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Masters Degrees in Counselling, Australia

We have 12 Masters Degrees in Counselling, Australia

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Are you considering a career in counselling? If you are passionate about helping people and want to make a positive difference in the lives of others, this is the course for you. Read more
Are you considering a career in counselling? If you are passionate about helping people and want to make a positive difference in the lives of others, this is the course for you.

The Master of Counselling at Monash provides a professional qualification and offers a combination of theory and professional experience, providing you with the knowledge and skills to begin a rewarding career as a counsellor.

The course is suited to people from a variety of professions, such as human resources, health, social welfare and education. It is taught by leading academics with extensive experience working as counsellors and psychologists.

The course draws on contemporary theories and approaches to counselling and psychotherapy and will develop your appreciation of the mental-health issues that arise across the lifespan.

You will examine the various forms of professional counselling, including online and distance counselling, child and adolescent counselling, and individual, couples and group counselling. You will also be introduced to the ethical and professional issues faced by counsellors. Creative approaches to counselling will be examined, including play therapy and art therapy. In addition, you will gain in-depth knowledge across a range of contemporary cognitive-behaviour therapies.

You will complete 300 hours of professional placement, where you have an opportunity to apply theory to practice under supervision in clinical settings. The placement includes 200 'contact' hours (e.g. face-to-face, telephone, group and online counselling) and 100 'non-contact' hours (e.g. observation, case notes, meetings, administration). You will also complete 50 hours of supervision (which are included in the non-contact hours) and participate in weekly online discussion groups and postings throughout the duration of the placement.

If you hold relevant qualifications from prior studies and/or relevant work experience, you may be eligible to receive up to one year of credit into this course, which reduces the duration.

Master of Counselling graduates work in a variety of fields, including careers counselling, education, child and family services, child-protection services, health policy, family counselling, health-services management and rehabilitation counselling.

This course is accredited in Australia by the Australian Counselling Association (ACA) and Psychotherapy and Counselling Federation of Australia (PACFA).
Please note: membership of PACFA requires a first degree in a relevant discipline.

Visit the website http://www.study.monash/courses/find-a-course/2016/counselling-d6003?domestic=true

Course Structure

The course is structured in three parts. Part A. Orientation to Counselling, Part B. Advanced foundations for counselling and Part C. Specialist counselling practice. All students complete Part C. Depending upon your prior qualifications, you may receive credit for Part A or Part A and Part B.

[Note that if you are eligible for credit for prior studies you may elect not to receive the credit.]

PART A. Orientation to Counselling
These studies will provide an orientation to the field of counselling at advanced undergraduate level. They examine the major lifespan theories and counselling approaches and familiarise students with the professional side of counselling including the many different ways in which counselling is offered. They are intended for students whose previous qualification is not in a cognate field.

PART B. Advanced foundations for counselling
These studies will extend your foundational knowledge for the field of counselling. They focus on counselling practice around mental health and in working with young people.

PART C. Specialist counselling practice
These studies will advance your knowledge and skill development for counselling. They cover major approaches to counselling, provide training in counselling practice and address the ethical and professional issues in undertaking counselling as a profession.

As part of this core study you will complete 300 hours of clinical placements, including a minimum of 200 hours of client contact.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Faculty of Education

The Faculty of Education is committed to researching, communicating and applying knowledge about teaching and learning in ways that foster quality in education.

The Faculty of Education develops and provides innovative research and teaching that takes seriously the global-to-local demands of an excellent Australian public university. Our work focuses on advancing the discipline and practice of education through original research, development and partnership activities. We prepare and develop professionals and practitioners for a range of education settings and specialisations. We also engage policy and public debate on matters of importance to education and educators at all levels.

Our mission is to contribute to the public interest through high quality and ethical teaching, research, capacity building and community service. To this end, we create and pursue opportunities that strengthen and sustain a vibrant intellectual community, centred on the purposeful, critical and disciplined study of learning and teaching in a range of contexts.

Our vision is of:

- graduates who are capable, thoughtful, ethical citizens of the world, distinguished by their knowledge, intellectual engagement and professional skill, and by their commitment to lifelong learning, innovation and excellence

- research practice and scholarly output that is recognised internationally and locally for its originality, rigour and impartiality, and for providing advice and services that inform and lead professional practice, public debate, policy and community action

- an intellectual, social, physical and web environment that challenges, enthuses and supports all to learn and excel, and which sustains productive working relations characterised by mutual respect, accountability, contribution and recognition.

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/counselling-d6003?domestic=true#making-the-application

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Genetic counsellors work in a multidisciplinary team with clinical geneticists, nurses, social workers, dietitians, communicating complex genetic information to individuals and families to facilitate decision making. Read more

Genetic counsellors work in a multidisciplinary team with clinical geneticists, nurses, social workers, dietitians, communicating complex genetic information to individuals and families to facilitate decision making. Genetic counsellors are employed in clinical genetics units and work in many areas including: cancer genetics, predictive testing, paediatric genetics, prenatal genetics, adult genetics. Genetic counsellors increasingly are involved in qualitative and quantitative clinical genetic research.

The Master of Genetic Counselling constitutes the professional qualification for entry into employment as an associate genetic counsellor, and for Board Eligible certification, awarded through the Board of Censors in Genetic Counselling (Human Genetics Society of Australasia).

The 2 year Master of Genetic Counselling is designed to build and increase skills and breadth in clinical practice and research, utilising the expertise of tutors who are clinicians, genetic counsellors, scientists, people with a disability and community members. The Masters is taught within the Victorian Clinical Genetics Services at the Royal Childrens Hospital Parkville Victoria. Students are encouraged to attend educational activities within Genetic Health including seminars, clinic meetings and journal club.

The Graduate Diploma is an exit point after 1 year of study in the Masters.

Internationally, genetic counselling is taught within a 2 year clinical Masters. The Masters program aims to increase research and employment opportunities for graduates through developing reciprocity with other countries. With well established links to overseas training programs there are international opportunities for students, through an active exchange program for clinical placements and research collaborations. Past graduates are employed throughout the world -including in Singapore, Malaysia, New Zealand. It is expected that graduates of the Melbourne Masters will be eligible to register to practise as genetic counsellors in the UK and Canada, further increasing employment opportunities.

The Master of Genetic Counselling will fulfil the requirements for certification and employment as a genetic counsellor in Australia and reciprocity with training overseas. The program teaches counselling skills, research skills and clinical genetics knowledge in small interactive student groups. Problem Based Learning is one mode of teaching in the genetics tutorials. This mode of teaching facilitates independent learning which equips the student to continue to develop professionally throughout their career. Students will complete a minor thesis with supervision, and have extensive counselling skills practice in varied clinical genetics and community settings. Assessment tasks mirror the skills needed in genetic counselling practice and for professional certification by the HGSA(Part 2)

Teaching staff are primarily practicing genetic counsellors, scientists and clinicians within the clinical genetics service.

Research and Evaluation Skills:

  • Understand the ethics committee process and develop an ethics proposal;
  • Undertake a critical literature review relevant to a particular topic of research;
  • Develop original research arising from clinical practice;
  • Present findings from an original research project at a professional forum;
  • Understand the principles of qualitative research, including research design and process in an ethical framework OR
  • Understand biostatistical concepts and methods and their application in the assessment and management of health conditions OR
  • Develop an understanding of the nature and purposes of health program evaluation.

Critical Reflection and Cognition Skills:

  • Develop counselling skills through application of models of practice, in supervised clinical placements;
  • Critically evaluate different models of practice through theory, observation and participation in genetic counselling interviews;
  • Respect differences in cultural, religious and socioeconomic beliefs in clients, through developing a critical understanding of difference through the literature and personal contact with clients;
  • Develop self-awareness through reflection and active participation in the process of supervision.

Communication Skills:

  • Analyse the genetic counselling process and the impact on families from a cultural, ethical and psychosocial perspective;
  • Understand and critically analyse the process of transference and countertransference in an interview;
  • Critically analyse the process of communication.

Ethical Skills:

  • Understand the ethical principles that guide and inform genetic counselling practice;
  • Consider personal, cultural and moral values which may impact on the individual practice of genetic counselling;
  • Recognise the ethical challenges that may confront clients;
  • Understand and identify the potential for ethical challenges in emerging genetic technologies;
  • Identify possible challenges to facilitating informed consent and maintaining patient confidentiality.

Genetics Knowledge:

  • Understand the principles of inheritance;
  • Understand chromosomal disorders and the genetic basis of disease;
  • Understand clinical genetic risk assessments for patients and families;
  • Elicit and document a family history and family pedigree, convey genetic information and discuss risk;
  • Understand the normal stages of human embryo development and have an awareness of how this can be disrupted;
  • Understand the role of genetics as the underlying cause of various disorders of the human body;
  • Understand the role of genetics in cancer;
  • Have an appreciation for the range of molecular, cytogenetic and biochemical laboratory tests utilised in clinical genetic practice;
  • Understand the genetic testing approach taken for specific genetic disorders;
  • Understand the treatment approach taken for specific genetic disorders;
  • Understand the issues relating to population based screening;
  • Understand the role of prenatal screening and testing in pregnancy management and care, and the options available when fetal abnormality is detected;
  • Understand the organisational and economic aspects of health care in Australia;
  • Understand the role of the genetic counsellor in the context of the multidisciplinary approach to clinical genetic health care;
  • Understand the principles of the legal and professional duties and the responsibilities of genetic counsellors as health professionals and members of a health care team.


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This program is designed to provide graduates with expertise in delivery of individualised assessment and therapy procedures suited to the presenting problems which occur in the Counselling context. Read more

About the program

This program is designed to provide graduates with expertise in delivery of individualised assessment and therapy procedures suited to the presenting problems which occur in the Counselling context. The Master of Counselling degree extends teaching content across the lifespan (i.e., childhood, adolescence, and adulthood) and range of presenting issues which impact adversely on the capacity of individuals to function effectively in their day-to-day lives. This degree incorporates coursework, practical experience gained in class and during practicum placement, and research. The teaching curriculum emphasises development of personal competencies, broad-based knowledge, and applied skills required for registered practicing Counsellors. The Counselling program draws from a range of theoretical models derived from current research and practice. Graduates complete a number of practicum placements under the supervision of appropriately qualified and experienced supervisors where they gain experience in applying best-practice models which meet the standards for appropriate ethical and professional practice. The philosophy which underpins the processes used to train graduates is embedded in core principles which are considered to guide ethical and professional practice in the Counselling context.

- Principle 1: Training in the scientist-practitioner model
The scientist-practitioner model trains graduates in methods for systematic and objective investigation (scientist) as well as techniques for applying evidence-based practices to the presenting issues of clients (practitioner). This model aims to enhance professional practice by guiding graduates to understand the interconnection between their own day-to-day practice and the evidence which arises from scientific enquiry. This model also trains graduates to submit the techniques and procedures they implement in day-to-day practice to continued review and to establish clear processes for measuring client outcomes. Graduates are also assisted to use self-reflection and personal enquiry to become aware of the reasons for their decisions and the consequences of their actions. They are sensitised to the risks of using intuitive thinking or unsubstantiated approaches to working with their clients.

- Principle 2: Respect for the client-counsellor bond at all times
The client-counsellor bond is conceptualised as being central to the counselling process and graduates are trained in methods for building rapport, establishing professional boundaries, and responding to clients in a respectful manner. Graduates are assisted to learn methods for engaging in authentic and collaborative interactions with their clients and to minimise any procedure which might create a power imbalance between themselves and their client. Although graduates are taught a number of theoretical perspectives and practical techniques to drive effective assessment and therapy, it is emphasised that the potential for these to create positive client outcomes depends on a strong client-counsellor bond.

- Principle 3: Emphasis is on idiographic understanding of client presenting issues
Graduates are trained to focus their therapeutic attention on understanding the reasons for their clients’ responses and life experiences as opposed to simply labelling these. The idiographic approach is based on in-depth investigation of individual experiences, understanding of client needs, and acquisition of client skills to facilitate positive change. This approach trains graduates in collaborative data-collection and analysis related to specific aspects of client performance to develop client- rather than label-driven treatments. The idiographic approach offers a strong philosophical foundation for viewing client responses as serving a function and constituting a coping mechanism for those life situations which cause the client challenge.

- Principle 4: Non-manualised therapies designed to enhance client competencies
Counselling is presented to graduates as a learning process and not a situation of containment of "psychic abnormalities". Therapy outcomes are achieved by the client acquiring skills capable of being transferred to real life situations. These skills arise from the counselling process itself and are tailored to address specific aspects of the client’s performance or particular concerning situations. Graduates are trained in client-focused and behaviourally-based frameworks to help individual clients learn how to approach life’s challenges in more satisfying and effective ways.

See the website https://bond.edu.au/program/master-counselling

Professional outcomes

The Counselling programs at Bond University are designed to train students for work as general or specialist counsellors. Graduates of this program are also suitable for careers as mental health professionals. This program also assists teachers who are interested in developing expertise in the area of counselling.

English language proficiency requirements

As tuition is delivered in English, all students will be required to provide documented evidence of the required level of proficiency in the English language. Read more detailed information on English Language Proficiency Requirements for university study https://bond.edu.au/future-students/study-bond/how-apply/information-international-students/english-language-requirements .

Find out how to apply here https://bond.edu.au/future-students/study-bond/how-apply

See the website https://bond.edu.au/program/master-counselling

For contact information see here https://bond.edu.au/program/master-counselling

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Our Master of Guidance and Counselling program is designed for teachers who are interested in qualifying as school guidance counsellors and others with experience in the human resource sector who wish to work in non-school areas. Read more

A world of opportunities

Our Master of Guidance and Counselling program is designed for teachers who are interested in qualifying as school guidance counsellors and others with experience in the human resource sector who wish to work in non-school areas.
This course is accredited by the Australian Counselling Association and the Singapore Association for Counselling, giving graduates the ability to pursue careers in both countries as well as internationally.

Course learning outcomes

On successful completion of the Master of Guidance and Counselling, graduates will be able to:
*Demonstrate advanced and integrated understanding of theoretical and professional knowledge, research methods, ethical reasoning principles and recent developments in guidance and counselling, with depth in the Professional Standards of the Australian Counselling Association and their Code of Ethics and Practice, and / or the Singapore Association for Counselling and their Code of Ethics
*Reflect on deep and critical approaches to learning in issues relating to the tropics, sustainability, and Indigenous, regional and rural wellbeing, and their application in the guidance and counselling field, including career development
*Critically review, analyse and synthesise theoretical propositions, professional practice and research principles and methodologies in guidance and counselling, including intercultural and career development applications
*Interpret, evaluate, generate and justify complex ideas, conclusions and professional decisions to specialist and non-specialist stakeholders, using advanced speaking, reading, writing, listening, numeracy and advocacy skills
*Identify, theorise and design solutions for complex issues in a range of professional guidance and counselling practice contexts including career development, exercising expert judgement, adaptability and collaboration
*Design, plan and ethically execute a substantial research-based project with creativity and initiative and a high level of autonomy and accountability.

Award title

MASTER OF GUIDANCE AND COUNSELLING (MGuidCouns)

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 2 – Schedule II of the JCU Admissions Policy.

Why JCU?

James Cook University offers professional development opportunities, student flexibility through course design and structure, as well as a successful history in securing funding for major research programs.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

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