Diploma of Allied Health

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.

• set a census date for each unit of study (subject) that is no earlier than 20% of the way through the unit of study;
• ensure that all students are informed upon enrolment of the census date for each unit of study in the manner and by the date prescribed in the Higher Education Provider Guidelines;
• ensure that all students are informed of the review procedures for the re-crediting of a Tuition Fee balance.

Special Circumstances

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:

• are beyond the student’s control; and
• did not make their full impact on the student until on or after the census date for the unit(s) of study in question; and
• make it impracticable for the student to complete the requirements for the unit(s) of study in question.

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:

1. When a student withdraws from a unit of study, the Institute shall confirm the withdrawal by giving notice to the student in writing stating the date at which the withdrawal has taken effect;
2. When a student fails to meet the requirements of a unit of study, the Institute shall confirm the failure by giving notice to the student in writing of the final result for that unit of study after results have been properly approved;
3. In the circumstance of withdrawing from a unit, the student must apply in writing to the Administration Officer within 12 months from the date specified in the notice as the day of withdrawal;
4. In the circumstance of not meeting the requirements of a unit of study, the student must apply in writing within 12 months after the period during which the student was enrolled in the unit;
5. The Institute may exercise its discretion to waive the 12 month timeframe if, in its opinion, it was not possible for the application to be made before the end of the 12 month period;
6. Administration Support Officer will consider the application and will agree to such requests if they are satisfied that there were special circumstances in the student’s case;
7. If the application is successful, the Institute will re-credit the student’s FEE-HELP balance with an amount equal to the amounts of FEE-HELP assistance that the student has received for the affected unit(s) of study and the student’s FEE-HELP debt for those units of study will be removed; For students who have paid their tuition fee using their own funds, the total amount of the tuition fee will be refunded to the student;
8. The Administration Officer shall advise the student of the outcome of the application within 28 days stating the reasons for the decision;
9. The Administration Officer shall also advise the student of their rights for a review of the decision if they are not satisfied with its outcome and that a request for such a review must be lodged within 28 days from the day of receipt of the decision or such longer period as the Administration Officer allows.

Review of a decision

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:

1. must be lodged within 28 days of receiving notice of the original decision, unless the Review Officer allows a longer period; and
2. must specify the reasons for making the request and include any supporting documentation; and
3. Sent to:
   Australian Institute of Professional Counsellors
   Locked Bag 15
   Fortitude Valley QLD, or
   sandra@aipc.net.au

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:

• seek all relevant information from the person who made the original decision;
• review the case within 3 weeks and advise the student of the decision in writing giving the reasons for the reviewer’s decision.

The Review Officer may:

• confirm the decision;
• vary the decision; or
• set the decision aside and substitute a new decision;

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.

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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:

• Develop a culture that views grievances as an opportunity to improve the organisation and how it works;
• Set in place a grievance handling system that is client focussed and helps the Institute to prevent grievances from recurring;
• Ensure that any grievances are resolved promptly, objectively and with sensitivity and in complete confidentiality;
• Ensure that the views of each complainant and respondent are respected and that any party to a grievance is not discriminated against nor victimised;
• Ensure that there is a consistent response to grievances.

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:

• The enrolment, induction/orientation process;
• The quality of education provided;
• Academic matters including student progress, assessment, curriculum and awards in a course of study;
• Handling of personal information and access to personal records;
• The way someone has been treated.

This Grievance Handling and Resolution Policy and Procedure is designed to ensure that the Institute responds effectively to individual cases of dissatisfaction.

Policy coverage

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.

Before an issue becomes a formal grievance

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.

Procedure

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 complainant and any respondent will not be victimised or discriminated against;
• the complainant has an opportunity to formally present their case and each party to a grievance may be accompanied and assisted by a support person at any relevant meetings;
• a full explanation in writing for decisions and actions taken as part of the process will be provided if so requested by the complainant or a respondent;
• where the internal or external grievance handling or appeal process results in a decision that supports the complainant, the Institute will immediately implement any decision and/or corrective and preventative action required and advise the complainant of the outcome;
• there is no cost to the complainant to utilise stage one or stage two of this grievance procedure.  If an external appeal is lodged under stage three, mediator charges will be shared by the complainant and the Institute.

Appeals against an assessment result:

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.

All other grievances

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.

Stage Two - Appeal:

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.

Stage Three – External Review:

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.

Record keeping & confidentiality

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.

Additional information

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.

Approval and training

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).

Policy

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.

Relationship to the Higher Education Support Act 2003

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:

1. the selection, from among persons who seek to enrol with the Institute in a unit of study who are, or would be, entitled to FEE-HELP assistance; and
2. the treatment of students who are, or would be, entitled to FEE-HELP assistance undertaking a unit study.

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.

Procedure

There are three stages to the entry process into the Diploma of Counselling Practice.  They are:

1. Submit a Course Application Form and necessary support documentation, Personal Competency Essay and Referee Letter.
2. Determination of application by the Course Leader.

Application for Course Enrolment and Entry Requirements

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:

1. A Certificate IV level qualification (any field of study), or
2. Completed Year 12 with at least a sound achievement in English, or
3. Completed formal post-secondary studies, of at least 12 months duration, or
4. At least 3 years of work experience demonstrating capacity to undertake study at Diploma Level.

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:

1. Completion of a year-long tertiary studies preparation program (eg TAFE Certificate IV in Adult Tertiary Preparation), or
2. Completion of at least 12 months of tertiary studies with a GPA of at least 4.0 (on a 7.0 point scale), or
3. Consideration of results from the Special Tertiary Admissions Test (STAT) – the prospective student must have achieved a STAT overall score of 158 or better, or 156 or better in the verbal sub score. (Please note that STAT results are not acceptable for current Year 12 students).

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:

• Details of any training or development courses completed
• Proof of membership or affiliation with professional organisations or associations
• Referee reports (personal or professional) outlining the applicant’s ability to adequately manage the demands of tertiary study.
• A brief statement from the applicant indicating their reasons for seeking entry to the course and undertaking tertiary study.

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:

1. Assessment of Writing Skills.

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.

Activation of Tuition Assurance Arrangements

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:

• Assessed according to evidence-base and in a clear, equitable, accessible and transparent manner.
• Applied consistently and fairly with decisions subject to appeal and review.
• Recognise prior learning where it is relevant and current.
• Decided in a timely manner with decisions being academically defensible, taking into account the learning outcomes, and the student's chance of success in the course.
• Formally documented for students with reasons provided for not granting credit.

In assessing applications for Recognition of Prior Learning (RPL) and Credit Transfer:

• Entry requirements for the course are still required to be met, and an offer of credit does not guarantee admission to a specific course.
• Applications for Recognition of Prior Learning are determined by the Course Coordinator in accord with the framework of this policy.
• Regardless of the credit granted, the requirements of the course must be fulfilled and cannot be automatically transferred to another course.
• Decisions made on Recognition of Prior Learning are reviewed by the Head of School.

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:

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:

1. For applications based on previous study, a certified copy of the student's Academic Transcript will need to be submitted along with subject/unit documentation that includes the aims and objectives of the subject/unit, syllabus outline, contact hours, texts and assessment information.
2. For applications based on previous experience, letters of support from current/previous employers will need to be included. Letters should include duties performed, length of tenure, position and contact details of the writer.

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.

Principles

The Institute’s approach to providing student support and resourcing student support reflects the following principles:

• The Institute acknowledges the key role played by effective student support services in enabling the academic success of its students and mitigating academic risk, and in delivering equitable opportunities across the entire student cohort;
• The Institute acknowledges the key role played by effective student support services in creating a safe study environment and contributing to the health, safety and well-being of its students;
• The Institute will calibrate the range and nature of student support services to the characteristics of the students that it enrols, taking into account trends and changes in the student cohort and paying attention to needs of particular cohorts in areas such as cultural transition, health, English language support, disability and wellbeing;
• The Institute will calibrate the range and nature of student support to facilitate the achievement of expected learning outcomes, and to underpin an equivalent learning experience, irrespective of whether students are studying on campus or online, and irrespective of their geographic location;
• The Institute will resource student support services so as to ensure students needing support are able to access support of an appropriate quality;
• The Institute will ensure that those of its staff who are involved in providing student support have current knowledge and skills, and will provide opportunities for professional development to maintain that currency;
• Clear, comprehensive, accurate and easily accessible information regarding the range of student support services provided by the Institute, and accessible from other sources, will be published on the in the Student Handbook, which is available on the Institute’s website, as well as in pre-arrival information, and will include detailed information on contact details for accessing those services;
• Clear, comprehensive and accurate information regarding the range of student support services provided by the Institute, and accessible from other sources, will be presented in an orientation program easily accessible to all commencing students, and will include information on how to find contact details for accessing those services;
• The Institute will regularly review the effectiveness of its student support services through feedback, consultation with staff and students, and external expert advice, and will take measures to address deficiencies and implement improvements.
• The Institute’s approach to, and resourcing of, student support will comply with relevant regulatory frameworks and legislation, including the Higher Education Standards (Threshold Standards) (particularly 2.3.3 and 7.2 e) and Standard 6 of the National Code of Practice for Providers of Education and Training to Overseas Students (2018) and;
• The Institute will ensure that its staff members who interact directly with overseas students are aware of their obligations under the Education Services for Overseas Students (ESOS) framework and the potential implications for overseas students arising from the exercise of these obligations.

Student Support Services

Orientation

The Institute provides students with an accessible, age and culturally-sensitive orientation program which provides them with key information, including :

• facilities and resources;
• rules and expectations;
• course/program attendance requirements and requirements regarding course/program progression;
• academic support and English language support;
• support services available from the Institute or otherwise easily and affordably accessible;
• complaints and appeals processes;
• consent, respect and cultural safety
• Student Conduct policy
• legal services;
• matters to do with safety and wellbeing; including sexual assault and sexual harassment
• emergency and health services;
• details of where to find important information.

For international students, the orientation additionally includes information regarding:

• services providing information on employment rights and conditions;
• resolution of workplace issues, including through the Fair work Ombudsman;
• services providing assistance with general or personal circumstances adversely affecting their education;
• services providing assistance to international students in adjusting to study and life in Australia;
• actions students can take to enhance their personal security and safety;
• how to seek assistance for, or a report, any incident that significantly impacts their wellbeing;
• social and cultural norms students need to be aware of while in Australia; and
• general information on safety and awareness relevant to life in Australia.

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.

Student Support Framework

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:

• Students who are employed;
• Students with young children;
• Students with caring responsibilities;
• Students with health difficulties;
• Students with financial difficulties;
• Students from culturally and linguistically diverse backgrounds;
• Students experiencing a personal crisis;
• Students from traditionally under-represented groups in higher education, such as Aboriginal and Torres Strait Islander peoples, students with a disability, first in family engaged in tertiary studies, students from remote and regional areas, student from low socio-economic backgrounds;
• Students who indicate on their application of admission that they require assistance with language, literacy or numeracy; or
• Students with a disability or special learning need who require additional learning support;

Indicators that a student may be at academic risk include:

• Not logging onto HELP in the first two weeks of the study period – identified by Lecturer;
• Not downloading the Study Guide for the subject;
• Not participating in orientation sessions;
• Not participating or watching weekly subject webinars;
• Extended periods of non-participation on HELP;
• Assessed as requiring either minimal or intensive academic language support in the post-entry Writing Evaluation
• Failure to submit an assessment item;
• Failing an assessment; and
• A student self-identifying as at academic risk at any time during their studies.
• Failure or significant difficulty with early formative assessment items (delivered pre-census)

Students identified as at academic risk are recorded in the Students at Risk Register and are provided with additional support:

• Lecturers or Student Support staff, via the relevant Program Leader or Course Coordinator, refers the student to an Academic Coach/International Student Liaison Officer or to support tools relevant to student’s circumstance;
• After consultation with the student, an Individual Learning Plan is developed by the Academic Coach/International Student Liaison Officer;
• The Academic Coach/International Student Liaison Officer schedules follow up contacts as needed until such time as it is judged that the student is no longer at academic risk; and
• The student’s profile is updated with details of support, adjustments, and the like, to ensure there is relevant background to inform on-going or future interventions.

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:

• Directing the student to online learning materials and other learning support tools;
• The student may be referred to the academic coach to develop an Individual Learning Plan (ILP), and
• Updating the student’s profile in the Students at Risk Register with details of support, adjustments, and the like, to ensure there is relevant background to inform ongoing or future interventions.

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:

• Directing the student to online learning materials and other learning support tools;
• The student may be referred to the Academic Coach/International Student Liaison Officer to develop an Individual Learning Plan, if judged to be needed; and
• Updating the student’s profile with details of support and adjustments to ensure there is relevant background to inform ongoing or future interventions
• The lecturer or Academic Coach/International Student Liaison Officer monitoring the student’s progress, and regularly communicating with the student to provide support and assess progress.

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:

• Monitors and reports on progress and engagement of students at academic risk, including new students, continuing students previously identified at risk, and students with a disability or special learning requirement;
• Develops resources for specialist modules which all students can access, such as the Academic Success module, referencing guides and examples of good writing.
• Provides one-on-one academic support to at-risk students
• Develops Individual Learning Plans for students at risk

Complaints and Appeals

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.

Monitoring and Review

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).

Description

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.

Definitions

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:

• forced to engage in the sexual act;
• unconscious or asleep
• under the influence of drugs or alcohol
• threatened or intimidated
• in fear of bodily harm, or
• under a mistaken belief that the person was their sexual partner.

Sexual assault is	Sexual assault is not
sexual intercourse without consent; oral sex without consent; anal sex without consent; groping and inappropriate touching of a sexual nature without consent.	a consensual sexual act or behaviour.

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).

Harassment is

Harassment is not

sending offensive emails or text messages; continually displaying offensive or pornographic signs, posters or screen savers; telling insulting jokes about particular racial groups; making derogatory comments or taunts about a person or group of people; sabotaging a person’s study or work; abusing someone verbally in relation to an attribute such as calling someone a name that mocks them; asking repeated intrusive questions about someone’s personal life.

except in the case of sexual harassment, a single or isolated conflict or remark; gestures or remarks that arise from a relationship of mutual consent such as giving a friend a hug or compliment.

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 -

1. The behaviour must be unwelcome
2. It must be of a sexual nature
3. It must be reasonable in the circumstances that the person, who was harassed, felt offended, humiliated or intimidated.

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.

Sexual harassment is

Sexual harassment is not

One-off or repeated incidences of: unwanted physical contact such as patting, pinching or touching in a sexual way; unnecessary familiarity such as deliberately brushing against a person; sexual propositions; unwelcome and uncalled for remarks or insinuations about a person’s sex or private life; suggestive comments about a person’s appearance or body; offensive telephone calls, texts, emails or social media posts of a sexual nature; subjecting a person to sexually offensive screen savers or images in electronic or other form.

sexual contact that has been engaged in with consent of the recipient, when the consent has not been obtained through fear, intimation, threats or force or where there is a power imbalance in the relationship; flirting that is invited and not unwelcome; attraction or friendship that is invited and not unwelcome; conduct of a non-sexual nature such as unreasonably requesting a person to do a favour that is not sexual in nature (which may be considered harassment or bullying).

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.

Bullying is

Bullying is not

abuse including threats, insults, gestures or offensive language which may be verbal or in written form such as via text, email or through social media (cyberbullying); repeated unreasonable criticism of another student’s work; repeatedly and deliberately excluding someone from a group; behaviour intended to frighten, intimidate or degrade a person; deliberating supplying incorrect information or withholding information from a person; spreading misinformation about someone; inappropriate comments about a person’s appearance; physical abuse; or teasing or pranking a person repeatedly that causes discomfort.

a one off offensive comment about a person that is never repeated and is not of a sexual nature; having an argument, conflict or disagreement with another student (where there is no power imbalance); constructively critiquing another student’s work; having a difference of opinion and expressing it to others in an appropriate way; or not liking someone or being rejected socially by an individual or group of students.

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.

Discrimination is	Discrimination is not
subjecting a person to humiliating initiation ceremonies to be accepted into a group, where an attribute made them a target for the initiation; spreading gossip or rumours about a person based on an attribute;	making a complaint about another student on the basis of their contributions to a group assessment task; behaviour that may be considered bullying but is not directed to a person because of an attribute;
refusing to work as a group with a person because of an attribute (for example, because a student was older, a particular Nationality or sexual orientation or had family responsibilities; deliberately excluding a person from a study group because of a perception they may be slower than other students due to an attribute such as age, impairment or sex; telling jokes about racial groups; posting to social media ridiculing a person on the basis of an attribute such as gender identity, sexual orientation or race.	providing peer review feedback that is critical of the quality of another student’s work; having a one-off conflict with a person of a different race when the conflict is not due to that person’s race; adjusting to accommodate another student such as changing a meeting day or location to accommodate a student with a religious commitment, family responsibility or disability requiring a change of location.

Prevention

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.

Reporting and Disclosing Incidents

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:

1. Ensure privacy
2. Listen, show empathy and respect
3. Refer and recommend specialised support
4. Acknowledge that the survivor may or may not wish to report the incident formally.
5. Look after yourself

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.

Introduction

1. Tuition assurance protects students in the event a course of study provided by an approved HELP provider ceases to be provided after it starts but before it is completed.
2. As an approved higher education provider under the Higher Education Support Act 2003, The Australian Institute of Professional Counsellors Pty Ltd (“the Institute”) ABN: 68 366 027 051 ACN: 077 738 035 must meet the tuition assurance requirements or be exempt from those requirements.
3. It is intended that, from 1 January 2018, the Institute will be exempted from the requirement to meet the tuition assurance requirements. Instead, the Institute is required to comply with interim arrangements which ensure similar tuition assurance protection is provided to students.
4. This statement sets out the interim arrangements for tuition assurance that will apply from 1 January 2018 and the Institute’s obligations from that date.
5. If any changes occur to the proposed arrangements outlined below, a revised statement will be provided on the Institute’s website and advised to all students that have enrolled in the intervening period.

What happens if The Australian Institute of Professional Counsellors Pty Ltd (“the Institute”) ceases to provide a course of study?

Information for affected students

6. The Australian Institute of Professional Counsellors Pty Ltd (“the Institute”) will notify affected students in writing that a course of study is no longer provided within 2 business days after the Institute ceases to provide the course.
7. As soon as practicable, the Institute will also update its website to reflect that the course is no longer being delivered and to give students information about the tuition assurance arrangements.
8. Affected students may choose either course assurance arrangements or apply to the Institute for a re-credit of their HELP balance.

Course Assurance

9. The Commonwealth Department of Education and Training (the Department) (or a consultant engaged by the Department) will work with affected students to identify a replacement course and arrange for students to be placed with a second provider.
10. Replacement courses must meet the following requirements:
    • the course must lead to the same or comparable qualification as the original course;
    • the mode of delivery of the replacement course must be the same as or, with the student’s consent, similar to the mode of delivery for the original course;
    • the location where the replacement course is primarily delivered must be reasonable, having regard to the costs of, and the time required for, a student’s travel; and
    • the student will not incur additional fees that are unreasonable and will be able to attend the replacement course without unreasonable impacts on the student’s prior commitments.
11. Affected students will be offered a replacement course and may seek a review about whether the course offered to them meets the requirements for replacement courses.
12. A student who accepts the replacement course offered will not be required to pay the second provider for the replacement components of the replacement course. However, the fees payable for the remainder of the replacement course may be different from the fees payable for the original course.
13. The student will also receive course credits for parts of the original course successfully completed by the student, as evidenced by a copy of a statement of attainment or other Australian Qualifications Framework certification document issued by the course provider or an authorised issuing organisation in accordance with the Australian Qualifications Framework.
14. Each affected student will have a period of six (6) months in which to accept the replacement course offer. The Department may extend that period in circumstances that justify an extension.
15. If an affected student enrols in a course that is not a replacement course, the student may be required to pay additional tuition fees, and might not receive the course credits the student would have received if the student had enrolled in a replacement course.

Re-credit of HELP Balance

16. Where the student prefers to apply for a re-credit of their HELP balance for the affected parts of the original course, the student may nominate the Department (or a consultant engaged by the Department) to make the application on the student’s behalf.
17. The Australian Institute of Professional Counsellors Pty Ltd (“the Institute”) will consider students’ applications as soon as practicable and notify them of the decision about the application, together with a statement of reasons for the decision. If an application for a re-credit is accepted, the amount re-credited will be equal to the amount of HELP assistance received by the student for the affected units of study.

Record keeping

18. It is suggested best practice for students to retain assessments, records of competencies or statements of attainment that they receive from their education provider.