applicants may be admitted to the Graduate Certificate in Disability or the Graduate Diploma of Disability, if they
have previously successfully completed a relevant:
• bachelor degree or
• bachelor honours degree
‘Relevant’ means a degree that includes subjects such as psychology, social work and education and health sciences where you studied human services and behaviour. ‘Non-relevant’ means degrees that are not related to welfare, human services and behaviour. Applicants with non-relevant degrees will be considered on the basis of their work and life experience.
Applicants with Work and Life Experience
Applicants without undergraduate qualifications can apply for admission via the work and life experience pathway which may consider other forms of study completed in the higher education and vocational sectors, volunteer activities, contribution to church life, professional development relevant to human welfare and disability.
For more information refer to the Student Selection and Admissions Policy and Procedure.
More degrees you might be interested in:
Graduate Certificate of Counselling
Duration: 1 semester
Delivery: On campus
Credit points: 24
CRICOS CODE: 102445M
Financial information: Domestic (FEE-HELP) available/international
IELTS: 6.5 with no band less than 6
AQF: Level 8
Tuition fee: Domestic students: $10,096 International students: $10,612
The Graduate Certificate of Counselling (Bridging Course) is ideal for those wanting to explore counselling as a new career or vocation direction, with completion of the course providing time to determine if their interest in counselling merits further study.
Students will develop a clear appreciation of the rewards and challenges associated with a career as a professional counsellor, acquiring core counselling skills, an understanding of counselling ethics and an appreciation for how relational dynamics function in personal and professional settings.
The course may also be of interest to those in helping related professions whose occupations include an incidental counselling component (e.g. education, ministry, nursing, occupational therapy, pastoral work, policing, paramedics etc), providing an opportunity for them to improve or extend their current relational skill set by learning how to counsel and support others more effectively.
The course is also helpful for those without prior undergraduate studies who are interested in counselling and would like to determine if they can manage post-graduate level studies.
Students may also use the Graduate Certificate to proceed into the Graduate Diploma of Counselling and/or the Master of Counselling. Units completed in the Graduate Certificate in Counselling comprise 50% of the Graduate Diploma of Counselling and 25% of the Master of Counselling.
- • Four cognate units as a pathway to study Master of Social Work (Qualifying)
- • Pathway to Graduate Diploma in Counselling, followed by Master of Counselling to become a qualified PACFA accredited counsellor
Relational dynamics are at the heart of human engagement and communication and, from the earliest years, counsellors and clients alike are influenced and affected by significant relationships in their lives. For this reason, processing adverse effects of relational experiences within the psychotherapeutic space is often central to client psychological health, wellbeing and recovery. Responding appropriately within the therapeutic space relies on counsellors having developed a repertoire of interpersonal skills, and the ability to understand and conceptualise interactive processes, so as to effectively co-create and sustain safe therapeutic relationships. It is the ability to navigate their own and their clients’ relational histories which significantly contributes to client psychological health, wellbeing and recovery.
Across the lifespan humans grow and change, and an individual’s personal growth trajectory is affected by a range of developmental and sociocultural factors which, ideally and in combination, contribute to normative outcomes. Non-normative outcomes, where they occur, may be the result of genetic mutation or genetic variation, illness, disability, psychopathology, and/or the influence of a range of family, community and societal factors. Employing bio-psychosocial and sociocultural lenses, this unit introduces students to the major theories of human development, with an emphasis on the characteristic developmental changes in individual behaviour that arise from the interdependent and interactive effects of maturation and experience. Particular emphasis is given to the influence of environmental, societal and cultural factors on individual development and growth, enabling students to identify and understand the factors that may lead to perceived dysfunction, and a need to seek counselling to facilitate coping.
In this unit students learn how to ethically and responsibly manage this position, becoming conversant with all relevant regulatory codes and Australian legislative requirements that govern the health sector. They explore ethical principles in professional decision-making processes, reflect on the benefits of professional association membership, and are encouraged to be aware of, and thoughtful about, how their personal moral stance and ethical framework informs and influences their professional practice.
This special topic elective unit is a shell unit that gives the School of Counselling flexibility to pick any topic of relevance. Introduction to Australian Society is the special topic for this stream.
Academic staff for counselling
Head of School of Counselling
Dr Dion Khlentzos
Applicants may be admitted to the Graduate Certificate in Counselling if they have previously successfully completed a relevant:
- Bachelor degree or
- Bachelor honours degree
‘Relevant’ means a degree that includes subjects such as psychology, social work and education where you studied human motivation and behaviour. ‘Non-relevant’ means degrees that are science based (not including psychology), where you have not studied human motivation and behaviour.
Applicants with non-relevant degrees will be considered on the basis of their work and life experience.
Applicants without undergraduate qualifications can apply for admission via the work and life experience pathway which may consider other forms of study completed in the higher education and vocational sectors, volunteer activities, contribution to church life, professional development relevant to counselling.
For more information please visit the Future Students information page.
All applicants will need to meet the following requirements:
Interview: Successfully complete an admission interview (including a Readiness for Counselling and Psychotherapy Training Questionnaire).
Criminal history record: Provide a National Criminal History Record check at time of application obtainable from: nationalcrimecheck.com.au
Working with children check: Provide a Working with Children authorisation at time of application obtainable from: wwccheck.ccyp.nsw.gov.au/Applicants/Application
If the applicant is successful they will be issued an offer letter and a written agreement. Students will need to respond to the offer within 6 weeks. This is done online and a confirmation will be emailed back to the applicant. At this point, applicants are welcome to apply for Credit or Recognition of Prior Learning (RPL). If you are eligible for credit or RPL, you may be exempt from completing some units and you may be able to finish your degree in a shorter amount of time.
Please refer to the Credit and Recognition of Prior Learning Policy reference.
Download the Student Selection and Admission Policy and Procedure.