Institute Inbrief - 04/06/2014
Welcome to Edition 204 of Institute Inbrief! In this edition we close our series on common (and often pressing) challenges faced by Australian families. In the final article of the series we explore challenges faced by families with a parent working away from home base, such as FIFO workers. You can access previous articles in the series via www.aipc.net.au/articles.
Also in this edition:
- Latest news and updates
- Articles and CPD information
- Social media review
- Upcoming seminar dates
Enjoy your reading!
Editor.
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Bachelor of Counselling – Semester 2 Intake OPEN
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Bachelor of Counselling
The available places in the 2014, Semester 2 Intake for the Bachelor of Counselling are filling very quickly. You can submit your obligation free expression of interest (or enrol) in the Bachelor of Counselling here: www.aipc.edu.au/degree.
The Bachelor of Counselling is a careful blend of theory and practical application. Theory is learnt through user-friendly learning materials that have been carefully designed to make your studies as accessible and conducive to learning as possible.
You can gain up to a full year’s academic credit (and save up to $8,700.00 with RPL) with a Diploma qualification. And the program is government Fee Help approved. With Fee-Help you can learn now and pay later: the government will finance all or part of your tuition fees, which you only start to repay from $40 per week once your income exceeds $51,309.
Here are some facts about the course:
- Study externally from anywhere in Australia, even overseas.
- Residential Schools in Melbourne, Sydney and Brisbane.
- Save up to $57,000 on your qualification.
- Start with just 1 subject.
- Online learning portal with access to all study materials, readings and video lectures.
- No minimum HSC or OP results required to gain entry.
- Learn in a friendly, small group environment.
We expect to hit capacity enrolments quickly. So if you’re thinking about a career in counselling, please submit your interest now to avoid missing out.
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Bachelor of Psychological Science – Semester 2 Intake OPEN
Earn-While-You-Learn With Australia's
Best Value-for-Money & Flexible
Bachelor of Psychological Science
The available places in the 2014, Semester 2 Intake for the Bachelor of Psychological Science are filling very quickly. You can submit your obligation free expression of interest (or enrol) in the Bachelor of Psychological Science here: www.aip.edu.au/degree.
Psychology is one of the most versatile undergraduate courses, leading to many different career opportunities. And now there's a truly flexible way to get your qualification – with internal or external study options. It means working while you study is a realistic alternative.
Cost of living pressures and lifestyle choices are evolving the way we learn and Australian Institute of Psychology (AIP) is paving the way through flexible, innovative learning models:
- Study externally from anywhere in Australia, even overseas.
- Residential Schools in Melbourne*, Sydney* and Brisbane.
- Save up to $35,800 on your qualification.
- Get started with NO MONEY DOWN with FEE-HELP.
- Start with just 1 subject.
- Online learning portal with access to all study materials, readings and video lectures.
- Accredited by the Australian Psychology Accreditation Council (APAC).
- No minimum HSC or OP results required to gain entry.
- Learn in a friendly, small group environment.
*Residential Schools in Melbourne and Sydney are available for CORE subjects only.
AIP is a registered Higher Education Provider with the Australian Government, delivering a three-year Bachelor of Psychological Science. The Bachelor of Psychological Science is accredited by the Australian Psychology Accreditation Council (APAC), the body that sets the standards of training for Psychology education in Australasia.
APAC accreditation requirements are uniform across all universities and providers in the country, meaning that Australian Institute of Psychology, whilst a private Higher Education Provider, is required to meet exactly the same high quality standards of training, education and support as any university provider in the country.
We expect to hit capacity enrolments quickly. So if you’re thinking about a career in psychology, please submit your interest now to avoid missing out.
Diploma of Counselling
Imagine Being Passionate About Your Work
And Assisting People Every Day Lead Better Lives
It’s rare these days to hear people talk about their work with true passion. You hear so many stories of people working to pay the bills; putting up with imperfect situations; and compromising on their true desires.
That’s why it’s always so refreshing to hear regular stories from graduates living their dream to be a Counsellor. They’re always so full of energy, enthusiasm and passion. There’s no doubt that counselling is one of the most personally rewarding and enriching professions.
Just imagine someone comes to you for assistance. They’re emotionally paralysed by events in their life. They can’t even see a future for themselves. They can only focus on their pain and grief. The despair is so acute it pervades their entire life. Their relationship is breaking down and heading towards a divorce. They can’t focus on work and are getting in trouble with their boss. They feel they should be able to handle their problems alone, but know they can’t. It makes them feel helpless, worthless. Their self-esteem has never been lower. They’re caught in a cycle of destruction and pain.
Now imagine you have the knowledge and skills to help this person overcome their challenges. You assist to relieve their intense emotional pain. You give them hope for the future. You assist to rebuild their self-esteem and lead a satisfying, empowered life.
As a Counsellor you can experience these personal victories every day. And it’s truly enriching. There is nothing more fulfilling than helping another person overcome seemingly impossible obstacles.
Mental illness threat to life expectancy similar to heavy smoking
A new analysis by psychiatrists at the University of Oxford in the UK finds that serious mental disorders can reduce life expectancy by 10 to 20 years - about the same or more than the impact of heavy smoking. Yet, mental health does not receive the same public health priority as smoking, they say.
Dr. Seena Fazel, Wellcome Trust senior research fellow at Oxford, and colleagues pooled data from 20 reviews covering over 1.7 million individuals and over 250,000 deaths. They report their findings in the open access journal World Psychiatry.
In their analysis, they only included the best systematic reviews of clinical studies that reported the risk of death for a wide range of mental disorders. They repeated searches for studies and reviews that examined life expectancy and risk of dying by suicide, and compared the results with the best data for heavy smoking.
SAFEMinds course trains Victorian teachers to identify suicidal students and intervene
Thousands of Victorian teachers will be taught how to identify and intervene when a student is suicidal, as part of a program being rolled out across the state.
The SAFEMinds training program aims to help teachers prevent the growing number of teenagers taking their own lives, particularly in Melbourne's outer suburbs. Teachers from across the City of Casey attended the first SAFEMinds course at Nossal High School, launched by Education Minister Martin Dixon.
The Psychological Toll of the Smartphone
In media interviews last spring, Swisscom Chief Executive Carsten Schloter described some of the pressures he had been under from the very technology that shot him to success — his smartphone. “Modern communications devices have their downside,” Schloter told Switzerland’s Schweiz am Sonntag newspaper. “The most dangerous thing is to fall into a mode of permanent activity and continuously consult one’s smartphone to see whether any new mails have come in.”
Two months later, Schloter was dead, presumably by his own hand. Media reports suggested he had become dangerously addicted to his handheld device after his marriage disintegrated in 2009. Smartphones have brought an unprecedented level of convenience to our lives. The mobile devices nestle in pockets and sit by bedside tables, allowing us to swiftly track weather forecasts, sports scores, and email messages. But they also make us accessible at any hour to communicate with colleagues, bosses, friends, and relatives.
Schloter’s death may represent an extreme result of the pressures that being constantly connected can create. But psychological research confirms that smartphones are indeed creating a new kind of stress for people at home, at work, and in social settings. The advent of these devices is allowing scientists to identify the line between the handiness and the torment of modern consumer technology.
The Hope Chest: The GIFT of therapy
What we think makes an effective counselor may evolve over time, but in the end it is the willingness to evolve itself that offers the most reward and sustainability throughout our careers. As counselors, we know that our growth is equally as important as the growth of our clients. And although we receive countless contributions along the way from teachers, mentors and peers, the gifts we receive from our clients offer us the most reward and the best opportunity to progress as counselors.
Marcie, a young adult, started coming to therapy after developing debilitating anxiety that interfered with her ability to manage a new career as a dance instructor. Although she had worked hard and been on stage her entire life, she had begun to doubt herself after other dancers told her she did not deserve the coveted position. In addition to reviewing other sources of self-doubt during our counseling sessions, Marcie identified and practiced a set of beliefs that produced a very different emotional response for her. After several conversations, Marcie’s anxiety disappeared almost entirely as it became clear to her that she was indeed the best candidate for the job based on her experience. She repeatedly told herself, “I deserve to be here … no apologies.” Courage and support are powerful allies when it comes to growth.
Family Issues When There is Disability, Illness, or Serious Injury
This article is part of our special series focusing on common challenges faced by Australian. Other articles in the series include:
- Challenges of Single-parent Families Due to Death or Separation
- Challenges of Blended and Step “Remarried” Families
- Challenges of Same-Sex Couple Families
- Challenges of Families Who Experience Domestic Violence
- Family Issues When There is Disability, Illness, or Serious Injury
The working-away trend strengthens
For modern Australian families there is another dimension of challenge that sits just outside the framework of what used to be considered “normal”. Much has been said about the mining boom and the advantages that it has brought to this country’s economy in what are generally troubled economic times globally. Similarly, few Australians would argue about the necessity for Defence Force personnel to continue their commitments around the globe to preserve order, help stabilise and re-build war-torn countries, and complete other humanitarian missions. Yet families whose parents are in either the mining or defence industries – or other industries to a lesser degree – experience strong impacts from the effects of one parent being away for major periods of time.
Defence personnel are referred to as being “on assignment” or “on a tour of duty” somewhere. Mining families have a parent (usually the father, but sometimes the mother) who is a “FIFO” (fly in, fly out) employee of a mine, or occasionally, a DIDO (drive in, drive out) staff member. For the sake of convenience, we will refer to not only mining employees, but also Defence force personnel and any others taking up such employment, as FIFO employees. These sorts of working/living arrangements are likely to gain strength as the mining boom takes hold and hotspots of conflict remain in our region and around the world.
Function Two fulfilled as FIFO lifestyle brings financial rewards
Note: Refer to the first article in the series for further information about the family functions.
Merely because long-term parental absence for work is becoming more commonplace, however, it is not necessarily easier on the families who must make major adaptations in order to survive it. At first glance, the FIFO lifestyle would seem to create family dynamics that are similar to those of lone-parent households, but in fact they are quite different. For start, the second function of family, that of economic support, is sometimes weak in lone-parent households, especially if the custodial parent is female. In most cases, the income is lower than when both parents were present. In contrast, the FIFO lifestyle is usually undertaken for economic advantage.
While Defence personnel and those in other industries may not reap the superlative financial rewards that mining families now enjoy, they also provide adequate material support to their families through their employment; thus, Function Two of economic support is well-fulfilled. So let us turn to the other functions of family in order to see how this phenomenon affects the families that experience it.
Functions One and Three challenged as FIFOs struggle to maintain relationships
The most major challenges to the family unit with long-term parental absence occur with respect to the first function (family formation and membership) and the third function (nurturance, education, and socialisation). Anne Sibbel, a community psychologist and miner’s wife, wrote in a submission to the inquiry on FIFO workforce practices (2011) that a chief issue for miners is often maintaining ongoing personal and family relationships. For mining and other employees working away from home base, the often very long rosters and associated fatigue, loneliness, and isolation while on site take a toll. Too, there are sometimes issues of air and work safety at the site, which has a heavily male-dominated workforce (Clifford, 2009; Sibbel, 2011).
A working-away employee usually can’t wait to get home for the leave part of the cycle, but when he arrives there, he needs to work out afresh what role to take up as he re-joins the family circle. In his absence, his partner has been making many if not all domestic decisions, and the children have been doing their normal lives and learning to cope without him (Sibbel, 2011). The family must now re-learn how to cope with him home, and there is the very real question of where he will fit in (a drama which will repeat each fortnight, or whenever he comes back home). Single-parent families, conversely, adjust once to the permanent loss of the parent that is no longer there.
Similarly, Clifford’s studies (2009) showed that the top four stressors for working-away employees (aspects that 75 per cent of her study subjects were dissatisfied with) were:
- Difficulty participating in the community
- Being tired during the early leave period
- Missing important events with loved ones, such as birthdays, Christmas, and school events
- Wanting to be more involved in the daily lives of loved ones.
Long-term absent parents want to come fully back into the family circle, but in reality they cannot easily do so. There are parenting issues and issues of managing children’s behaviour, as the at-home parent’s management and discipline style will be what is normally in effect. The work-away spouse probably missed some special events since the last time home (for which the children may consciously or unconsciously harbour grudges), and the person must deal with the inconsistency in household routines and roles between their home and away time.
The partner of the work-away employee has been doing it tough, too. Being the sole parent for sometimes weeks on end gives depression-engendering parenting fatigue (in this aspect, the FIFO lifestyle may be similar to that of the lone-parent family). She may be lonely, too, especially if there is not good communication access to the remote site where he is located when he is at work. And there are perennial parenting issues and decisions about managing children’s behaviour to deal with (Sibbel, 2011). Clifford’s (2009) research showed that partners of work-away employees had stress levels over the six months prior to the study significantly higher than those of the actual spouse-employee. The partners were most dissatisfied with:
- The spouse-employee missing important events
- The spouse-employee missing ongoing community or sports events
- Loneliness
- Worrying about the partner being able to get home in the event of a personal emergency.
Function Four at risk as FIFO families judged by the community
Writing specifically about mining employees (not referring to Defence force personnel or other work-away employees), Sibbel (2010) and Sibbel and Kaczmarek (2005) found that community attitudes towards the FIFO phenomenon are sometimes judgmental and derogatory, impacting negatively on FIFO families’ capacity and willingness to form relationships and links within their local community. Those relying more on community support while the FIFO partner is away can be especially vulnerable, a finding which touches on Function Four of families: the need to protect the vulnerable from harm, including from adverse social environments.
Loss of support for children of FIFO employees
The children and adolescents of FIFO families also feel keenly the loss of their parent’s attendance at school and community functions, as well as birthdays, Christmas, and other celebrations. Parents writing in for advice on the Mining Family Matters website regularly express how anxious their children are with their father away (Willcocks, 2012). Like their parents, FIFO-family children are impacted negatively by having the at-home parent direct discipline in one way and the work-away parent coming home and doing it differently (Sibbel, 2001).
While adolescents generally seem to adapt well to having their father involved in FIFO employment, they are also aware of the loss of physical and emotional support when their father is away, and beyond that they often experience behavioural restrictions. Boys report more behavioural difficulties than girls, but they also have tended to take more responsibility in the household. The extended time many adolescents get with the work-away parent when he is home on leave has been utilised as quality time between the parent and each child as bonding time, helping to mitigate the negative impacts of having a parent away. Some experts have advised, however, that with teens it takes persistent efforts to “break through” and convince them that the parent is indeed interested (Bradbury, 2008, in Sibbel, 2010).
Reviewing these dynamics in light of the family functions, it seems clear that families of work-away employees cannot help but be challenged. While the economic support function (Function Two) is mostly implemented well in such families, the functions that may be at risk pertain to gaining a sense of identity through family membership (Function One), and then expanding that sense to govern processes of education and socialisation into the culture of the community (Function Three). Children of FIFO families may be learning that, although their concerns can have primacy with the work-away parent when he is home, “work” is a slice of life that is important enough to dictate that the parent be away for long periods of time – periods not of the family’s choosing – and that family life must be organised around it. Children and partners of FIFO employees get to learn about coping with loneliness, a sense of abandonment, and no dad/husband to give needed hugs and nurturance.
From both parents, the children may learn that just doing regular life can make a person tired, but they need to keep going anyway. Sadly, they may become socialised by their community to see the work-away phenomenon, especially FIFO, in a negative light, and this may cause low self-esteem in some. If the family can be supported to overcome those dynamics, however, there appears to be no significant difference between FIFO primary-school-aged children and non-FIFO primary school students on measures of psychological wellbeing (Sibbel, 2001).
This article was adapted from AIPC’s MHSS Specialty Course “Supporting Challenged Families”. For more information, visit www.mhss.net.au.
References:
Clifford, S.A. (2009). The Effects of Fly-in/Fly-out Commute Arrangements and Extended Working Hours on the Stress, Lifestyle, Relationship and Health Characteristics of Western Australian Mining Employees and their Partners: Report of research findings. Retrieved on 5 July, 2012, from: https://bit.ly/1oux6m8.
Sibbel, A. M. (2001) The Psychosocial Wellbeing of Children from Fly in/Fly out Mining Families. Unpublished honours thesis, Edith Cowan University, Perth. Retrieved on 5 July, 2012, from: https://bit.ly/1iRxdEM.
Sibbel, A. (2011). Inquiry into the use ‘fly‐in, fly‐out’ (FIFO) workforce practices in regional Australia: Submission 122. Canberra, ACT: House Standing Committee on Regional Australia, House of Representatives, Parliament House. Retrieved on 5 July, 2012, from: https://bit.ly/1kIhg3q.
Sibbel, A. M., & Kaczmarek, E. A. (2005) When the dust settles, how do families decide? Residential or FIFO? Paper presented at the 14th Biennial Australasian Human Development Conference, Perth.
Willcocks, A. (2012). How to survive with young kids and a FIFO husband. Mining Family Matters. Retrieved on 5 July, 2012, from: https://bit.ly/1oux9hO.
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This fortnight's feature is...
Name: Basic Personal Counselling, 7th edition
Authors: Geldard D. & Geldard K.
AIPC Code: GELDARD
AIPC Price: $50.20 (RRP $59.95)
ISBN: 978-144-254-5953
A training manual for counsellors which is a comprehensive, easy-to-read introduction to personal counselling, written for professional and volunteer counsellors and those who train them.
Treating Substance Addiction
Treating any type of substance abuse and substance addiction is challenging because they both have so many dimensions and they both disrupt so many aspects of the individual’s life. Effective treatment programs typically incorporate many components, each directed to a particular aspect of the condition and its consequences. Ultimately, treatments aspire to help the individual stop using substances in an abusive or addictive way which would usually entail maintenance of a drug-free lifestyle, and achieving a productive level of functioning in the family, at work, and in society.
Because addiction is a disease, people cannot simply stop using drugs for a few days and be cured. Most patients require long-term or repeated episodes of care to achieve the ultimate goal of sustained abstinence and recovery of their lives. (National Institute of Drug Abuse, NIDA, 2009).
Expression of Feelings in Early Childhood
All children begin their journey with no expectations and have a sense of wonder about their world (Doe & Walsh, 1998). As they travel through their life, events may occur in the child’s life that could contribute to the way they are feeling. If a child does not deal with events or situations, the child may encounter feelings of anger, abandonment, sadness, loneliness, resentment, blame, anxiety and separation, and feelings of not being heard and loved.
Helping the child to express their feelings and to understand why they are feeling the way they are will enhance their emotional, mental and physical well-being – bringing about a positive outcome.
Mental Health Academy – First to Knowledge in Mental Health
Get unlimited access to over 50 hours of CPD video workshops and over 100 specialist courses, for just $39/month or $349/year. Plus FREE and EXCLUSIVE access to the 10-hour Psychological First Aid program ($595.00 value).
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When you join our Premium Level membership, you’ll get all-inclusive access to over 50 hours of video workshops (presented by leading mental health experts) on-demand, 24/7.
You’ll also get access to over 100 specialist courses exploring a huge range of topics, including counselling interventions, communications skills, conflict, child development, mental health disorders, stress and trauma, relationships, ethics, reflective practice, plus much more.
You’ll also get FREE and EXCLUSIVE access to the Psychological First Aid course ($595.00 value). The PFA course a high quality 10-hour program developed by Mental Health Academy in partnership with the Australian Institute of Psychology and the Australian Institute of Professional Counsellors, and framed around the internationally accepted principals of the NCTSN Field Operations Guide.
Benefits of becoming a premium member:
- FREE and exclusive PFA course ($595.00 value)
- Over 100 specialist courses to choose from
- Over 50 hours of video learning on-demand
- CPD endorsed by leading industry associations
- Videos presented by international experts
- New programs released every month
- Huge range of topics and modalities
- Online, 24/7 access
Some upcoming programs:
- Supporting the Suicide Bereaved
- Suicide: Case Studies
- Counselling the Disabled: Introduction to the Issues
- Counselling the Disabled: A Look at What Works
- Recognising Spiritual Emergence
- Healing Spiritual Emergencies
- Spiritual Emergence: Case Studies
- Psychoeducation for Clients
Have you visited Counselling Connection yet? There are over 650 interesting posts including case studies, profiles, success stories, videos and much more. Make sure you too get connected (and thank you for those who have already submitted comments and suggestions).
Common Stages of Disaster Recovery
Disasters and mass disruptive events can be extremely unpredictable and chaotic. Even though that is a valid characterisation of catastrophe, disaster experts have discerned a general pattern or cycle of phases that a community and the individuals in it go through from the time of impact of a disaster to establishing a newly reconstructed life.
Disaster responders and relief personnel of all sorts may encounter very different situations and get very different reactions from the disaster-stricken community, depending on what phase the recovery effort is at. A general four-stage cycle has been identified. We look at the prevalent emotions, commonly-found behaviours, and the resources which tend to be most important during each phase.
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"The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind."
~ Khalil Gibran
Many students of the Diploma of Counselling attend seminars to complete the practical requirements of their course. Seminars provide an ideal opportunity to network with other students and liaise with qualified counselling professionals in conjunction with completing compulsory coursework.
Not sure if you need to attend Seminars? Click here for information on Practical Assessments.
Below are upcoming seminars available for the remainder of 2014.
BRISBANE (9.00am – 5.00pm)
The Counselling Process: 26-27/07, 27-28/09, 29-30/11
Communication Skills I: 21/06, 23/08, 18/10, 14/12
Communication Skills II: 05/07, 20/09, 15/11
Counselling Therapies I: 06-07/09, 29-30/11
Counselling Therapies II: 02-03/08, 08-09/11
Legal & Ethical Framework: 10/08, 02/11
Family Therapy: 15/06, 14/09, 13/12
Case Management: 19-20/07, 22-23/11
GOLD COAST (9.00am – 5.00pm)
The Counselling Process: 18-19/07, 24-25/10, 05-06/12
Communication Skills I: 16/08, 15/11
Communication Skills II: 21/06, 20/09, 12/12
Counselling Therapies I: 26-27/09
Counselling Therapies II: 21-22/11
Legal & Ethical Framework: 13/06, 28/11
Family Therapy: 15/08
Case Management: 17-18/10
SUNSHINE COAST (9.00am – 5.00pm)
The Counselling Process: 31/05-01/06, 27-28/09
Communication Skills I: 05/07, 08/11
Communication Skills II: 06/07, 09/11
Counselling Therapies I: 26-27/07, 25-26/10
Counselling Therapies II: 30-31/08
Legal & Ethical Framework: 09/08
Family Therapy: 11/10
Case Management: 21/06, 22/11
MELBOURNE (9.00am – 5.00pm)
The Counselling Process: 13-14/06, 28-29/06, 30-31/08, 20-21/09, 25-26/10, 15-16/11, 06-07/12
Communication Skills I: 15/06, 05/07, 27/07, 06/09, 11/10, 22/11, 13/12
Communication Skills II: 21/06, 06/07, 01/08, 07/09, 12/10, 23/11, 14/12
Counselling Therapies I: 27-28/06, 02-03/08, 13-14/09, 18-19/10, 29-30/11
Counselling Therapies II: 19-20/07, 09-10/08, 20-21/09, 25-26/10, 06-07/12
Legal & Ethical Framework: 12/07, 16/08, 27/09, 01/11, 05/12
Family Therapy: 13/07, 17/08, 28/09, 02/11, 12/12
Case Management: 07-08/06, 19-20/07, 23-24/08, 04-05/10, 08-09/11
DARWIN (9.00am – 5.00pm)
The Counselling Process: 26/07, 18/10
Communication Skills I: 14/06, 13/09, 06/12
Communication Skills II: 14/06, 13/09, 06/12
Counselling Therapies I: 02/08, 13/12
Counselling Therapies II: 21/06, 25/09
Legal & Ethical Framework: 12/07, 29/11
Family Therapy: 27/09
Case Management: 15/11
ADELAIDE (9.00am – 5.00pm)
The Counselling Process: 28-29/06, 09-10/08, 18-19/10, 13-14/12
Communication Skills I: 26/07, 06/09, 08/11
Communication Skills II: 27/07, 07/09, 09/11
Counselling Therapies I: 30-31/08, 22-23/11
Counselling Therapies II: 21-22/06, 13-14/09, 06-07/12
Legal & Ethical Framework: 23/08, 15/11
Family Therapy: 24/08, 16/11
Case Management: 14-15/06, 20-21/09, 29-30/11
SYDNEY (9.00am – 5.00pm)
The Counselling Process: 27-28/06, 17-18/07, 07-08/08, 29-30/08, 22-23/09, 09-10/10, 03-04/11, 27-28/11, 15-16/12
Communication Skills I: 25/06, 21/07, 11/08, 29/09, 06/11, 18/12
Communication Skills II: 26/06, 22/07, 12/08, 30/09, 07/11, 19/12
Counselling Therapies I: 07-08/07, 22-23/08, 07-08/10, 11-12/12
Counselling Therapies II: 23-24/06, 04-05/08, 24-25/09, 20-21/11
Legal & Ethical Framework: 28/07, 02/10, 03/12
Family Therapy: 31/07, 03/10, 04/12
Case Management: 01-02/08, 05-06/12
LAUNCESTON (9.00am – 5.00pm)
The Counselling Process: 13/06, 19/09, 05/12
Communication Skills I: 15/08, 21/11
Communication Skills II: 15/08, 21/11
Counselling Therapies I: 27/06, 31/10
Counselling Therapies II: 01/08, 28/11
Legal & Ethical Framework: 11/07, 07/11
Family Therapy: 05/09
Case Management: 12/12
HOBART (9.00am – 5.00pm)
The Counselling Process: 27/07, 19/10
Communication Skills I: 15/06, 14/09, 07/12
Communication Skills II: 15/06, 14/09, 07/12
Counselling Therapies I: 03/08, 14/12
Counselling Therapies II: 22/06, 26/10
Legal & Ethical Framework: 13/07, 30/11
Family Therapy: 09/11
Case Management: 24/08
PERTH (9.00am – 5.00pm)
The Counselling Process: 07-08/06, 02-03/08, 06-07/09, 04-05/10, 15-16/12
Communication Skills I: 12/07, 13/09, 22/11
Communication Skills II: 13/07, 14/09, 23/11
Counselling Therapies I: 14-15/06, 09-10/08, 11-12/10, 06-07/12
Counselling Therapies II: 26-27/07, 18-19/10, 13-14/12
Legal & Ethical Framework: 16/08, 25/10
Family Therapy: 23/08, 01/11
Case Management: 30-31/08, 08-09/11
Important Note: Advertising of the dates above does not guarantee availability of places in the seminar. Please check availability with the respective Student Support Centre.
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