Graduate Certificate in Counselling Practice

In accordance with the highest standards of scholarly practice, students must present original work which expresses their own understanding of theory and its application.  The words, ideas, and intellectual property of others used by students in their work and assessments must at all times be appropriately acknowledged. 

Prior to submitting assessment, students are expected to inform themselves of appropriate academic writing, practice and referencing conventions, with information and resources in this regard being available in the Academic Success Module on HELP.

Academic misconduct can occur in many forms and covers a range of intentional, premeditated, reckless, recurring or otherwise inexcusable actions or behaviours.   These include:

• Cheating – breaking rules or engaging in dishonest practices in formal and informal assessment, including the use of prohibited material or equipment and unauthorised consultation with other persons during assessment.
• Contract Cheating – having another person prepare, undertake or participate in assessment on behalf of the student.
• Plagiarism – copying, paraphrasing or summarising the words, ideas, and intellectual property of others without appropriate acknowledgement. Students are responsible for informing themselves about appropriate methods of acknowledgement.
• Collusion – committing an act of academic misconduct in unauthorised collaboration with another individual. Authorised collaboration (e.g., group projects) is distinguished from collusion.
• Fabrication – includes, but is not limited to, the creation of fictitious data or citations, wilfully omitting data, and claiming work is original, comprehensive, or genuine when it is not.
• Recycling – other than where expressly allowed, the submission of work for assessment that has been previously submitted by the student for another assessment submitted by the student, partially, or in whole, for another assessment.

All circumstances of suspected Academic Misconduct will be treated seriously.  The Institute may also use software to assist with the detection of Academic Misconduct.

The following steps outline the processes for determining and responding to cases of suspected academic misconduct:

1. Lecturer becomes aware of possible academic misconduct.
2. Lecturer contacts student to raise concerns.
3. If the Lecturer is satisfied that there has been no academic misconduct, and instead the issue was one of poor academic practice, then the student is informed in writing and the matter is closed.
4. If the Lecturer remains concerned that academic misconduct has occurred, the student is informed in writing and the matter is referred to the Program Leader.
5. The Program Leader investigates the matter to determine if misconduct has occurred (intentional or otherwise). This process may include, but is not limited to, examination of the student’s assessment or other material, consultation with the Lecturer, and meeting or discussion with the student.
6. If a decision is made that academic misconduct has not occurred, the student is informed in writing, the outcome is noted on the student’s file, and the matter is closed. The student is required to resubmit the written assessment within 14 days.
7. If a decision is made that academic misconduct has occurred, the Program Leader is required to decide whether the academic misconduct was likely intentional or unintentional.
8. If a decision is made that academic misconduct has occurred, the following actions may be taken:
   1. The student will receive a written warning (only applicable to unintentional academic misconduct) as determined by the Program Leader, or
   2. The student will receive a mark reduction (with the maximum mark possible being 50%), and a written warning, or
   3. The student will be required to re-submit the assessment item (with the maximum mark possible being 50%), and will receive a written warning, or
   4. Depending on the severity, and/or frequency, of the academic misconduct, the student’s course enrolment may be discontinued. Severity will be considered relevant to and in conjunction with the student’s length of time in the course and intent of the student in the act of misconduct.  Repeated incidences of academic misconduct are to be treated seriously.

The student will be informed of the outcome in writing and the outcome will be noted on the student’s file.

If the student is not satisfied with the Institute’s approach or decision regarding the student’s conduct, the student may appeal the decision or lodge a written complaint with the Provost in accordance with the Institute’s Student Complaints and Appeals Policy.

In some instances, student behaviours of concern will be determined to result from poor academic practice, as distinguished from academic misconduct.  Poor academic practice is unintentional, careless, inadvertent, or otherwise excusable behaviour mitigated by personal, health-related or other circumstances. 

In cases where a student’s behaviour is assessed as poor academic practice, the following processes will be followed.  The student will:

1. Receive academic support relevant to their specific needs,
2. Have the opportunity to re-submit the assessment within 14 days of being notified of the matter. The maximum grade the student can achieve for the assessment item is a ‘pass’ mark for the assessment.
3. Be referred to personal counselling, health or welfare services, if deemed appropriate, and
4. Be informed in writing of the decision, action taken and expected future behaviour.

The student’s file will be updated regarding details of the situation and action taken.

The Academic Misconduct Policy is in place to protect the academic interests of students and the Institute.

To enrol into an AIPC higher education course, prospective students are required to:

• Complete and submit the relevant online Course Application Form,
• Email documentation required to support their application for entry to Course Advisory and/or Student Support staff.
• Provide referee details for Course Advisory or Student Support staff to complete a reference check, and
• Complete the electronic Commonwealth Assistance Form (eCAF) for FEE-HELP purposes.

Course Application Forms and associated application documentation are received by the due date and processed by Student Support Staff.  Upon receipt, the prospective student’s application and supporting documentation is assessed.  Assessment includes validation of documentation provided, completion of the Entry Checklist, and approval by the respective Program Leader.

A place in the course is offered (subject to student numbers and availability of places) to approved applications.  Applicants have 5 working days to respond to and accept their offer.

Upon acceptance of their place in the course, domestic students complete the eCAF and confirmation of subjects, access to the necessary materials for the student to commence their first semester of studies is provided on the HELP site, and the student’s information is added into Meshed Higher Ed (student management system) by Student Support Staff.

Applications that are not offered a place in the course are advised in writing of the decision with explanatory reasons. 

Standard Admission Requirements – Diploma of Counselling Practice (Higher Education Diploma)

Students are required to have either:

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

Prospective students are to supply a certified copy of the qualification or high school certification to support their application.  Applicants seeking entry through work experience are required to submit a Curriculum Vitae and supporting statements from their employer/s/ Student Support staff are to ensure this documentation is included with the Application.  If documentation is missing, Student Support Staff are to write to the prospective student advising of additional documentation required to enable assessment of their application.

Special Entry Requirements – Diploma of Counselling Practice (Higher Education Diplomas) (including applicants identifying as Aboriginal and/or Torres Strait Islander Peoples)

For students who do not meet the standard admission requirements above, the following special entry requirements will apply:

• Completion of a year-long tertiary studies preparation program (e.g., TAFE Certificate IV in Adult Tertiary Preparation),  or
• Completion of at least 12 months of tertiary studies with a GPA of at least 4.0 (on a 7.0-point scale), or
• Consideration of results from the Special Tertiary Admissions Test (STAT) – the prospective student must have achieved a STAT overall score of 160 or better, or 155 or better in the verbal sub score. (Please note that STAT results are not acceptable for current Year 12 students).
• Consideration of work history in positions of responsibility and accountability, and/or specialist knowledge.

Standard Admission Requirements – Bachelor degrees

Students are required to have either:

• A Diploma level qualification (any field of study), or
• Completed Year 12 with at least a Sound Achievement in English (Counselling and Human Services applicants).

Prospective students are to supply a certified copy of the qualification or high school certification to support their application.  Student Support staff are to ensure this documentation is included with the Application.  If documentation is missing, Student Support Staff are to write to the prospective student advising of additional documentation required to enable assessment of their application.

Special Entry Requirements – Bachelor degrees (including applicants identifying as Aboriginal and/or Torres Strait Islander Peoples)

For students who do not meet the standard admission requirements above, the following special entry requirements will apply:

• Completion of a year-long tertiary studies preparation program (e.g. TAFE Certificate IV in Adult Tertiary Preparation),  or
• Completion of at least 12 months of tertiary studies with a GPA of at least 4.0 (on a 7.0-point scale),  or
• Consideration of results from the Special Tertiary Admissions Test (STAT) – the prospective student must have achieved a STAT overall score of 160 or better, or 155 or better in the verbal sub score. (Please note that STAT results are not acceptable for current Year 12 students).
• Consideration of work history in positions of responsibility and accountability, and/or specialist knowledge.

Certified copies of Completion Certificates, Academic Transcripts and STAT results are to be supplied by the prospective student to support their application.    

Please note that if students are seeking entry through partial completion of other tertiary studies, they are eligible for entry if their GPA is equal to or higher than 4.0 (on a 7.0-point scale).

Prospective students being considered based on STAT results will be eligible for admission if their STAT overall score is 160 or better, or 155 or better in the verbal sub score.

All domestic applicants seeking entry via special admission procedures are encouraged to also supply any of the following additional documents in support of their application:

• CV or resume
• Letters confirming employment positions, responsibilities and accountabilities including durations from employers/workplace supervisors
• For applicants identifying as Aboriginal and/or Torres Strait Islander peoples, letter confirming Aboriginal and/or Torres Strait Islander status under the common seal of an incorporated community organisation.
• A statement (up to 600 words) from the prospective student outlining their abilities and skills that will enable them to study at the tertiary level
• Details of any training or development courses completed
• Proof of membership or affiliation with professional organisations, associations or community engagement.
• Referee reports (personal or professional) outlining the applicant’s ability to adequately manage the demands of tertiary study

Students applying through consideration of their work history are required to provide their CV, letter/s confirming employment positions/responsibilities and accountabilities, and a statement (up to 600 words) as outlined above.

Student Support Staff are to ensure all documentation as described above is included with the Application.  If documentation is missing, Student Support Staff are to write to the prospective student advising of additional documentation required.

Standard Admission Requirements – Master of Counselling

Students are required to have:

• Completed a Bachelor degree in Counselling with AIPC or another provider,  or
• Completed a Bachelor degree in any other field.

Prospective students are to supply a certified copy of the qualification and academic transcript with their Course Application Form.  Student Support Staff need to ensure this documentation is included with the Application. If documentation is missing, Student Support Staff are to write to the prospective student advising of additional documentation required.

English Language Proficiency Requirement

Prospective students who identify that English is a second language on their application form are required to supply evidence (from within the previous two years from date of application) of a level of achievement in a recognised English Language Proficiency Test with their application.

The levels of achievement required are:

• IELTS: achievement of an Overall Band Score of 6.5 in the Academic IELTS (International English Language Testing System).
• TOEFL (electronic): Overall score of 230 with an essay rating of at least 5.0.
• TOEFL (internet): Overall score 90 or better with a minimum of 20 in each band.
• PTE Academic: Overall score of 64 with a minimum score of 60 for each sub-skill.

Students who identify that English is a second language and have completed an accredited Australian qualification (Diploma level and above), will have this evidence considered when assessing English language skills. They may also be asked to provide a curriculum vitae with their employment experience to support their application.

Prospective students who are citizens of countries with English as an official language and have undertaken at least one year of full-time or equivalent Year 12 education in English at a recognised institution in the national education system or equivalent may be considered to meet the English Language Proficiency Requirement.

Where a prospective student has provided evidence that they have met the ELP requirements for their program, but concerns have been raised about their English language ability through the admissions process, the Institute may seek an objective assessment of the prospective student’s abilities through an English diagnostic tool.

Additional Documentation Required for Application

All Course Application Forms are to be accompanied by an essay addressing why the prospective student is interested in studying their course and what they are aiming to achieve once qualified. 

Essays for the Diploma of Counselling Practice and Bachelor degrees are 300 words in length and can be submitted by email or with the Online Application Form. 

Essays for the Master of Counselling are a minimum of 300 words with applicants to cover attributes they will require to study counselling at the Master’s level, attributes they have which may adversely affect their study of Counselling and demonstrate personal reflection on their attributes.

Students applying for entry to the Bachelor of Counselling also need to supply a Character Reference (a short letter from a Referee explaining and confirming the applicant’s good character).

Students applying for entry to the Master of Counselling also need to supply details of a professional Referee for the Institute to contact to discuss their application.

Applications not accepted into the Course

Applicants are to be notified in writing of not being accepted into the course.  Reason/s are to be provided as to why the application was not accepted.

Applicants can re-apply for entry at any time in the future.

Constructive Alignment

• Assessment provides a measure of a student’s attainment of Course Learning Outcomes.
• AIPC employs a course-wide approach to assessment. All assessment in courses is explicitly aligned with course aims and learning outcomes, the respective level of the AQF, content, experiences, and Graduate Attributes. 
• The structure of the course and its assessment enables the progressive development of skills, knowledge and understanding from the fundamental and foundational level to more specialised concepts and their application.
• Subjects require students to complete a series of summative assessment items.  Students in post-graduate courses or in their second and third years of undergraduate courses are required to demonstrate increased analytical skills and higher order thinking (conceptualisation, analysis, critique and synthesis of information) and thus their assessment pieces require a higher order of the amalgamation of skill with knowledge.
• Assessment weightings and level of difficulty are set in accordance with AQF level of the course, subject/unit learning outcomes and year of study.

Fairness

• Assessment occurs after the content has been covered thus enabling the acquisition of the necessary knowledge and skills prior to assessment.  In subjects/units where skills acquisition is required, ongoing practice of these skills occurs during the lectures for the subject (internal students - counselling to facilitate development of these skills prior to assessment.
• Information about assessment (including moderation, grading, feedback, rubrics, instructions) is transparent and communicated to students on the subject/unit site of the Higher Education Learning Portal (HELP), and in plain language by the first week of the semester. 
• Assessment is designed to be equitable and inclusive of all students and study modes.
• Student workload requirements for completion of assessment items are consistent across year-equivalent subjects. Course-level assessment design balances student and staff workloads within and across teaching periods. It is feasible for students to complete assessment and for staff to mark and provide feedback on assessment within the subject/unit timeframe so that students have adequate time to understand and incorporate feedback.
• Results and feedback on marked assessment items are to be provided within 3 weeks of the due date of the assessment. For a subject/unit of standard length:
1. the maximum weighting of an assessment item is 60% of the total summative assessment for the subject/unit
2. the minimum weighting of an assessment item is 10% of the total summative assessment for the subject/unit
3. the maximum weighting for the group component of teamwork is 50% of the total summative assessment for the subject/ unit
4. the maximum number of summative assessments per subject/unit is 3

Academic Integrity

• Assessment and feedback promote academic and professional integrity. Assessment is designed and conducted to assure the integrity of the assessment process. Students are provided with opportunities to develop their understanding and practice of academic integrity. Assessment design aligns with the Academic Integrity Policy.

Assessment Design

• Each subject/unit is assessed using a combination of formative and summative assessment methods that are suited and applicable to a subject/unit’s particular content and learning outcomes.  

• All first-year courses/units include a summative pre-census Engagement Assessment item.
• Assessments facilitate the integration of theory and knowledge into practice.
• All assessment must align with Assessment Types defined in the Student Handbook and in the Assessment Types Schedule.
• To develop a student’s critical thinking skills, assessments progressively require students to research, analyse and critically evaluate topics such as theories, ethical and professional issues.
• Students are provided with the opportunity to engage with a variety of assessment types.
• Assessment design is grounded in the scholarship of learning and teaching, discipline-specific approaches, and regulatory requirements.
• Several counselling subjects require students to undertake assessments that show practical demonstration of skills and application of theory to practice. Internal students are assessed on these skills during classes.

Quality Assurance

• The validity and assurance of attainment standards are regularly monitored through moderation of results and regular expert review and benchmarking of assessment instructions, standards and rubrics.

Students encounter the following types of assessment during their degree:

Assessment Type	Description
Case Study Analysis	A written analysis of a particular case and its relationship to theoretical constructs presented.
Critical Analysis	An essay (see below) evaluating a topic and demonstrating understanding of value and relevance of material presented.
Essay	A short written piece allowing students to argue, analyse, interpret, critique or evaluate provided topics.
Literature Review	Search and evaluation of literature relating to a specific topic.  May be related to research (and the research proposal (see below).
Placement Portfolio	A collection (hard copy or digital) of activities and tasks undertaken during the practicum placement. Includes, though not limited to, daily summary of tasks, client contact hours, meetings, networking, supervision, and policies and procedures. Used to evidence student progress and/or achievement within the organisational context.
Poster Presentation	Presentation in written and/or visual form/s(Hard copy or digital) evidencing knowledge, understanding and communication on given topic.
Presentations – Individual	Spoken/audio (with possibly written and/or visual) evidence that demonstrates not only knowledge and understanding but also oral presentation skills.
Presentation – Group	Written, spoken or visual evidence of knowledge and understanding as well as collaboration and co-operation.
Project (e.g. research project etc)	A research project is a sustained piece of research developed and carried out as a team or an individual.
Reference List	A list of citations (books, articles, documents and the like) presented using APA format and style.
Reflective Diaries/Logs	Written reflections and responses (critical, analytical and personal) based on some specific experience.
Research Proposal	States/outlines a research topic. May include discussion in regard to the key literature, data collection, methodology and assumptions
Role plays	Students assume and act out roles so as to demonstrate counselling skills and techniques.

 

Marking, Grading and Feedback

All assessments, and final subject/unit results, are graded as follows:

The awarding of grades must be a deliberate process, requiring the exercise of academic judgement in maintaining consistent standards.  Distributions of grades for each subject/unit are reported by the Lecturer to the respective Course/Program Leader. Formal moderation of marking is undertaken regularly to ensure consistency across markers.

At the end of each study period, grades are reviewed and finalised by the Assessment Review Committee.  Grades for subjects are issued within 3 weeks of semester completion.  Students dissatisfied with an assessment mark can request review of the mark through the Student Complaints and Appeals Policy.

Feedback is explicitly aligned with course and subject/unit learning outcomes, providing students with opportunities to improve their learning in the subject/unit and across the course. Feedback is timely and encourages students to develop self-evaluation skills for lifelong learning.

Students are able to apply for Recognition of Prior Learning (RPL) or Credit Transfer to receive credit for one or more subjects** in each AIPC Professional course (up to a maximum of 2 subjects). This enhances student progression through the course and provides recognition for students entering the course with relevant prior studies and work experience. Students granted RPL or credit are not disadvantaged in achieving the expected learning outcomes of the course, and the integrity of the qualification must be maintained.
The Institute’s approach to granting of credit in recognition of prior learning complies with the best practice principles outlined in the AQF Qualifications Pathways Policy (Australian Qualifications Framework Handbook, January 2013) and ensures pathways are available into and between qualifications. Applications for Recognition of Prior Learning (RPL) or Credit Transfer are:

• 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, considering 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 Program Leader 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 Provost.

The onus is on the applicant to provide appropriate evidence to demonstrate the relevant skills, knowledge and understanding in subjects where credit is being sought, and that the Learning Objectives (LO’s) of the subject have been achieved.

Recognition of Prior Learning (RPL)

RPL recognises that students, due to relevant life and work experiences, may already possess the requisite skills and knowledge for subject/s in the post-graduate course. Students who have been working within a related work/industry environment or profession/occupation for several 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 2 subjects).

Assessing credit from prior experience considers 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 based on having completed previous study of an equivalent subject or unit. Students who have completed similar units to those included in the post graduate course are welcome to apply for Credit Transfer. Students who have completed or partially completed another similar 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 obtain credit for a total maximum of 2 subjects (Graduate Certificate) inclusive of whether this credit has been obtained via RPL or credit transfer.

Articulation

Articulation is a predetermined arrangement whereby a set level of credit will be awarded for completion of other similar qualifications and courses.

The student’s record will be automatically updated, and a confirmation letter sent to the student. Students are not required to formally apply through the RPL process.

Specific articulation arrangements for each higher education post-graduate course are listed in the relevant Student Handbook for the specific higher education course.

Applying for RPL or Credit Transfer

Students apply for RPL or Credit Transfer by sending in the RPL/Credit Transfer Application Form and all necessary supporting documentation as detailed on the Application Form to:

RPL/Credit Transfer Applications

AIPC Professional

Locked Bag 15, Fortitude Valley QLD 4006.

The RPL/Credit Transfer Application Form can be obtained by calling AIPC on 1800 657 667 or emailing aipcprofessional@aipc.net.au.

Applications are assessed by the respective Program Leader within two weeks of receipt and the student is notified in writing of the outcome of the application. Reasoning is provided where credit is not granted.

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.

Domestic applicants can apply for credit transfer at any time after acceptance into their Postgraduate course and prior to enrolling into the subject/s for which credit is sought.

The Institute recognises the right of all students and staff to experience a learning environment where equality of opportunity, inclusion and diversity are valued, promoted and practised.

The Institute has zero tolerance for harassment, bullying and discrimination and expects that students, regardless of background or intrinsic characteristics, are able to participate fully in Institute activities and will feel that their contribution is welcomed, valued and supported.

In accordance with the Student Conduct Policy, all students are expected to observe reasonable standards of behaviour with respect to all Institute activities and property, thereby refraining from harassment, discrimination, bullying and other forms of intimidating or unlawful behaviour against other students and staff.

This policy applies to the conduct of all students enrolled at the Institute (undergraduate and postgraduate) when engaged in Institute related activities on campus, in transit to/from campus, off campus and online.

All staff have a responsibility to behave professionally and with respect for others in accordance with the Code of Conduct and relevant legislation.

The Institute is committed to providing additional and personal support services and referrals for students affected by these behaviours in accordance with the Student Academic and Wellbeing Support Policy. 

If an individual is in immediate danger or requires urgent medical attention, emergency services will be contacted on 000 (112 from mobile phones).

Definitions

Harassment

Harassment is repeated behaviour directed at an individual or group of students or staff, which is offensive, humiliating, intimidating, or threatening. The behaviour is typically unwelcome and impedes effective work or study.

Harassment occurs in circumstances where a reasonable person would have expected that the behaviour is going to be offensive, humiliating or intimidating and is sexual in nature or is based on gender, race, disability, sexual orientation, or the range of other factors listed in the relevant Commonwealth and state legislation.

Harassment is

Harassment is not

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.

Bullying

Bullying is repeated verbal, physical, social, or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons.

Bullying within a workplace is where an individual or group of individuals repeatedly behaves unreasonably towards a worker or a group of workers at work and the behaviour creates a risk to health (including mental health) and safety (Fair Work Act 2009).

Except in the case of sexual harassment, a single incident of unreasonable or harassing behaviour does not, of itself, constitute bullying.

Bullying is

Bullying is not

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 based on race, colour, age, medical or criminal record, sex, religion, marital status, sexual preference, impairment, mental or physical disability, political opinion, national extraction or social origin that has the effect of nullifying or impairing equality of opportunity or treatment.

Discrimination is

Discrimination is not

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; 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 based on an attribute such as gender identity, sexual orientation or race.

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; 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 bullying, harassment, and discrimination and commits to providing a safe, equitable, inclusive study and work environments for students and staff. In particular the Institute will:

• Promote and encourage commitment to the core values which counter bullying, harassment, and discrimination, including through the modelling of appropriate behaviour by staff;
• Clearly communicate its zero-tolerance for bullying, harassment and discrimination, including in student orientations and staff inductions, and in the Student Handbook, which is available on the Institute's website
• Clearly communicate its expectations of respectful and non-discriminatory behaviour, including in student orientations and staff inductions, and in the Student Handbook, which is available on the Institute's website
• Clearly communicate options for reporting incidents of harassment, bullying and discrimination, including in student orientations and staff inductions, and in the Student Handbook, which is available on the Institute's website
• Clearly communicate options for persons to seek support if they are experiencing bullying, harassment or discrimination, including in student orientations and staff inductions, and in the Student Handbook, which is available on the Institute's website
• Clearly communicate advice to all staff and students on actions they can take to enhance their personal security and safety, including in student orientations and staff inductions, and in the Student Handbook, which is available on the Institute's website
• Ensure that overseas students are provided with general information on safety and awareness relevant to life in Australia, including in the Student Handbook, which is available on the Institute's website and in orientation programs and in pre-arrival information
• Educate all staff of their responsibilities under this policy.

Reporting and Disclosing Incidents

AIPC encourages individuals to report incidents of harassment, bullying and discrimination. The incident may be reported by the victim, bystander or another person (with consent). A complaint may be reported in accordance with this policy at any time following an incident, regardless of whether the incident has been reported to police.

AIPC supports individuals who have been affected by harassment, bullying and discrimination to manage their response on their own terms and when they feel safe and confident to do so. There are occasions however where limits to confidentiality should be observed, specifically in instances of where there is a continued/immediate threat to the safety of the individual or others. 

An individual who has been the subject of harassment, bullying or discrimination may wish to disclose to a fellow student or staff member of their choice. The health, safety and wellbeing of the person disclosing is of the utmost priority. To be effective in their response, staff and students can follow these basic principles:

• Ensure privacy
• Listen, show empathy and respect
• Refer and recommend specialised support
• Acknowledge that the individual may or may not wish to report the incident formally.
• Look after yourself

Students and staff are encouraged to refer the matter to the Program Leader or obtain information from the Liaison Officer (Hayley Wood, hayley@aipc.net.au) if they are approached by an individual with a matter that they do not feel equipped to deal with.

AIPC does not tolerate victimisation and will take reasonable steps to ensure that all individuals involved are not victimised.

Self-Management

An individual may review their options and choose to attempt to resolve an incident without formally reporting or disclosing their concern.

When an individual feels confident and safe to do so, they may choose to contact the alleged perpetrator (either verbally or in writing) and communicate to them that the behaviour is unwelcome and request it cease. 

If an individual engages in self-help and the alleged perpetrator continues the offending behaviour, they may seek to move to informal disclosure or lodge a formal complaint.

Self-help is not an option for incidents relating to violence.

Informal Disclosure

If an individual does not wish to engage in self-help, or self-help has been insufficient in dealing with the issue, they may wish to disclose the incident to the Institute without acting against the alleged perpetrator.

Informal disclosures are to inform the Institute of risks and events and will not result in an investigation or referral of an alleged perpetrator.

The individual may choose to provide a verbal account of the incident to a staff member or fellow student to gain information about their support and reporting options. An individual may choose to have an informal disclosure recorded by reporting their concerns via email to the Program Leader, providing relevant details about the incident. 

In the first instance, the Program Leader will notify the Liaison Officer (Hayley Wood, hayley@aipc.net.au) of the incident.  The Liaison Officer contacts the student to discuss the incident and provides appropriate support and referral to external agencies if/as needed.  AIPC’s response to the informal disclosure will be guided by the wishes of the complainant.

The Program Leader will keep a record of any informal disclosures and will maintain confidentiality, except as required by law.

Formal Complaint

At any time, an individual may lodge a formal complaint of the incident to the Program Leader and/or the Liaison Officer (Hayley Wood, hayley@aipc.net.au).

In the first instance, the Liaison Officer discusses the incident with the student and provides appropriate support and referral to external agencies if/as needed.  The Liaison Officer follows up with the student on an ongoing basis to ensure they are receiving appropriate care and support.

Addressing a Complaint

Upon receipt of a complaint, the Program Leader and Liaison Officer discuss and decide a way forward to investigate the complaint.

Receipt of complaints, information ascertained during investigation, and options to address the matter are then discussed with the CEO.  Resulting actions are addressed under the relevant student or staff conduct policies. 

Appropriate records are kept by the Liaison Officer regarding each incident reported, relevant details and its outcome.

The Institute acknowledges and values the diversity of its students and population and adheres to the following principles to maintain inclusive practices in its daily operations:

• Commits to create and sustain an inclusive and accessible (physical and virtual) environment and facilities for all students and staff to access, including an inclusive curriculum.
• Acknowledges the value that a diverse student cohort and staff population contributes to achieving excellence.
• Commits to create and maintain a supportive, inclusive, and respectful environment for its students and staff that is free from discriminating, bullying, and harassing behaviour.
• Creates and offers study and work opportunities for its students and staff population from disadvantaged and underrepresented groups.

The Institute will periodically review its initiatives to integrate its diversity and inclusive approach throughout its policies and procedures. This includes, but not limited all its materials (in print and online) such as access for students with disabilities and/or individual learning needs, teaching materials and staff development materials.

The AIPC Provost will report annually to the AIPC Governing Board on its diversity and inclusion review and any corrective actions taken.

Graduates of the Institute will have an understanding of inclusion and equity which they can apply in their professional and personal practices

The Institute ensures its students and staff population are receiving appropriate support.  Any issues that may have an adverse impact on them or in breach of this policy are identified and appropriately addressed and investigated by the Chief Executive Officer.

The Institute identifies and acknowledges specific areas that inform its strategies and initiatives related to diversity and inclusion. These areas of focus include:

• Aboriginal and Torres Strait Islander peoples;
• People with disability;
• People with cultural and linguistic diversities;
• People with gender, sex and sexual diversities;
• The under-representation of women in senior positions;
• People with caring responsibilities;
• People from lower socio-economic backgrounds;
• Students from rural, remote, and isolated areas; and
• Other protected groups as defined under Australia’s human rights and all related legislation.

Students and staff are not required to disclose if they identify with any of the relevant attributes listed above; any disclosure is entirely optional. However, the Institute encourages current staff and students to disclose this information to support the Institute in reviewing and evaluating current inclusion and diversity supports and initiatives.

Any disclosed information will be kept confidential in accordance with the Privacy and Personal Information Policy.

Students and staff who believe they have experienced discrimination and harassment in breach of this policy should contact the Institute, as outlined in the Student Complaints and Appeals Policy or the Staff Grievance Policy.

The Institute’s approach to protecting the health, safety and wellbeing of students reflects the following principles:

• Students have a right to a physically and psychologically safe learning environment in which their mental and physical health and wellbeing is supported;
• A safe learning environment facilitates student achievement of relevant learning outcomes, academic success, retention and timely completion of courses/programs;
• The needs of individual students are balanced against the requirement that academic standards be upheld and that the health, safety and well-being of other students and staff are protected;
• The Institute fosters a safe, welcoming, respectful, inclusive learning environment for students of all backgrounds and characteristics, through the provision of appropriate facilities, the effectiveness of its communications, the culture of its staff, the services it provides, the curriculum it delivers, its approach to teaching and learning, and the framework constituted by its policies and procedures, practices and processes;
• Learning facilities and learning resources are accessible to all students, including, particularly, students with a disability;

The Institute:

• Has zero tolerance of assault, including sexual assault, harassment, sexual harassment, discrimination, bullying, intimidation and other unlawful behaviour;
• Respects the privacy of its students and reflects this in the measures it takes to protect the security and confidentially of any personal information collected;
• Provides, or sources from trusted external agencies or organisations, appropriate academic support services, including for English language;
• Provides, or sources from trusted external agencies and organisations, appropriate student support services focused on safety, health and wellbeing;
• Has an effective policy framework allowing students to submit complaints and appeals;
• Supports activities and initiatives that promote the safety, health and wellbeing of its students;
• Regularly reviews its approach to promoting the safety, health and wellbeing of its student, with the aim of identifying deficiencies and implementing improvements; and
• Complies with all legislative and regulatory requirements.

Responsibilities of the Institute

In creating a safe environment for students, the Institute:

• Ensures that students have an orientation program which provides information regarding the provision of support services that promote safety, health, and well-being, including information about academic and English language support and information about enhancing personal safety; ensure this information is readily accessible in the Student Handbook, which is available on the Institute's website, and regularly update students regarding relevant changes.
• Ensures that staff inductions provide information on their obligations regarding student safety, health and wellbeing, and that staff are regularly reminded of these obligations and updated regarding any changes to them.
• Has an effective system for students to report incidents and concerns regarding safety, health and wellbeing, which is clearly communicated at orientation, in the Student Handbook, which is available on the Institute's website, and in notices on campus.
• Supports and promotes initiatives and activities that improve student safety, health and wellbeing.
• Has an effective system for identifying, assessing, and controlling foreseeable risks in the campus and learning environments so as to prevent or minimise harm.
• Ensures it is prepared to respond effectively to emergencies and critical incidents.
• Maintains and regularly inspects facilities and equipment to ensure they are fit for purpose.
• Seeks feedback and suggestions from students, staff and external experts, on safety, health and wellbeing matters, including through direct consultation and discussion.
• Supports activities in the campus and learning environments that enhance mental, physical, social, emotional, cultural, and professional wellbeing.
• Encourages students to disclose issues regarding their safety, health and wellbeing in order to access appropriate help and support and maintain the security and confidentiality of person information thus disclosed.
• Makes reasonable adjustments and offers special consideration to facilitate students’ full participation in learning and the life of the Institute.
• Investigates incidents in the campus and learning environments that adversely impact student safety, health and wellbeing.
• Engages with regulators and stakeholders as required.
• Appropriately resources the systems required to maintain and improve student safety, health and wellbeing.
• Maintains records as required by legislation.
• Complies with all relevant Commonwealth and state legislative and regularity requirements.

Responsibilities of Staff

In promoting a safe and healthy environment for students, Institute staff:

• Model a culture of respectful interaction and thoughtful consideration between themselves and with students.
• Model inclusive language between themselves and with students.
• Ensure that their acts or omissions do not adversely affect the health, safety or wellbeing of students.
• Act in accordance with the Staff Code of Conduct.
• Undertake the induction and training provided by the Institute, particularly where it deals with matters of student safety, health and wellbeing.
• Provide input into Institute reviews of the effectiveness of its approach to promoting student safety, health and wellbeing.
• Report immediately any health, safety or wellbeing concerns, including any concerns that a student poses a risk to their own or others’ wellbeing.

Responsibilities of Students

To contribute to a safe and healthy environment, students:

• Take reasonable care regarding their own health, safety and wellbeing and that of other students, including maintaining awareness of relevant matters.
• Take seriously advice provided by the Institute on enhancing their personal safety.
• Consider disclosing as early as possible personal safety, health and wellbeing concerns in order to access support provided, or facilitated, by the Institute, as well as reasonable adjustments and special consideration.
• Provided that there is documented medical advice to support such a decision.
• Act in accordance with the Student Code of Conduct.
• Ensure that their acts or omissions do not adversely affect the health, safety or wellbeing of other students.
• Act with respect and consideration for other students, refraining from discrimination, harassment, bullying, intimidation and unlawful actions.
• Report immediately any health, safety or wellbeing concerns, including any concerns that a student poses a risk to their own or others’ wellbeing.

The Institute recognises academic institutions play a crucial role in the development of critical, innovative thinkers and in the creation of new knowledge contributing to the advancement of society as a whole.

This policy provides the Institute’s commitment to intellectual and academic freedom of academic staff and students in their pursuit of knowledge.  Academic staff and students are able to investigate and pursue academic interests and express views relating to their area/s of academic expertise without fear or favour.

Such freedom comes with responsibilities and obligations, including:

• Academic staff and students are able to freely pursue knowledge in their learning, teaching and research activities, in accord with high academic, ethical, legal, professional and research standards.
• Issues are to be approached in a fair, balanced, open and ethical manner with free and responsible communication of knowledge both within and outside the Institute.
• The right to intellectual and academic freedom does not incorporate staff or students expressing views on matters other than those within their area of expertise, and must not represent their views as those of the Institute.
• The pursuit of intellectual and academic freedom does not exempt Institute academic staff and students from complying with the reasonable policies, directions, objectives, obligations and approvals of the Institute in its operation as a Higher Education Provider, and in individual employment agreements.

Overview

In the course of its business, the Australian Institute of Professional Counsellors Pty Ltd T/As Australian Institute of Professional Counsellors (“the Institute”) may collect information from students or persons seeking to enrol with the Institute, either electronically or in hard copy format, including information that personally identifies individual users.  The Institute may also record various communications between individuals and the Institute.

In collecting personal information, the Institute will comply with the requirements of the Australian Privacy Principles (APPs) set out in the Privacy Act 1988 (Cth) as amended by the Privacy Amendment (Enhancing Privacy Protection) Act 2012.

Collection and use of personal information

The Institute will only collect personal information from individuals by fair and lawful means which is necessary for the functions of the Institute. The Institute will only collect sensitive information with the consent of the individual and if that information is reasonably necessary for the functions of the Institute and delivery of the service to students.

The information requested from individuals by the Institute will only be used to provide you with the educational service you require to successfully complete your course; obtain feedback from you about the course, service and facilities we have provided; advise you of upcoming seminars, tutorials and relevant events; administer and manage your course, including billing and collecting debts; further develop and improve our business and educational systems; inform you about new products and services that we may introduce from time to time; assess an individual’s entitlement to FEE HELP assistance and to allocate a Commonwealth Higher Education Student Support Number (CHESSN) and/or a Unique Student Identifier (USI); and to report to government agencies as required by law, including for the purpose of administering tuition protection.  If an individual chooses not to give the Institute certain information then the Institute may be unable to enrol that person in a course or supply them with appropriate information or services, including tuition protection options.

The type of personal information that may be collected includes:

• Name, date of birth, contact details and identifiers (eg, Unique Student Identifier)
• Demographic information
• Study arrangements and details including enrolments, course progress, and outcomes/grades, and
• Payment arrangements, including payment methods and details, tuition fees paid and payable, and payments by third parties.

Your personal information will be held by the Institute for a period up to 30 years.

Disclosure of personal information

For the purposes set out above, we may disclose your personal information to the following organisations:

• Service providers who assist with managing the services we provide to you including information technology, educational services, marketing and debt recovery.
• Licensees that provide educational services and qualifications under the Australian Institute of Professional Counsellors Pty Ltd banner.
• Government and regulatory authorities, as required under legislation, and/or during audit of the service we provide to you or information reporting requirements.
• Centrelink for those students whom are studying either full or part time under the Austudy/Abstudy scheme.
• Organisations involved in the transfer/sale of all or part of our assets or business.

• The Higher Education Tuition Protection Director in the event the Institute defaults, or is at risk of defaulting, under the TEQSA Act.
• The Australian Government Actuary and other providers of Higher Education, if necessary, under the provision of tuition protection services.

Personal information about students studying with the Institute may be shared with the Australian Government and designated authorities, including the Australian Skills Quality Authority (ASQA), the Tertiary Education Quality and Standards Agency (TEQSA), and the Commonwealth Department with responsibility for administering the Higher Education Support Act 2003 and tuition protection services.  The Department’s Privacy Policy is available at:  https://www.education.gov.au/using-site/privacy-statement-department-education and should be read in conjunction with this Privacy and Personal Information Policy.

The Institute will not disclose an individual’s personal information to another person or organisation unless:

1. the individual concerned is reasonably likely to have been aware, or made aware that information of that kind is usually passed to that person or organisation;
2. the individual concerned has given written consent to the disclosure;
3. the Institute believes on reasonable grounds that the disclosure is necessary to prevent or lessen a serious and imminent threat to the life or health of the individual concerned or of another person;
4. the disclosure is required or authorised by or under law; or
5. the disclosure is reasonably necessary for the enforcement of the criminal law or of a law imposing a pecuniary penalty, or for the protection of the public revenue.

Where personal information is disclosed for the purposes of enforcement of the criminal law or of a law imposing a pecuniary penalty, or for the purpose of the protection of the public revenue, the Institute shall include in the record containing that information a note of the disclosure.

Any person or organisation that collects information on behalf of the Institute or to whom personal information is disclosed as described in this procedure will be required to not use or disclose the information for a purpose other than the purpose for which the information was collected by them or supplied to them.

Security and integrity of personal information

The Institute is committed to ensuring the confidentiality, security and integrity of the personal information it collects, uses and discloses.

The Institute will take all reasonable steps to ensure that any personal information collected is relevant to the purpose for which it was collected, is accurate, up to date and complete.

The Institute will store securely all records containing personal information and take all reasonable security measures to protect personal information it holds from misuse, interference, loss, unauthorised access, modification or disclosure.

Where the Institute has no further use for personal information for any purpose disclosed by the Institute, or is no longer required to maintain that personal information, all reasonable steps will be taken to destroy or de-identify the information.

Right to access and correct records

Individuals have the right to access or obtain a copy of the personal information that the Institute holds about them. Requests to access or obtain a copy of personal information must be made in writing. There is no charge for an individual to access personal information that the Institute holds about them; however, the Institute may charge a fee to make a copy. Individuals will be advised of how they may access or obtain a copy of their personal information and any applicable fees within 10 days of receiving their written request. Where it is reasonable to do so, access to the information will be provided in the manner requested by the individual.

If an individual considers their personal information to be incorrect, incomplete, out of date or misleading, they can request that the information be amended.  Where a record is found to be inaccurate, a correction will be made as soon as practical.  Where an individual requests that a record be amended because it is inaccurate but the record is found to be accurate, the details of the request for amendment will be noted on the record. There is no charge for making a request to correct personal information.

Written requests for access to, to obtain a copy of, or correct personal information held by the Institute should be sent to:

Complaints about an alleged breach of the APPs

Where an individual believes that the Institute has breached a Privacy Principle in relation to that individual, they may lodge a complaint using the Institute’s grievance handling procedures which enables students and prospective students to lodge grievances of a non-academic nature, including grievances about handling of personal information and access to personal records.

Publication

These Privacy and Personal Information Procedures will be made available to students and persons seeking to enrol with the Institute by publication on the Institute’s website: https://www.aipc.net.au.  Alternatively, a copy of this policy may be requested by contacting the Institute using the contact details provided above.

In order to ensure that students have given their informed consent for their personal information to be disclosed to certain third parties as outlined in this procedure, the Institute will advise students on enrolment about these procedures and where they are located.

In the context of this policy, a person with a disability is someone who has temporary or permanent disabilities; physical, intellectual, sensory, neurological, learning or psychosocial disabilities, diseases or illnesses, physical disfigurement, medical conditions, or work-related injuries.  An adjustment is a measure or action that has the effect of assisting a student with a disability:

• In relation to admission or enrolment — to apply for admission to, or enrolment with, the education provider;
• In relation to a course or program — to participate in the course/program or subject/unit; and
• In relation to facilities or services — to use the facilities or services of the education provider;
• On the same basis as a student without a disability, and may include an aid, a facility, or a service that the student requires because of their disability. An adjustment is reasonable if it achieves this purpose while taking into account the student’s learning needs and balancing the interests of all parties affected, including those of the student with the disability, the education provider, staff and other students.

Disclosure

Disclosure by students, of any disabilities they might have, is entirely optional; however, disclosure is encouraged since it can play a key role in developing, assessing the effectiveness of, and improving, the Institute’s strategies, processes and actions in relation to students with a disability.

While the Institute endeavours to provide a learning environment, a curriculum, and a student experience which are accessible to students with disabilities, disclosure, and related documentation, is a requirement for receiving specialist support or the approval of a reasonable adjustment.

Students may disclose details of their disability on their application form or disclose their disability at later time.

Information disclosed will be kept confidential and will be used to develop, assess and improve equity strategies and actions, and for government reporting requirements. 

Admission and Enrolment

The Institute will provide information on its website about its courses/programs and its admission requirements and processes in a format that takes into consideration good practice accessibility guidelines.

The Institute will assist students with a disability in regard to admission and enrolment processes, as requested.

The Institute implements non-discriminatory student selection procedures that encourage fair access for members of under-represented groups.

Learning and Teaching

The Institute’s approach to curriculum development, provision of learning resources and materials, models of delivery, and provision of facilities, is informed by principles of universal design and by sensitivity to the needs and circumstances of students who may have a disability.

The Institute makes reasonable adjustments in assessing the achievement of the learning outcomes of subjects/units, including the use of alternative assessment techniques, provision of adaptive equipment, extensions for assignment, extended examination periods, separate examination rooms.

In making reasonable adjustments, the Institute does not exempt students with a disability from the requirement to demonstrate learning outcomes or to meet other academic standards, including those standards required to be met by professional or external accrediting bodies; nor does a reasonable adjustment give a student an unfair advantage.

In some required work-integrated learning or placement subjects, there may be certain abilities or capabilities that students must have in order to achieve the learning outcomes of the subject and without compromising the health, safety and welfare of the student or of others. In such cases, reasonable adjustments may not be possible although this will be determined after extensive consultation with key parties including impacted student(s).

Information regarding mandatory work-integrated learning or placement components of courses; or any special prerequisites such as medical checks, registration with a professional body, police checks, vaccinations, and academic and other requirements, must be published on the Institute’s website and recruitment materials.

The Institute provides academic counselling for students with a disability and has a system for monitoring the progress of students with (disclosed) disabilities.

In order to obtain academic counselling support or reasonable adjustments, students must provide documentation from a qualified and relevant health professional regarding their disability to int.support@aipc.net.au.

When a student discloses that they have a disability, they are referred to the International Student Liaison Officer for a confidential discussion on reasonable adjustments options.  Students who would like to discuss their individual study and assessment needs are able to contact the Study Assistance Line on 1300 139 239 or email int.support@aipc.net.au.

The following steps are followed in making reasonable adjustments:

• Students who are identified as requiring reasonable adjustments may discuss with the International Student Liaison Officer possible strategies and options.
• The International Student Liaison Officer will, if necessary, seek advice from relevant external organisations or agencies for advice on the respective disability and possible options for access, participation and assessment.
• An Individual Learning Plan (ILP) is then developed with the student that incorporates suitable strategies and options based on the student’s individual needs. The Program Leader will approve the ILP after confirming that it does not compromise academic standards, including assessment.
• The ILP is communicated to all necessary staff, such as Lecturers and Student Support staff, by the International Student Liaison Officer to ensure all are aware of the specific arrangements made with the student.
• The International Student Liaison Officer is responsible for following up with the student and lecturers on a regular basis during each study period to monitor implementation and progress.
• The Program Leader is responsible for ensuring the steps relating to the ILP are taken, and that the specified strategies for students and options are considered and implemented.

Facilities

The Institute provides and equips facilities in a way that reflects its commitment to provide equitable opportunities for students to access, and to fully participate in the educational, social and cultural dimensions that contribute to their overall positive student experience.

Please refer to https://www.aipc.net.au/fees-dates-policies for current subject fees and indicative additional and non-tuition costs.

Tuition fees for each subject are reviewed by the Chief Executive Officer in September/October each year, with updates to Tuition Fees then being updated on the AIPC website.

Students can pay for their course fees semester-by-semester via their own funds or through FEE HELP (if eligible).  Students can also choose a combination of the two payment options.

Students choosing to pay their fees via FEE HELP are emailed a Customer Assistance Notice (CAN) notifying of relevant information within 28 days after the semester Census Date.

Students choosing to pay their own fees, are charged during the first week of Semester.

All students are not able to defer payment of their course fees.  Students who do not pay their course fees before the due date each semester will not be able to continue studying during the semester until their fees are brought up to date.

Subjects where credit is granted

Students can apply for credit of previous studies and experience as described in the Recognition of Prior Learning and Credit Transfer Policy and are not required to pay the subject fee for each subject in which credit is granted.

Articulation from AIPC courses into AIPC higher education courses are detailed in the respective Student Handbook. 

Outstanding Fees

Students who have not arranged a payment plan or paid their fees by the due date will not be able to:

1. continue their studies in the semester
2. enrol in subjects for future semesters
3. access their semester or subject results
4. submit assessment for marking or undertake practical assessments
5. access the Higher Education Learning Portal or AIPC Online Library, or
6. access study support services.

This may result in an academic penalty (receiving a mark of ‘Fail’ for subjects) to students because they have not completed the requisite assessment and coursework.  If your fees are more than 7 days overdue, you will be notified that these must be paid within two weeks, otherwise your enrolment will be cancelled.

If the student remains behind in their fees at 21 days overdue, or FEE HELP documentation has not been completed and returned, then the student’s enrolment is put on hold for the current Semester with access to enrolled subjects/units being ceased.  The enrolment can re-commence upon contact by the student and the addressing of any overdue fees or documentation.

Students who are experiencing genuine and extenuating circumstances such as financial hardship, can contact the Student Support Officer support@aipc.net.au for further assistance. In some circumstances, the Institute may consider modifying the student’s existing fee payment plan. Outstanding fees are to be finalised by the end of the semester. Otherwise, the student’s grades will be withheld, and their enrolment will not be processed for the following semester.

Fees for Additional Items

There are some items and services that students will need to pay additional charges for during their course of study:

1. Textbooks and Software: Most subjects of the Bachelor Programs require students to purchase compulsory textbooks, and sometimes software. Textbook requirements vary between subjects and there are price variations between textbooks and software. Students receive a Textbook List with their Confirmation of Semester Enrolment pack. Students can source textbooks and software from other suppliers if they choose. Students are encouraged to submit their online textbook order through the Booktopia https://www.booktopia.com.au, or Zookal https://www.zookal.com/textbooks prior to commencing their studies for the semester. 
2. Residential Schools: The course includes students attending 3 weeks of compulsory Residential Schools.  Students are required to meet personal expenses such as travel, accommodation and meals.  Travel includes travel costs to and from the Residential School location (Brisbane, Melbourne, Sydney or Perth) where the Residential School is held and travel to and from the Institute’s premises each day.
3. Postage and handling: Additional postage and handling fees will apply for students borrowing hard copy books from the Institute’s library.

Please refer to https://www.aipc.net.au/fees-dates-policies for current indicative costs in relation to the above.

Withdrawing from Your Course

You can cancel from the subject/s you are enrolled in before the Semester’s Census Date (as advertised on the Institute’s website) without financial or academic penalty. 

If cancelling after the Semester’s Census Date, you are liable for the full cost of the subject/s in which you are enrolled.  Any outstanding amounts are to be paid. 

Students can withdraw from studying a subject/unit within 6 weeks of the commencement of the semester without suffering any academic penalty; however, are liable for the subject/s tuition fees. 

To discontinue the course, students need to submit their request in writing to support@aipc.net.au.  Upon completion of the cancellation process, students receive an updated academic transcript of the studies they have completed.

Cancelling students are to submit their cancellation in writing and pay any outstanding amounts or incur the FEE HELP debt as per the above policies.  If these amounts are not forthcoming, the outstanding amount will be pursued as per the Outstanding Fees section of this procedure.

If the student is due a refund, Student Support Staff will request a refund to be processed by AIPC’s Finance Department who will refund the student upon the receipt of valid bank account information to process the refund.  The refund will be processed within 14 days of the student cancelling. 

Re-enrolment into future AIPC Programs

The Institute understands that students may want to recommence studying with AIPC in the future in the same or alternative courses.  Subject to the meeting of course entry requirements and completion of the current application form and entry procedures, students can commence in other AIPC courses.

Re-enrolment will not typically involve the transfer of any previously paid tuition fees which would usually have been consumed through normal cancellation processes or completion of subjects/units. 

Students are also able to apply for credit transfer for recognition of their partially completed studies into current programs offered by AIPC.

Refunds

Students who wish to apply for a refund may do so by contacting Student Support Officer at support@aipc.net.au and advise the Institute in writing. The date the correspondence is received by the Student Support Officer is the effective date.

All refunds will be made in Australian dollars and will only be made if the Institute has already received cleared monies in its bank account.

All refunds will be made to the original payment source.  Refunds may be paid to a third party (i.e., other than the student) at the student’s writing request.

Refunds before the commencement of semester

Students who wish to withdraw from their course prior to the commencement of the semester are eligible for a full refund of the tuition fees paid.

Refunds Before Census Date

Students who withdraw from their course before the census date may be eligible for a full refund of the tuition fee paid for their course.

FEE-HELP students who wish to withdraw from a unit of study and are eligible to obtain a full refund of their tuition fees.

Non-FEE-HELP students who wish to withdraw from a course/unit of study due to a change of mind on or after the date of the commencement of the semester is eligible for a fee refund. The Institute will keep the tuition fees for the number of weeks that have passed since the commencement of the semester and refund the rest of the fees paid.

Refunds On or After Census Date

Students who withdraw from their course/unit on or after the Census Date are not eligible for a refund. However, students who are genuinely experiencing extenuating circumstances may apply for a review to re-credit their tuition fee balance.

Appeals and Reviews

Students who are unsatisfied or wish to dispute a decision related to tuition fee refunds may do so by submitting a formal complaint as outlined in Complaints and Appeals Policy in the Student Handbook. 

This Policy and Procedure, and the and the right to make complaints and seek appeals of decisions and action under various processes, does not affect the rights of the student to act under the Australian Consumer Law if the Australian Consumer Law applies.

The Institute has zero tolerance for sexual assault and sexual harassment and is committed to providing additional and personal support services and referrals for students affected by these behaviours in accordance with the Student Academic and Wellbeing Support Policy.  This policy applies to the conduct of all students enrolled at the Institute (undergraduate and postgraduate) when engaged in Institute related activities on campus, in transit to/from campus, off campus and online.

All staff have a responsibility to behave professionally and with respect for others in accordance with the Code of Conduct and relevant legislation.

If an individual is in immediate danger or requires urgent medical attention, emergency services will be contacted on 000 (112 from mobile phones).

Definitions

Sexual Assault

Sexual assault is unlawful and constitutes serious misconduct.  Sexual assault is any unwanted or forced sexual act or behaviour that occurs without consent. Sexual assault occurs when a person indecently assaults another person or procures another person, without their consent, to commit a sexual act (Section 352, Criminal Code Act 1899 (Qld)).

Consent must be freely and voluntarily given by a person with the cognitive capacity to do so and can be revoked at any time.  Consent cannot be given by an individual who is unconscious, asleep, or under the influence of drugs or alcohol.

Further, and in accordance with the Criminal Code Act 1899 (Qld) a person’s consent to an act is not freely and voluntarily given if it is obtained:

• by force; or
• by threat or intimidation; or
• by fear of bodily harm; or
• by exercise of authority; or
• by false and fraudulent representations about the nature or purpose of the act; or
• by a mistaken belief induced by the accused person that the accused person was the person’s 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.

Sexual Harassment

Sexual harassment is unlawful under the Anti-Discrimination Act 1991 (Qld) and the Sex Discrimination Act 1984 (Cth) and constitutes misconduct. Sexual harassment is a form of harassment and includes any unwelcome or unsolicited conduct of a sexual nature that is offensive, humiliating, intimidating or threatening.  The behaviour does not have to be repeated for it to constitute sexual harassment.

Conduct of a sexual nature includes making a statement of a sexual nature to a person, or in the presence of a person, whether the statement is made orally or in writing.

Sexual harassment occurs in circumstances where a reasonable person, having regard to all the circumstances, would have anticipated the possibility that the person harassed would be offended, humiliated or intimidated.

Sexual harassment is

Sexual harassment is not

One-off or repeated incidences of: 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).

The Institute will work to prevent sexual assault and sexual harassment by means of the following steps:

• The Institute will make clear its zero tolerance for sexual assault and sexual harassment, and related expectations and responsibilities of students and staff, in student orientations, staff inductions, regular information updates to students and staff, information published in the Student Handbook, which is available on the Institute's website, through workshops and other educative measures, and through an accessible and clear set of policies and procedures, notably the Staff Code of Conduct and the Student Code of Conduct.
• The Institute will, through the mechanisms described above, effectively communicate the options available for reporting sexual assault and sexual harassment and the actions that may consequently be taken by the Institute.
• The Institute will encourage students and staff to report incidents of sexual assault and sexual harassment, and situations in which the threat thereof is developing, making clear that the victimisation of those reporting incidents is not tolerated.
• The Institute will strive to build a culture of respectful and considerate interaction within its community of students and staff.

Reporting and Disclosure

The Institute encourages individuals to report incidents of sexual assault and/or sexual harassment. The incident may be reported by the victim, bystander or another person (with consent). A complaint may be reported in accordance with this policy at any time following an incident, regardless of whether or not the incident has been reported to police.

The Institute supports individuals who have been affected by sexual assault and/or sexual harassment to manage their response on their own terms and when they feel safe and confident to do so. There are occasions however where limits to confidentiality should be observed, specifically in instances of child sexual abuse/assault or where there is a continued/immediate threat to the safety of the individual or others. 

An individual who has been the subject of sexual assault and/or sexual harassment may wish to disclose to a fellow student or staff member of their choice. The health, safety and wellbeing of the person disclosing is of the utmost priority. To be effective in their response, staff and students can follow these basic principles:

• Ensure privacy (in line with Privacy and Personal Information Policy)
• Listen, show empathy and respect
• Refer and recommend specialised support
• Acknowledge that the survivor may or may not wish to report the incident formally.
• Look after yourself

The manner in which a person responds to a disclosure of sexual assault or sexual harassment can have a significant impact on the individual’s ability to seek further assistance and recover from any trauma. Students and staff are encouraged to refer the matter to the Program Leader or obtain information from the Liaison Officer (Hayley Wood, hayley@aipc.net.au) if they are approached by an individual with a matter that they do not feel equipped to deal with.

AIPC does not tolerate victimisation and will take reasonable steps to ensure that all individuals involved are not victimised.

Self Help

An individual may review their options and choose to attempt to resolve an incident without formally reporting or disclosing their concern.

When an individual feels confident and safe to do so, they may choose to contact the alleged perpetrator (either verbally or in writing) and communicate to them that the behaviour is unwelcome and request it cease. 

If an individual engages in self-help and the alleged perpetrator continues the offending behaviour, they may seek to move to informal disclosure or lodge a formal complaint.

Self-help is not an option for incidents relating to violence or sexual violence.

 

Informal Disclosure

If an individual does not wish to engage in self-help, or self-help has been insufficient in dealing with the issue, they may wish to disclose the incident to AIPC without taking action against the alleged perpetrator.

Informal disclosures are to inform the AIPC of risks and events and will not result in an investigation or referral of an alleged perpetrator.

The individual may choose to provide a verbal account of the incident to a staff member or fellow student in order to gain information about their support and reporting options. An individual may choose to have an informal disclosure recorded by reporting their concerns via email to the Program Leader, providing relevant details about the incident. 

In the first instance, the Program Leader will notify the Liaison Officer (Hayley Wood, hayley@aipc.net.au) of the incident.  The Liaison Officer contacts the student to discuss the incident, and provides appropriate support and referral to external agencies if/as needed.  AIPC’s response to the informal disclosure will be guided by the wishes of the complainant.

The Program Leader will keep a record of any informal disclosures should a complainant choose to raise a formal complaint in the future, where the alleged perpetrator remains a student of AIPC.

Formal Complaint

At any time, an individual may lodge a formal complaint of the incident to the Program Leader and/or the Liaison Officer (Hayley Wood, hayley@aipc.net.au).

In the first instance, the Liaison Officer discusses the incident with the student and provides appropriate support and referral to external agencies if/as needed.  The Liaison Officer follows up with the student on an ongoing basis to ensure they are receiving appropriate care and support.

Addressing a Complaint

Upon receipt of a complaint, the Program Leader and Liaison Officer discuss and decide a way forward to investigate the complaint.

Receipt of complaints, information ascertained during investigation, and options to address the matter are then discussed with the CEO.  Resulting actions are addressed under the relevant student or staff conduct policies. 

Appropriate records are kept by the Liaison Officer regarding each incident reported and its outcome.

Investigation

The Institute cannot determine whether a civil wrong or a crime has occurred. The Institute can only determine whether a person(s) has breached the Institute’s Code of Conduct or other relevant policy and agreement.

The parties involved should be advised that any investigation conducted by the Institute does not replace a criminal process. This also means that this policy may not be applicable in situations whereby a complaint or report is made about someone external to the Institute. The Institute has limited investigative resources or mandate as the police, and the person(s) involved should consider making a police complaint if there are serious allegations of criminal behaviour.

The purpose of this policy is to provide a framework and a set of principles that underpin the Australian Institute of Professional Counsellors (the Institute) approach to providing student support and its resourcing of student support services.

This policy applies to staff and members of the Institute’s decision-making bodies.

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 8, 474 Flinders 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 Australian Institute of Professional Counsellors Pty Ltd (“the Institute”) is committed to developing and maintaining an effective, timely, fair and equitable grievance handling system which is easily accessible.

Complaints

For the purpose of this policy and procedure, a complaint can be submitted by a student enrolled or a person seeking to enrol at AIPC to express dissatisfaction with any aspect of the Institute’s services and activities. The complaint may be an expression of dissatisfaction with, but not limited to:

• The enrolment, induction/orientation process;
• The quality of education provided;
• The quality of support services 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;
• Interactions with an AIPC-approved education agent; and
• Interactions with any AIPC-preferred services partner.

At any time during the process, the student can seek independent professional advice and/or have another person or third party communicate or advocate on their behalf.  Confirmation from the student that another person or third party is communicating or acting on their behalf is required in writing.

Before an Issue Becomes a Formal Complaint

The Institute strives to deal with complaints as soon as they emerge to avoid further disruption or the need for a formal complaint.

In the first instance, students who are dissatisfied with an Institute service or activity are encouraged to speak immediately with Student Support Staff or an Academic staff member to resolve the issue. Please note that it is not mandatory for complainants to raise a complaint informally.

Procedure

The complaints and appeals procedure can be used by complainants to submit a complaint of an academic or non-academic nature. Complaints of an academic nature include issues related to assessment; awards in a course of study; curriculum; and student progress.  Complaints of a non-academic nature cover all other matters, including complaints in relation to personal information that the Institute holds in relation to a student.

During all stages of this procedure the Institute will take all steps to ensure that:

• 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 complaint 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 to both the complainant and respondent;
• where the internal or external complaint 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; and
• there is no cost to the complainant to utilise Stage One or Stage Two of this procedure.

Stage One - Appeals Against an Assessment Result

Students should initially contact their Lecturer and seek further information regarding the reason for their assessment result. If not satisfied with this process, they then can appeal against their results within 28 days from issue of the result. The appeal should be forwarded in writing with a copy of the completed assessment/s including the Lecturer’s assessment comments to:

Upon receipt, the Program Leader will review the result and notify the student in writing of the outcome, including reasons for the decision, within 10 working days of receipt of the appeal.  If the assessment was originally marked by the Program Leader, the assessment is to be independently reviewed by another academic staff member not involved in the original marking of the assessment.

If the student is not satisfied with the decision of the Program Leader, they may then appeal the decision to the Program Leader - Counselling by forwarding a copy of the completed assessment/s including the Lecturer’s assessment comments and the Program Leader’s decision to:

The Program Leader - Counselling is to respond in writing within 10 working days. If the student is still not satisfied with the decision of the Program Leader - Counselling, they may then appeal the decision as described in Stage 2 below.

Stage One - All other Formal Complaints

The following procedure can be utilised by complainants to submit a complaint of an academic or non-academic nature. Complaints of an academic nature include matters related to student progress, assessment, curriculum and awards in a course of study.  Complaints of a non-academic nature include all other matters.  Students who wish to appeal an assessment result should use the procedure outlined above in lieu of the information below.

Formal complaints must be submitted in writing to the Provost.

The address to send this correspondence is:

Receipt of the complaint will be acknowledged in writing within seven (7) days. The complaint handling process will commence within ten (10) working days of the receipt of the formal complaint and all reasonable measures will be taken to finalise the process as soon as practicable.

The AIPC Provost, or their nominee, (who must be independent of the complaint) will then assess the complaint; determine the outcome; and provide a written response to the complainant, including detailed reasons for their decision, within twenty-eight (28) working days.

The complainant will be advised of their right to access Stage Two of this procedure if they are not satisfied with the outcome of Stage One.

Stage Two – Appeal Against Complaint or Review Outcome

If a complainant is dissatisfied with the outcome of Stage One, they may lodge an appeal in writing to the AIPC Chief Executive Officer within twenty (20) working days of receiving notice of the outcome of their Stage One complaint or appeal.

Receipt of the complaint will be acknowledged in writing withing seven (7) days. The assessment of the Stage Two appeal will commence within ten (10) working days of being received. The complainant will be advised in writing the outcome of their Stage Two appeal, including detailed reasons for the decision, within twenty-eight (28) days of lodgement of the appeal.

The complainant will be advised of their right to access Stage Three of this procedure if they consider the matter unresolved.

Stage Three – External Review

If the complainant is not satisfied with the outcome of Stage Two, they may lodge an external appeal to Resolution Institute, an association offering dispute resolution services, within 20 working days of receiving notice of the outcome of their appeal.

Contact Details for Resolution Institute:

Complainants who wish to lodge an external appeal can contact Resolution Institute and request details of a suitable Mediator.  Resolution Institute have a free referral service to a Mediator and the Mediator will charge a fee for the first four hours of their services, with an hourly rate applying thereafter.  50% of the fee will be borne by the Institute/College and 50% by the student.

The Institute/College agrees to participate in good faith in the mediation process and be bound by the external Mediator’s recommendations.  The Chief Executive Officer ensures any recommendations made are implemented within thirty (30) days of receipt of the report from the external Mediator.

If the complaint remains unresolved after the external dispute resolution process, the complainant may decide to refer the matter to an external agency such as the Anti-Discrimination Commission, Office of Fair Trading or other bodies as appropriate.

Record Keeping and Confidentiality

Records of all complaints responded to under this procedure and their outcomes shall be maintained for a period of at least five years to allow all parties to the complaint appropriate access to these records, upon written request to the Chief Executive Officer.  These records will be maintained at AIPC Head Office, Level G, 1 & 2, Transport House, 230 Brunswick Street, Fortitude Valley QLD 4006.

All records relating to complaints will be treated as confidential and will be covered by AIPC’s Privacy and Personal Information Policy.

Additional Information

Nothing in this Complaints and Appeals Policy limits the rights of students or persons seeking to enrol with the Institute to act under Australia's Consumer Protection laws.  The procedures set out in this document do not replace or modify procedures or any other responsibilities which may arise under other higher education provider policies or under statute or any other law.  Also, these dispute resolution procedures do not circumscribe an individual's rights to pursue other legal remedies.

Approval and Training

This Policy and Procedure was agreed to and ratified by the AIPC Governing Board of The Australian Institute of Professional Counsellors Pty Ltd 29 August 2022.  This Policy and Procedure is included in the Student Handbook and is available for all students on the Institute’s website at www.aipc.net.au.

For the purposes of communicating to and training staff, this Policy and Procedure is included in the Policies and Procedures suite and is covered during the staff induction process.

Procedure for Processing Complaints or Appeals

Upon receipt, the receiving party will process the complaint or appeal as follows:

• Accumulate all relevant documentation to investigate the complaint or appeal such as assessment results, assessment item, student record/file, etc.
• In the event of an appeal, talk with the Lecturer to gather information on why the assessment decision or action was taken.
• In the event of a grievance or complaint, talk with academic or administrative staff to gather information on what happened or the basis of the decision.
• Grievances/Complaints - once the information is gathered, consultation will occur between the Provost Manager and respective Program Leader to determine how the grievance/complaint will be resolved.
• Appeals – the respective Program Leader will review the assessment decision and the appeal.
• The student is responded to in writing. This response is to include reasons as to why the decision has been made.
• All complaints and appeals are logged and kept in a central file.

Complaints and appeals and their responses will be reviewed by the AIPC Academic Board at their next meeting.

Students who are not satisfied with the written response are able to write to the Chief Executive Officer for review of the decision.  Upon receipt, the Chief Executive Officer will:

• Gather information on the student’s situation.
• Decide on how to resolve the situation with the student.
• Respond to the student in writing, stating the decision and reasons for the decision, within 28 days.

Complaints and their responses will be reviewed by the AIPC Academic Board at their next meeting to inform decision-making on identified systemic issues.

As detailed in the Policies above, students can seek mediation/resolution through external avenues.  AIPC management and academic staff will participate willingly as required in these external avenues to reach successful resolution of the matter.

The Australian Institute of Professional Counsellors is a professional educational institute.  AIPC staff are required to provide a high level of educational and administrative service to all enquirers and students.

To maintain the integrity of this service, students also have obligations, including:

• Treating all AIPC staff and other students with respect and courtesy at all times including during telephone conversations, in AIPC offices and training rooms, and in web or email communication.
• Complying with all reasonable instructions and requests made by AIPC staff.  This incorporates participating willingly and positively in all lessons, role plays, activities, discussions and assessments.
• Abiding by all Institute Policies as detailed on the Institute website (aipc.net.au) and in the Student Handbook.
• Conducting themselves in a polite and professional manner at all times in language and behaviour.  This includes not disrupting teaching, assessment and learning processes.
• Being punctual in attendance at training and assessment functions (classes, tutorials, appointments or examinations), and attending such dressed in appropriate clothing of modest cut.
• Conducting themselves in a safe manner at all times.
• Using Institute furniture, equipment, computers and electronic devices responsibly.
• Not discriminating against, intimidating, or harassing AIPC staff or other students.

Students who are found to be in breach of any of the above obligations, or who have engaged in any other action deemed inappropriate by Institute management, will be advised in writing of the breach and of the expected level of conduct in all future communications and dealings with the Institute. 

If, at the time of the breach, the student is in attendance at a class or examination, or any Institute service, the student may, after a verbal warning, be asked to leave the premises at the discretion of the Lecturer, Academic Coach, Program Leader or other Institute representative.

All incidents of misconduct are reported to the Program Leader, who is responsible for investigating the situation, informing the Institute’s CEO of the matter, and responding to the student.

In cases of serious misconduct or repeated breaches of this Student Conduct Policy, the student’s course enrolment may be discontinued.  If at any time, the student is not satisfied with the Institute’s approach or decision regarding the student’s conduct, a written complaint can be lodged as per the Institute’s Student Complaints and Appeals Policy.

AIPC defines unsatisfactory course academic progress as:

• The failure of 50% or more of the subjects attempted in a study period
• The failure of a subject for the second time
• Failure of work integrated learning components of the course (e.g., Counselling Practicum)
• The failure to comply with academic conditions prescribed in the established Individual Learning Plan for students identified as at risk
• Exceeding the maximum time limit for completion of an award course
• Failure to comply with course progress requirements under the Education Services for Overseas Student Act 2000.

Determining Unsatisfactory Course Progress

The results of all students are reviewed by the Assessment Review Committee (ARC) after the completion of grading for the previous Semester.

Intervention Strategy for Students at Risk of Unsatisfactory Course Progress 

For students identified through indicators listed above:

• The Program Leader contacts student to arrange an intervention discussion with the student. 
• Students identified at risk of unsatisfactory course progress must meet with Program Leader and Academic Coach to discuss their academic progress and the reasons for their poor course progress.
• An Individual Learning Plan (ILP) is developed by the Academic Coach. This ILP is recognised as an ‘implemented intervention strategy’ for the purposes of an allowable extension of course duration for international students under Standard 8 of the National Code of Practice for Providers of Education and Training to Overseas Students (2018).
• Specific intervention may include, but not be limited to, the following actions:
• Having students attend regular learning support sessions that may assist student with time management, study skills and essay writing
• Study sessions with subject specialists
• Regular check-ins by student with Lecturer
• Activities to engage with the learning materials for the subject
• Timeframes and tasks to be met for satisfactory preparation for assessment
• Counselling that may assist with personal issues that may be affecting progress
• Reviewing appropriateness of course selection
• Approval of a reduced study load
• Reasonable adjustments where the student is identified as having a disability
• As a condition of their ongoing enrolment, the student is required to sign the ILP that details the obligations of the student and the responsibilities of AIPC to work together to improve the student’s course academic progress.
• ILPs are initiated and updated by the Academic Coach as needed, and are shared with relevant academic staff if required. A copy of the Individual Learning Plan and any other agreed outcomes is also kept on the student’s file.
• The Academic Coach schedules follow-up contacts to monitor progress against the ILP until such time as the student is engaging successfully in their studies in terms of attendance and academic success. If an Individual Learning Plan has specific conditions, the conditions must be recorded and progress against them monitored so that there can be a formal demonstration of student fulfilment or non-fulfilment of conditions.
• The Academic Coach updates student’s profile with details of support, adjustments, conditions, and progress against conditions. 
• The progress of students identified as being at academic risk is monitored by the Academic Coach with guidance and direction provided by the Program Leader as needed to assist the student’s progress. 

The Assessment Review Committee may recommend to the Program Leader that a student not be permitted to undertake a WIL Placement if the student is not making satisfactory progress in subjects related to duties to be performed during the WIL Placement.

AIPC’s Intervention Strategy is implemented within the first four (4) weeks of the following study period or sooner if possible if a student is identified as likely not to achieve pass marks in 50% or more subjects in a study period.

Maintaining Eligibility for FEE-HELP

New students commencing their course after 1 January 2018 and choosing to pay their tuition fees using FEE-HELP are required to maintain a minimum successful completion rate in subjects/units in which they remain enrolled after the respective semester Census Date.

Under the Higher Education Legislation Amendment (Provider Integrity and Other Measures) Act 2017, this is determined as:

• Having undertaken 8 or more subjects in the course of study, the student is required to have successfully completed (i.e., passed) at least 50% of the subjects/units in which they remained enrolled after the semester Census Date.
• For students seeking to move between Institute higher education courses of study and who have completed 4 or more subjects/units in a higher education course with the Institute, the student is to have successfully completed (i.e., passed) at least 50% of subjects/units in which they remained enrolled after the semester Census Date.

At the end of each semester and prior to re-enrolment, Student Support staff identify and contact domestic students utilising FEE-HELP who do not meet the definition above of a successful completion rate to advise they are able to continue their studies on a fee-for-service basis only by paying their own fees.

Cancellation of Enrolment of Students Identified as making Unsatisfactory Course Progress

Students may be excluded from their course when they have made unsatisfactory academic progress. A student who is excluded from a program of study is not permitted to enrol in any units forming part of that program.

The Assessment Review Committee (ARC) may recommend to the Program Leader that a student be excluded from the course where:

• The student has been identified as making unsatisfactory course progress in two consecutive study periods and;
• AIPC’s intervention strategies have been implemented after the student was assessed as not making satisfactory course progress at the end of the first compulsory study period after which the student was again assessed as making unsatisfactory course progress at the end of the second consecutive compulsory study period