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THINK: JANSEN NEWMAN<br />
INSTITUTE OF COUNSELLING<br />
& APPLIED PSYCHOTHERAPY<br />
2009 PROSPECTUS
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CONTENTS<br />
Think: Jansen Newman Institute <strong>of</strong><br />
Counselling and Applied Psychotherapy<br />
About Jansen Newman Institute <strong>of</strong> Counselling<br />
and Applied Psychotherapy<br />
Our faculty<br />
Where are we?<br />
Campus life<br />
Student support<br />
Student experience<br />
A unique approach<br />
Student experience<br />
What our students have to say<br />
Our courses<br />
Bachelor <strong>of</strong> Counselling and Human Change<br />
Graduate Diploma <strong>of</strong> Counselling<br />
Short courses<br />
Graduate outcomes<br />
Graduate outcomes<br />
Graduate spotlight<br />
Frequently asked questions<br />
Where to from here?<br />
College information<br />
Partnerships<br />
WELCOME<br />
Helen Turner<br />
Chief Executive Officer<br />
The core value <strong>of</strong> the Jansen Newman Institute <strong>of</strong> Counselling and Applied<br />
Psychotherapy is our commitment to improving human relationships at<br />
every level. Throughout JNI’s 30 year history, the Institute has articulated<br />
a particular philosophy <strong>of</strong> pr<strong>of</strong>essional education for counsellors,<br />
psychotherapists and change agents.<br />
As you read through the prospectus you will discover that the<br />
programs consist <strong>of</strong> four interrelated strands: theory, practicum,<br />
personal development and supervision. Through the interweaving <strong>of</strong><br />
these four essential strands JNI <strong>of</strong>fers students an exceptional training<br />
experience which prepares them emotionally, intellectually and<br />
technically for working effectively with others at a pr<strong>of</strong>essional level.<br />
The Institute is also able to demonstrate its educational philosophy<br />
through our <strong>counselling</strong> clinics. The JNI Counselling Services division<br />
operates on campus and has immediate relevance to classroom work.<br />
Counselling and <strong>psychotherapy</strong> services are available at the St Leonards<br />
campus, as well as from a range <strong>of</strong> external clinics partnered with<br />
community, health and welfare organisations. These collaborations with<br />
community organisations allow the Institute to give value back to the<br />
broader communities <strong>of</strong> our students – a very practical expression <strong>of</strong> our<br />
stated commitment to improving human relationships.<br />
Through the clinical internship program all students are allocated<br />
clients and conduct face to face sessions with real clients who bring real<br />
life issues to the clinic. Ongoing supervision with practising clinicians<br />
is a significant component <strong>of</strong> each student’s internship. As a result, our<br />
Alumni consistently report that by learning and practising at JNI in real<br />
clinical settings, they graduate with the confidence and skills needed to<br />
deal immediately with clients and their issues in the pr<strong>of</strong>essional world.<br />
Increasingly, the role <strong>of</strong> counsellor and psychotherapist is one that<br />
appeals to people in search <strong>of</strong> truly fulfilling work. JNI programs typically<br />
attract people who are motivated to help people live, relate and work<br />
better. Our goal, for those <strong>of</strong> you drawn to ‘making a difference’, is to<br />
facilitate and encourage the development <strong>of</strong> the best within you.<br />
I invite you to join us in a process that will expand your horizons<br />
and prepare you to become an effective and positive influence in your<br />
immediate world and in our society.<br />
2
ABOUT JANSEN NEWMAN iNSTiTUTE OF<br />
COUNSELLiNG AND AppLiED pSYCHOTHERApY<br />
In 1978 Dr David Jansen founded the<br />
Relationship Development Centre in Sydney<br />
and was joined in 1981 by psychologist Margaret<br />
Newman to establish the Jansen Newman<br />
Institute (JNI). Together they developed JNI<br />
into today’s centre <strong>of</strong> excellence in <strong>counselling</strong><br />
and <strong>psychotherapy</strong> training and clinical<br />
practice.<br />
Accreditation And Recognition<br />
Our Bachelor and Graduate Diploma courses<br />
are Higher Education accredited under the<br />
Higher Education Act 2001 No 102 (NSW).<br />
This means that these qualifications are<br />
equivalent to degrees and graduate diplomas<br />
<strong>of</strong>fered by universities.<br />
In August 2006, JNI became an approved<br />
Higher Education Provider (HEP) under<br />
the Commonwealth Government’s Higher<br />
Education Support Act 2003. This is a<br />
significant achievement as it represents<br />
Commonwealth recognition that JNI meets key<br />
prerequisites <strong>of</strong> quality and sustainability for its<br />
Higher Education accredited programs.<br />
Approval as a HEP means eligible students<br />
may receive FEE-HELP; a Commonwealth<br />
Government loan designed to assist students<br />
with payment <strong>of</strong> their tuition fees.<br />
JNI graduates are eligible to join the<br />
Psychotherapy and Counselling Federation<br />
<strong>of</strong> Australia (PACFA) member organisations.<br />
Through such membership, graduates gain<br />
pr<strong>of</strong>essional recognition at a national level and<br />
a voice in representing the pr<strong>of</strong>ession to State<br />
and Federal governments.<br />
JNI is a member <strong>of</strong> the Australian<br />
Council for Private Education and Training<br />
(ACPET) and adheres to ACPET’s Code <strong>of</strong><br />
Ethics, maintaining practices which ensure<br />
high pr<strong>of</strong>essional standards in marketing,<br />
management and delivery <strong>of</strong> our programs.<br />
Furthermore, JNI’s membership <strong>of</strong> ACPET’s<br />
Australian Students Tuition Assurance Scheme<br />
(ASTAS), ensures that our students can be<br />
confident that if, for any reason, the Institute<br />
is unable to deliver courses, enrolled students<br />
will be guaranteed continuity <strong>of</strong> tuition in the<br />
same or a similar course.<br />
Strong Academic Leadership<br />
JNI’S Academic Board guides academic policy<br />
and program development and ensures that<br />
our students’ learning outcomes meet the<br />
highest academic and pr<strong>of</strong>essional standards.<br />
The Academic Board members bring a<br />
broad range <strong>of</strong> pr<strong>of</strong>essional and educational<br />
experience to JNI’s Academic Board.<br />
Judith Townsend<br />
Former Associate Pr<strong>of</strong>essor and Director<br />
Centre for Teaching and Learning<br />
University <strong>of</strong> Western Sydney.<br />
Dr Natalie Bolzan<br />
Associate Pr<strong>of</strong>essor<br />
Head <strong>of</strong> Program, Social Work,<br />
Community Welfare and AREP<br />
School <strong>of</strong> Social Sciences<br />
University <strong>of</strong> Western Sydney.<br />
Pr<strong>of</strong>essor Mark Israel<br />
Faculty Board Representative and Faculty<br />
Advisor on Integrity in Research<br />
School <strong>of</strong> Law, Flinders University.<br />
Dr Jane Maley<br />
Business Consultant and Adjunct Lecturer<br />
Macquarie University and The Australian<br />
Institute <strong>of</strong> Management.<br />
Marcus Mackay<br />
Change and development facilitator.<br />
Phyllis Parr<br />
Psychological Services - Private Practice.<br />
Eileen Davis<br />
Academic Director<br />
Registered Psychologist.<br />
Anthony Böhm<br />
Director<br />
Think: Education Group.<br />
Helen Turner<br />
CEO<br />
Jansen Newman Institute.<br />
Dr George Brown<br />
Group Academic Director<br />
Think: Education Group.<br />
3
OUR FACULTY<br />
JNI’s lecturers are practising counsellors and<br />
psychotherapists <strong>of</strong>ten working in specialist<br />
clinical and pr<strong>of</strong>essional fields.<br />
Because <strong>of</strong> this, they bring the real world<br />
<strong>of</strong> the counsellor and psychotherapist to<br />
classroom and clinical learning and present<br />
real life clinical challenges and therapeutic<br />
solutions to illustrate their teaching.<br />
Widely recognised in their specialist fields,<br />
many <strong>of</strong> our lecturers are published authors.<br />
Jan Alexander<br />
B Soc Work, MAASW<br />
Jan lectures at JNI in the Adolescent Issues and<br />
Therapy elective. She has also lectured at the<br />
Institute <strong>of</strong> Psychiatry in Adolescent Mental<br />
Health. She currently works in private practice<br />
with individuals, couples and families.<br />
Margaret Appleby<br />
OAM B Ed, Dip Teaching<br />
A founding member <strong>of</strong> Suicide Prevention<br />
Australia and a consultant to Rose Education,<br />
Margaret is a pioneer in suicide prevention.<br />
Melinda Austen<br />
M Couple & Family Therapy, B Soc Wk<br />
Melinda lectures at JNI in Cross-cultural<br />
issues. She has worked extensively in the area<br />
<strong>of</strong> trauma <strong>counselling</strong>, both currently at the<br />
VVCS with war veterans and previously with<br />
refugees at STARTTS (the NSW Service for the<br />
Treatment and Rehabilitation <strong>of</strong> Torture and<br />
Trauma Survivors).<br />
Cathy Bettman<br />
PhD, M Counselling, M Couple & Family<br />
Therapy, BA, PGDip Conflict Resolution,<br />
Cert IV A & WT<br />
Cathy lectures at JNI in Family Therapy,<br />
Couples Therapy and Person-centred Therapy.<br />
She has worked with Relationships Australia<br />
as a Couples and Family Counsellor, and is<br />
currently the Academic Head <strong>of</strong> the Australian<br />
Institute for Relationship Studies.<br />
Paul Bogacs<br />
BA Theology, MSc Marriage & Family Therapy<br />
Paul has managed the Salvation Army<br />
Counselling Service and currently works as a<br />
School Counsellor. At JNI he teaches Family<br />
and Couples Therapy and Depression.<br />
Adrian van den Bok<br />
MA (CulPsych-Narrative Studies),<br />
Dip Psychotherapy/RelCouns, Cert Internship<br />
A counsellor and psychotherapist with<br />
individuals and couples, Adrian lectures at JNI<br />
and conducts group and individual supervision.<br />
Charmaine Bradley<br />
Grad Dip Couns/Psychotherapy, BA Hons<br />
(Law), Grad Dip Legal Practice<br />
Charmaine is the Graduate Diploma Student<br />
Services Coordinator for JNI. She also works here<br />
as a clinical supervisor and consultant therapist,<br />
where she sees individuals and couples.<br />
John Butters<br />
MAPsS, BA (Psych), PG Dip Psych,<br />
Adv Dip Psychotherapy (ICP)<br />
John practises privately as a psychotherapist<br />
and psychologist and coordinates the DBT<br />
program, dealing with people who self-harm, at<br />
Burwood’s St John <strong>of</strong> God Hospital. He lectures<br />
in Yung and Anxiety.<br />
Janice Cade<br />
MApp Sci (Crit Psych), BAd Ed,<br />
Adv Dip <strong>of</strong> App Soc Sci, CMCAPA,<br />
PACFA (Reg.), SCAPE<br />
Janice teaches Counselling, Personality<br />
Development and Disorders, Mental Health<br />
Issues, Psychodynamic Theory, Cultural<br />
Anthropology and Human Development<br />
and is also JNI’s Bachelor Student Support<br />
Coordinator. She runs a private practice.<br />
Elizabeth Crichton<br />
BAppSc (OT), ARMIT, CM (ITAA & WPATA),<br />
EMDR 1 & 2, EFT<br />
Working in private practice with individuals,<br />
couples and children, Elizabeth teaches<br />
Transactional Analysis, which she has practised<br />
for 17 years.<br />
Eileen Davis<br />
BA (Psych), MA (Psych), MA (Educ), Dip CH,<br />
Cert Teaching, MAPS, Registered Psychologist<br />
In education and psychology for over 30 years,<br />
Eileen is JNI’s Academic Director and teaches<br />
Hypnotherapy. She is currently the Secretary <strong>of</strong><br />
the Society <strong>of</strong> Counselling and Psychotherapy<br />
Educators (SCAPE).<br />
4
Oisín Friel<br />
RN, Grad Dip Health Sc (Drug & Alcohol)<br />
Nursing Unit Manager at Ryde Drug and<br />
Alcohol Service, Oisín lectures in Addictive<br />
Disorders and has had 20 years experience in<br />
the field in the UK and Australia.<br />
Thomas Greaves<br />
BA Hons (Phil), Dip Core Process Psychotherapy<br />
Tom lectures at JNI in Psychodynamic Therapy,<br />
Grief & Loss, Adlerian Therapy and Personal<br />
and Pr<strong>of</strong>essional Seminars. He is also an<br />
individual and group supervisor here. He has<br />
worked in both London and Barcelona as a<br />
supervisor, lecturer and psychotherapist with<br />
individuals, couples and groups.<br />
Ross Henderson<br />
BA (Economics and Psych), Grad Dip Couns,<br />
Certificate IV A&WT<br />
Ross lectures in several organisations, consults,<br />
and also has a private practice. He has a strong<br />
management background and lectures in<br />
Therapeutic Intimacy at JNI.<br />
Barbara Jones<br />
PG Dip in Comms Mgmt, PG Dip<br />
Psychotherapy<br />
Formally working for an international<br />
consulting organisation managing the<br />
organisational change unit, Barbara coaches<br />
senior executives in human change processes<br />
and lectures at JNI in Change Management and<br />
Coaching.<br />
Kevin Keith<br />
M Phil, MA, M Div, BBA, Grad Dip Couns &<br />
Psychotherapy, STL<br />
Kevin is a graduate <strong>of</strong> JNI and lectures in Human<br />
Development and Intimacy and Spirituality<br />
areas. He has also been an undergraduate and<br />
postgraduate lecturer in the US.<br />
Dion Khlentzos<br />
B Sc Hons (Psych), Grad Dip Couns, BA,<br />
Dip Ed, Cert IV A & WT, Assoc MAPS<br />
Dion is the Academic Coordinator at JNI,<br />
where he also lectures in Ethics and supervises<br />
interns. He is a registered psychologist and<br />
has worked with the Salvation Army, training<br />
volunteer telephone counsellors. He is also a<br />
consultant therapist at JNI.<br />
Robyn Lamb<br />
B Soc Stud<br />
Robyn is Deputy Head <strong>of</strong> the Child Protection<br />
Unit at Westmead Children’s Hospital. She has<br />
lectured at JNI since 1997 on Child Sexual Abuse.<br />
Ali Mackay<br />
B Ed (Adult),Dip Teach, Cert IV (Business),<br />
Cert IV A & WT<br />
Ali lectures at JNI in Mediation & Conflict<br />
Resolution. She is also an educator and<br />
curriculum adviser with ACAP, and has<br />
previously been the Executive Officer at the<br />
Maningrida Jobs Education and Training Centre.<br />
Mary McGuiness<br />
M Ed, BA (Psych), Dip Couns, Dip Teaching<br />
With 19 years experience in MBTI accreditation<br />
and consulting to organisations and educators,<br />
Mary is the author <strong>of</strong> “You’ve Got Personality”.<br />
Edna McKelvey<br />
BCHC, Group Leadership & Facilitation<br />
(Yalom Model), Post Induction Therapy &<br />
Relational Development, Dip Mktg Mgnt,<br />
Cert NLP in Business<br />
Edna is a facilitator <strong>of</strong> family-<strong>of</strong>-origin and<br />
interpersonal groups, runs experiential psycho<br />
educational programs at South Pacific Private<br />
Hospital, and teaches group process and<br />
facilitation at JNI. She also has a private practice.<br />
Adam McLean<br />
BCHC, Grad Dip Couns/Psychotherapy, BN,<br />
CM, Cert IV W&AT, MCAPA, RN<br />
Adam is a Group Therapy facilitator at JNI<br />
and has 20 years experience in the health and<br />
community sectors.<br />
Susanne Scheurer-Mechtersheimer<br />
MPsych, BPsych, Grad Dip Couns &<br />
Psychotherapy<br />
Susanne is a business consultant and<br />
counsellor working in the fields <strong>of</strong> change<br />
management and organisational development.<br />
She has more than 17 years experience working<br />
with academics and pr<strong>of</strong>essionals in change<br />
management projects. She is lecturing at JNI in<br />
the Differentiation <strong>of</strong> Self.<br />
Nerida Oberg<br />
BCouns, Dip Psychotherapy/Couns,<br />
Dip Pr<strong>of</strong> Couns<br />
Nerida works in private practice as a couples<br />
and family therapist and is a group therapist<br />
at JNI.<br />
Philip Oldfield<br />
BA, Accredited Gestalt Therapist and Trainer<br />
In private practice, Philip works extensively<br />
with gay and lesbian individuals and couples.<br />
He has taught Same Sex Relationship Issues at<br />
JNI since 1998.<br />
Marilyn O’Neill<br />
MA (Cultural Psych), B App Sc, RN<br />
Marilyn lectures at JNI in Eating Disorders. She<br />
is also a counsellor and supervisor in private<br />
practice and has lectured in the Master <strong>of</strong><br />
Couple and Family therapy course at UNSW.<br />
“ I like the high quality <strong>of</strong> lecturers. They are<br />
all practising counsellors/therapists and<br />
incorporate practical learning experiences<br />
into their teaching.”<br />
Denis Healy, Current Student<br />
Graduate Diploma <strong>of</strong> Counselling and Psychotherapy<br />
5
OUR FACULTY<br />
Dr Margo Orum<br />
PhD, BA Comm, BA Psych(Hons), Ass MAPS<br />
A psychologist in part-time private practice,<br />
author and part-time lecturer at Macquarie<br />
University, Margo lectures on Psychosis at JNI.<br />
Gail Pemberton<br />
MCouns, Grad Dip Couns & Psychotherapy,<br />
MCAPA, PACFA (reg.)<br />
Gail is a Group Therapy and Sandplay Therapy<br />
elective facilitator and also supervises at JNI.<br />
She is also a private practitioner specialising in<br />
conflict resolution, anger management, drug<br />
and alcohol abuse, domestic violence and<br />
sexual abuse.<br />
Clinton Power<br />
BMUS, Grad Dip Mus, Grad Dip Couns/Psych,<br />
Dip Gestalt Therapy<br />
Clinton is a Group Therapy facilitator at JNI and<br />
also works at Relationships Australia.<br />
Jane Quayle<br />
BCHC, Dip Dru Yoga Therapy, Dip Remedial<br />
Massage<br />
Jane lectures at JNI in the Focusing elective<br />
and is a certified focusing trainer. She is also a<br />
group facilitator for Relationships Australia and<br />
a tutor in <strong>counselling</strong> skills at UWS.<br />
Dr Michael Reed<br />
BSW, MSW, PhD<br />
A registered psychologist and accredited social<br />
worker, Michael is Co-Director <strong>of</strong> Gestalt<br />
Practitioners Training Sydney. Michael teaches<br />
Gestalt Therapy, Human Development,<br />
Couples Therapy and Ethics at JNI.<br />
Elizabeth Riley<br />
M Couns, Grad Dip Couns, Cert Couns, BSc, Dip<br />
Homoeopathy, Cert IV W&AT<br />
Elizabeth lectures in several different<br />
organisations. She is the head convenor <strong>of</strong> the<br />
CAPA Ethics Committee and has been involved<br />
over many years with the Gender Centre as well<br />
as The St James Ethics Centre. She also has a<br />
private practice. Elizabeth lectures at JNI in Adult<br />
Human Development and Human Sexuality.<br />
Alison Strasser<br />
DPr<strong>of</strong>, MA (Psychotherapy & Counselling), BA<br />
Hons (Soc Sc), Cert IV A & WT, Cert Mediation<br />
& Coaching<br />
Alison is the Director <strong>of</strong> the Centre for<br />
Existential Practice, and she lectures at JNI in<br />
Existential Therapy and Anxiety Disorders. She<br />
was the Executive Director Academic at ACAP<br />
and has extensive experience as a supervisor<br />
and psychotherapist.<br />
Dr Pam Stravropoulos<br />
PhD(Politics), Grad. Dip. Psychotherapy<br />
Pam is the Program Director for the Bachelor<br />
<strong>of</strong> Applied Social Science at JNI. She holds<br />
a doctorate in Politics from the University<br />
<strong>of</strong> Melbourne and a Graduate Diploma in<br />
Individual Psychotherapy and Relationship<br />
Therapy from JNI. She has held lectureships<br />
in politics at Macquarie University and the<br />
University <strong>of</strong> New England, is a practising<br />
therapist, and author <strong>of</strong> a recently published<br />
book on the politics <strong>of</strong> depression.<br />
Deborah Stirrat<br />
B Counselling & Human Change<br />
Deb is a Group Supervisor at JNI and has her<br />
own private practice. She is currently also a<br />
Co-Facilitator for the Holyoake Programs at<br />
Centacare, Sydney. She has a keen interest<br />
in alcohol and drugs (AOD) work and has<br />
worked establishing and running Support<br />
Groups for the parents <strong>of</strong> adolescents<br />
experiencing AOD problems.<br />
Gaye Stockell<br />
MA, MAPS (Psychologist)<br />
Gaye has presented Narrative Therapy<br />
Workshops in Australia, New Zealand, the UK<br />
and the USA. A lecturer at UWS, she works<br />
privately with individuals, couples and families.<br />
She lectures at JNI in Eating Disorders.<br />
Anne Surtees<br />
Grad. Dip. Coun. & Psythpy; MA Honours<br />
(History), BA Honours (History)<br />
A counsellor and psychotherapist, Anne<br />
also has a wealth <strong>of</strong> experience in corporate<br />
development, strategic advisory and investor<br />
relations internationally and within Australia.<br />
Helen Turner<br />
BA, Grad Dip Couns/Psychotherapy, MCAPA<br />
JNI’s Chief Executive Officer, Helen also has a<br />
hands-on role in the teaching and supervision<br />
<strong>of</strong> students and practises privately, working with<br />
individuals, couples, families and children.<br />
Dr Wayne Warburton<br />
B Psych (Hons), PhD, Registered Psychologist<br />
Wayne is a psychologist, academic supervisor<br />
and lecturer at Macquarie University. He has<br />
received numerous awards and scholarships<br />
acknowledging his academic excellence. His<br />
Post-Doctoral Fellowship focused on the effects<br />
and development <strong>of</strong> control-related aggressive<br />
schemas in families where violence is an<br />
issue. Wayne is also an accredited financial<br />
counsellor. He lectures in Psychosis at JNI.<br />
Kieran White<br />
Chartered Inst <strong>of</strong> Mgnt Accountants, Grad Dip<br />
Couns & Psychotherapy<br />
Kieran is a graduate <strong>of</strong> JNI and is working as a<br />
Group Therapist. He also runs his own private<br />
practice and is an executive coach.<br />
Deborah Wolfson<br />
BCHC, Dip Clin Hypnotherapy, Grad Dip<br />
Systemic Therapy, Cert IV A & WT<br />
Deborah lectures at JNI in Person-centred<br />
Therapy, Counselling Skills and Assertive<br />
Communication. She is also an educator<br />
and group program coordinator with<br />
Relationships Australia and a tutor in<br />
<strong>counselling</strong> skills at UWS.<br />
Amanda Woolveridge<br />
M App Sci (Critical Psych), Grad Dip Psych &<br />
Couns, B Ed (Hons), Cert Emotionally Focused<br />
Couns & Therapy<br />
Amanda lecturers in Eating Disorders. She has<br />
worked as an Assessment Counsellor for the<br />
South Pacific Private Hospital, and has been in<br />
private practice for over eight years.<br />
6
WHERE ARE WE?<br />
Sydney Opera House<br />
Harbour Bridge<br />
We are here<br />
Jansen Newman<br />
Institute <strong>of</strong><br />
Counselling<br />
and Psychotherapy<br />
Level 1 and 2, 575<br />
Pacific Highway<br />
St Leonards<br />
NSW 2065<br />
Our campus is located in St Leonards, on<br />
the corner <strong>of</strong> Pacific Highway and Albany St.<br />
We are conveniently situated less than ten<br />
minutes’ walk from both St Leonards railway<br />
station and Crows Nest shopping centre,<br />
which boasts some great cafes and restaurants.<br />
Trains from the city to St Leonards run at least<br />
every 15 minutes, and the trip takes less than<br />
20 minutes. St Leonards station is also on the<br />
same line as Hornsby and Parramatta, thus<br />
allowing convenient travel from many parts<br />
<strong>of</strong> Sydney. The bus services to the campus are<br />
good, serving the city as well as north shore<br />
suburbs including North Ryde, Lane Cove and<br />
Manly. There is also a parking station nearby as<br />
well as some paid on-street parking available.<br />
7
CAMpUS LiFE STUDENT SUppORT<br />
Students at the Jansen Newman Institute<br />
(JNI) can expect to learn in an air-conditioned<br />
environment which includes five training<br />
rooms that can hold at least 30 students each,<br />
as well as two smaller group-work rooms that<br />
hold up to 15 students upstairs on level 2.<br />
There is a spacious, student ‘break-out’ area<br />
with kitchen facilities for break times during<br />
the day or for dinner in the evening. Lecture<br />
rooms include facilities for up-to-date learning<br />
methods. Staff can be accessed between 9am<br />
and 6pm Monday to Thursday and 9am and<br />
5pm Friday for academic, clinical or personal<br />
support. Downstairs on level 1 there are six<br />
therapy rooms that can be used by student<br />
interns as part <strong>of</strong> their clinical practice in<br />
second and third year. Some <strong>of</strong> these rooms<br />
include cameras for videotaping sessions.<br />
There is also a library on level 1 that contains<br />
a wide variety <strong>of</strong> <strong>counselling</strong> and <strong>psychotherapy</strong><br />
resources including books, journals, videos and<br />
DVDs. The library is currently being upgraded<br />
to make way for a larger selection <strong>of</strong> books and<br />
new computers for use by students. Students<br />
can also access full texts on-line as one <strong>of</strong> JNI’s<br />
advantages <strong>of</strong> being a member <strong>of</strong> the Think:<br />
Education Group.<br />
Student support<br />
At JNI we realise that many <strong>of</strong> our students are<br />
new to tertiary study or may be returning to study<br />
after an extended period away, and that this can<br />
present its own difficulties and challenges.<br />
We further recognise that, when these<br />
challenges are coupled with the myriad<br />
priorities <strong>of</strong> modern life, students need<br />
concrete, practical support.<br />
Because we want you to achieve your study<br />
goals, we encourage, advise, assist and guide<br />
students through a wide range <strong>of</strong> personal,<br />
pr<strong>of</strong>essional and academic supports.<br />
General Support<br />
JNI’s faculty and administration closely support<br />
students. As JNI’s average theory class size is<br />
25 and Group Therapy and Supervision groups<br />
generally number around 12 students, this<br />
means excellent access to lecturers.<br />
Administrative staff assist students in<br />
practical ways such as using audiovisual and<br />
photocopying equipment and arranging rooms<br />
for client <strong>counselling</strong>.<br />
Academic and pr<strong>of</strong>essional support<br />
Academic staff are able to <strong>of</strong>fer students advice<br />
on how to achieve their career goals.<br />
In addition, there is a wide range <strong>of</strong><br />
personal, academic and pr<strong>of</strong>essional support<br />
including academic writing, referencing<br />
training and assignment feedback through<br />
JNI’s two Student Support Coordinators.<br />
Library<br />
The library is available to students Monday to<br />
Friday, 9.00 am to 6.00 pm (or later through<br />
prior arrangement).<br />
The library <strong>of</strong>fers UNILINC access to<br />
university and other specialist libraries<br />
throughout the State. The library’s online<br />
catalogue is available at http://bonza.unilinc.<br />
edu.au/JNI.<br />
www.jni.edu.au<br />
The website is updated regularly with relevant<br />
information for both our students and Alumni.<br />
Students may download assignment cover<br />
sheets, client consent forms and ongoing<br />
course information.<br />
9
WANT TO<br />
CHANGE<br />
LiVES?<br />
STUDENT EXpERiENCE<br />
10
A UNiqUE AppROACH<br />
At JNI we know that effective learning involves<br />
developing the whole person. Our programs are<br />
designed to facilitate academic, pr<strong>of</strong>essional and<br />
personal growth in equal measure by integrating<br />
four unique strands <strong>of</strong> learning.<br />
Theory and practicum strands foster and<br />
develop pr<strong>of</strong>essional growth while the third<br />
strand, group therapy, allows students to work<br />
through personal issues that may otherwise get<br />
in the way <strong>of</strong> being fully present with clients.<br />
Clinical supervision provides feedback and<br />
encouragement as students develop their skills.<br />
Theoretical learning<br />
JNI students are exposed to a range <strong>of</strong> theoretical<br />
approaches, modalities and techniques.<br />
Students are encouraged to question,<br />
debate, reflect on and review theory in<br />
experiential learning activities in class,<br />
assignments and practicums.<br />
Practicum and Internships<br />
In their second year, JNI interns gain ‘real<br />
world’ <strong>counselling</strong> and <strong>psychotherapy</strong> skills by<br />
practising pr<strong>of</strong>essionally in clinical situations<br />
with real clients.<br />
Since JNI is also a provider <strong>of</strong> clinical<br />
<strong>counselling</strong> and <strong>psychotherapy</strong> services to the<br />
public, JNI’s students are able to undertake<br />
internships in our own clinics.<br />
In addition, JNI has established clinics in<br />
partnership with a range <strong>of</strong> community and<br />
health-based organisations across greater<br />
Sydney. This means that our students can<br />
choose to see clients in a wide range <strong>of</strong> service<br />
settings and locations and experience a very<br />
broad client base with widely varying issues.<br />
This clinical experience is a major point <strong>of</strong><br />
difference between JNI and other <strong>counselling</strong><br />
and <strong>psychotherapy</strong> training providers. Our<br />
graduates consistently report that, as a result <strong>of</strong><br />
their internships, they entered the pr<strong>of</strong>essional<br />
world with confidence and that they had<br />
the pr<strong>of</strong>essional skills and experience to<br />
immediately deal with client issues.<br />
Group Therapy<br />
At JNI we believe that learning about other<br />
human beings is incomplete unless we also learn<br />
about ourselves and that, in order to effectively<br />
assist others to deal with their issues, we must<br />
be aware <strong>of</strong> our own. In order to facilitate this<br />
self-awareness, JNI students participate in regular<br />
group therapy as part <strong>of</strong> their program <strong>of</strong> learning.<br />
Facilitated by skilled, experienced group<br />
leaders, students learn about themselves and<br />
others, and in doing so gain a keen appreciation<br />
<strong>of</strong> group dynamics. Group therapy brings theory<br />
to life and participants gain practical experience<br />
and confidence in assuming the role <strong>of</strong> group<br />
therapist themselves.<br />
In addition, group therapy <strong>of</strong>fers the<br />
potential for significant personal growth which<br />
is <strong>of</strong>ten cited by students and graduates as<br />
a defining and life-changing feature <strong>of</strong> their<br />
JNI learning experience. Many students say<br />
group therapy is a highlight <strong>of</strong> their course and<br />
that the groups become safe, yet challenging,<br />
learning environments.<br />
Clinical Supervision<br />
Clinical Supervision is ‘learning in action’<br />
and is considered critical for the development<br />
and refinement <strong>of</strong> clinical skills. Supervision<br />
provides interns with the opportunity to<br />
reflect, critique and self-assess their work in a<br />
collaborative relationship with their Supervisor<br />
in order to enhance the services they <strong>of</strong>fer to<br />
clients.<br />
Both individual and group supervision<br />
begins when students commence seeing<br />
clients in their second year. Students discuss<br />
their work on a regular basis with a qualified<br />
practitioner. They receive feedback which<br />
assists in the development <strong>of</strong> their clinical<br />
practice and encourages examination and<br />
experimentation with client strategies.<br />
Issues such as client resistance, ‘difficult’<br />
behaviours, feeling ‘stuck’ and challenging and<br />
confronting clients are addressed. Supervision<br />
also enables interns to identify ‘transference’<br />
or ‘countertransference’ issues that may be<br />
impacting on their work with clients.<br />
Group supervision is conducted in small<br />
groups with a qualified facilitator. The group<br />
dynamic <strong>of</strong>fers interns an opportunity to<br />
share and discuss common issues and receive<br />
feedback and support from fellow participants.<br />
Supervision helps interns maintain ethical<br />
and pr<strong>of</strong>essional standards <strong>of</strong> practice and is<br />
a commitment that extends throughout the<br />
pr<strong>of</strong>essional life <strong>of</strong> the practitioner.<br />
13
STUDENT EXpERiENCE<br />
14
WHAT OUR STUDENTS HAVE TO SAY<br />
Gavin Godfrey<br />
Graduate Diploma <strong>of</strong> Counselling<br />
and Psychotherapy<br />
“JNI <strong>of</strong>fers a good balance <strong>of</strong> theory and<br />
practical training which is critical for a<br />
pr<strong>of</strong>ession like <strong>counselling</strong>.<br />
The content <strong>of</strong> the course is interesting and<br />
challenging, both personally and intellectually.<br />
JNI <strong>of</strong>fers engaging, challenging and practical<br />
training for counsellors and psychotherapists.”<br />
Gabrielle Gawne-Kelnar<br />
Graduate Diploma <strong>of</strong> Counselling<br />
and Psychotherapy<br />
“Ultimately, it was the experiential aspect that<br />
drew me to JNI.<br />
The group therapy, the practical<br />
assignments, the exercises in class; all<br />
converged to create a strong and very real<br />
learning environment.<br />
Everything, from the rigorous pursuit<br />
<strong>of</strong> intellectual concepts <strong>of</strong> therapeutic<br />
modalities through to the practical element <strong>of</strong><br />
assignments and the amazing depth <strong>of</strong> group<br />
therapy, all comes together to create the most<br />
holistic learning environment I have ever<br />
experienced. To anyone considering studying<br />
there I’d say that JNI’s an incredible experience<br />
and well worth exploring.”<br />
Daniel Goldstein<br />
Graduate Diploma <strong>of</strong> Counselling<br />
and Psychotherapy<br />
“I was unhappy with my career and life<br />
direction and wanted a change in both. This<br />
was something I had thought about doing<br />
since high school. When the time was right,<br />
I enrolled and it has been a hugely positive<br />
change for me. I love it!<br />
I looked at other colleges but they did not<br />
<strong>of</strong>fer a 2 year Graduate Diploma and they did<br />
not have a group therapy component.”<br />
16
Des Kahn<br />
Graduate Diploma <strong>of</strong> Counselling<br />
and Psychotherapy<br />
“I feel <strong>counselling</strong> and <strong>psychotherapy</strong> is a way<br />
for me to contribute to society; to use my<br />
corporate and management experience while<br />
reinventing myself.<br />
If your aim is to combine personal and<br />
pr<strong>of</strong>essional development, exploring and<br />
understanding how your cognitive and<br />
emotional awareness impacts on the way<br />
you are in the world, while acquiring a<br />
<strong>psychotherapy</strong> ‘toolset’ that will equip you to<br />
begin your journey, the JNI framework and<br />
program is the best place to begin.”<br />
Tzach Maya<br />
Graduate Diploma <strong>of</strong> Counselling<br />
and Psychotherapy<br />
“I was motivated to become a counsellor and<br />
psychotherapist as I was seeking a career<br />
transition from infotech to the ‘helping pr<strong>of</strong>essions’.<br />
In addition to growing personally, at JNI<br />
I’ve also developed as a pr<strong>of</strong>essional. I know I<br />
am competent to help people change and my<br />
pr<strong>of</strong>essional vision is clearer.”<br />
17
SO HOW<br />
DOES iT<br />
WORK?<br />
OUR COURSES<br />
18
OUR COURSES<br />
BACHELOR OF COUNSELLiNG AND HUMAN CHANGE<br />
Subjects:<br />
Year 1<br />
Human Change Theory 1 and 2<br />
Practicum: Core Skills and Microskills 1 and 2<br />
Personal Development:<br />
Experiential Group Process 1 and 2<br />
Aims <strong>of</strong> the course<br />
At the completion <strong>of</strong> the Bachelor program,<br />
students will be able to:<br />
• Evaluate and apply theories <strong>of</strong> human<br />
development<br />
• Critically analyse the application <strong>of</strong><br />
theories <strong>of</strong> personality in a variety <strong>of</strong><br />
<strong>counselling</strong> and psychotherapeutic<br />
processes<br />
• Critically evaluate a range <strong>of</strong> therapeutic<br />
approaches; their development, major<br />
components, demonstrated effectiveness<br />
and application to practice<br />
• Demonstrate understanding <strong>of</strong> the effects<br />
<strong>of</strong> variables such as age, gender, culture,<br />
ethnicity, race, religion, sexual orientation,<br />
physical, lifestyle and family patterns<br />
• Demonstrate understanding <strong>of</strong> issues<br />
and trends affecting diverse groups<br />
within contemporary Australian culture<br />
• Respond appropriately to cross-cultural<br />
client issues<br />
• Identify and assess client issues and<br />
select appropriate therapeutic strategies<br />
and interventions<br />
Year 2<br />
Human Change Theory 3:<br />
Couple and Family Therapy<br />
Practicum: Internship<br />
Personal Development: Introduction to Group<br />
Facilitation and Advanced Facilitation<br />
Pr<strong>of</strong>essional and Contextual Studies:<br />
Clinical Issues and Interventions<br />
Minor Dissertation: Differentiation <strong>of</strong> Self<br />
• Demonstrate sophisticated understanding<br />
and application <strong>of</strong> effective <strong>counselling</strong><br />
and psychotherapeutic approaches and<br />
techniques to facilitate client exploration<br />
<strong>of</strong> issues, examination <strong>of</strong> alternate<br />
perspectives and development <strong>of</strong><br />
appropriate actions<br />
• Demonstrate a capacity for exploration,<br />
understanding and reflection on<br />
students’ own issues<br />
• Recognise and integrate understanding<br />
<strong>of</strong> a Systems perspective in working with<br />
clients<br />
• Critically examine implications for<br />
group therapeutic interventions<br />
• Apply and critically review students’<br />
own group therapeutic skills<br />
• Evaluate theories related to couple and<br />
family therapy<br />
• Engage with, and critically reflect on, the<br />
principles and value <strong>of</strong> supervision in<br />
informing one’s own practice<br />
• Establish effective therapeutic<br />
relationships and develop and maintain<br />
appropriate pr<strong>of</strong>essional boundaries<br />
while observing rigorous ethical<br />
standards and pr<strong>of</strong>essional practices.<br />
Year 3<br />
Human Change Theory:<br />
Organisational Behaviour<br />
Pr<strong>of</strong>essional and Contextual Studies:<br />
Cultural Anthropology and Psychotherapy<br />
Practicum: Internship<br />
Personal and Pr<strong>of</strong>essional Seminars<br />
2 Electives<br />
Year One content<br />
Human Change Theory 1 and 2<br />
Students are introduced to several influential<br />
approaches to therapeutic work, including<br />
Adlerian, Rogerian, Psychodynamic,<br />
Gestalt, Existential, Narrative and Cognitive-<br />
Behavioural Therapies.<br />
These subjects include a series <strong>of</strong> lectures<br />
on Human Development, from early childhood<br />
to old age and death, providing students with<br />
a map to guide change-work with clients at<br />
different stages in the lifespan. Key concepts<br />
<strong>of</strong> personality are explored, including the<br />
interaction <strong>of</strong> genetic and environmental factors,<br />
personality ‘styles’ and personality ‘disorders’.<br />
Practicum: Core Skills and Microskills 1 and 2<br />
Students acquire, through experiential<br />
learning, a wide range <strong>of</strong> skills for effective<br />
communicating and <strong>counselling</strong>. This<br />
begins with the principles <strong>of</strong> assertive<br />
communication: learning to give clear<br />
messages and to check for understanding<br />
rather than making assumptions. In addition,<br />
microskills such as empathic responding,<br />
open-ended questioning, challenging,<br />
confrontation and immediacy are developed<br />
through experiential in-class exercises.<br />
20
Personal Development: Experiential Group<br />
Process 1 and 2<br />
Students participate in a therapy group <strong>of</strong><br />
up to 12 participants. Facilitated by a skilled<br />
and experienced group leader, they learn<br />
about themselves and others and gain an<br />
appreciation <strong>of</strong> group dynamics.<br />
Jansen Newman group facilitators employ<br />
the Yalom Model <strong>of</strong> group <strong>psychotherapy</strong>,<br />
which focuses on the ‘here and now’<br />
interactions between participants.<br />
Year Two content<br />
Human Change Theory 3: Couple and Family<br />
Therapy<br />
This subject introduces students to systemic<br />
perspectives on human change and growth.<br />
Systems theory identifies problems<br />
located in the interpersonal relationship<br />
between individuals and introduces different<br />
interventions. Family therapy and couple<br />
therapy approaches are explored along with<br />
issues <strong>of</strong> gender and power, attachment<br />
and separation, step families, same-sex<br />
relationships and sexual issues.<br />
Practicum: Internship<br />
• Students now begin work as an intern<br />
therapist, gaining valuable <strong>counselling</strong><br />
experience. They complete 30 hours<br />
<strong>of</strong> client work, either at the Institute’s<br />
clinics or in placements within external<br />
organisations.<br />
• Students attend both Group and<br />
Individual Supervision sessions,<br />
which enables them to identify and<br />
work through issues and experiment<br />
with strategies to work with clients.<br />
Supervision not only assists students to<br />
learn, but also functions as a protective<br />
and quality control mechanism.<br />
• External placements have included<br />
probation and parole centres, private<br />
clinics, drug and alcohol rehabilitation<br />
centres and programs for homeless<br />
women, young people and their families.<br />
Personal Development: Introduction to Group<br />
Facilitation and Advanced Group Facilitation<br />
In Year Two students continue with the same<br />
therapy group they joined in Year One, gaining<br />
experience in the role <strong>of</strong> group facilitator under<br />
faculty supervision.<br />
Pr<strong>of</strong>essional and Contextual Studies: Clinical<br />
Issues and Interventions<br />
This subject begins with a number <strong>of</strong><br />
commonly presented problems and symptoms<br />
including anxiety disorders, depression, eating<br />
and addictive disorders, loss and grief, suicide<br />
and an introduction to psychosis. Commonly<br />
encountered ethical dilemmas facing therapists<br />
are also discussed in this subject, including<br />
dual relationships, confidentiality and<br />
accountability. Cross cultural issues are also<br />
covered in this subject.<br />
Minor Dissertation: Differentiation <strong>of</strong> Self<br />
Using Murray Bowen’s Multigenerational<br />
Family Theory perspective, the Differentiation<br />
<strong>of</strong> Self requires students to research their<br />
family <strong>of</strong> origin, critically evaluating<br />
assumptions and implications. A deep<br />
understanding <strong>of</strong> students’ family backgrounds<br />
provides a valuable foundation for work with<br />
clients. This personal development work is also<br />
supported through the students’ work in their<br />
family <strong>of</strong> origin.<br />
Year Three content<br />
Human Change Theory: Organisational<br />
Behaviour<br />
Many counsellors work for organisations, yet<br />
few are properly prepared for the way that<br />
organisational processes may complicate their<br />
work with clients.<br />
In the first term, students are introduced<br />
to organisational structures and processes.<br />
This leads into specialised coverage <strong>of</strong><br />
psychodynamic and systemic approaches to<br />
organisational intervention and consultation.<br />
In the second term, students look at<br />
community work and change in large social<br />
systems. This entails a unified approach to<br />
human change that encompasses individuals,<br />
family and larger systemic levels.<br />
Pr<strong>of</strong>essional and Contextual Studies: Cultural<br />
Anthropology and Psychotherapy<br />
Counselling, therapy, corporate coaching and<br />
other change-oriented approaches have all<br />
evolved in a particular social and historical<br />
context.<br />
This subject looks at the ways modern<br />
Western industrialised societies have evolved,<br />
in contrast with traditional societies. It further<br />
explores the changing way that selfhood,<br />
marriage, family and healing have been<br />
constructed. Students are encouraged to<br />
consider their work as healers and change<br />
agents in the same way that physical,<br />
emotional and spiritual healing is practised in<br />
non-Westernised societies.<br />
Practicum: Internship<br />
• Students continue their intern work,<br />
completing 100 hours <strong>of</strong> <strong>counselling</strong><br />
• Personal and Pr<strong>of</strong>essional Seminars<br />
• Small groups meet throughout the year,<br />
with experienced therapists as leaders.<br />
Students bring cases for supervision,<br />
ethical problems, organisational<br />
difficulties and general issues emerging<br />
for them as pr<strong>of</strong>essionals.<br />
Elective Studies<br />
Students complete two elective short courses<br />
<strong>of</strong>fered by the Institute.<br />
Duration<br />
3 years.<br />
Entry requirements<br />
• (1) Degree or diploma in a discipline<br />
unrelated to <strong>counselling</strong> or<br />
<strong>psychotherapy</strong><br />
• Or (2) applicants under 21 years <strong>of</strong><br />
age must have a NSW Higher School<br />
Certificate or equivalent qualifications<br />
coupled with full-time work experience<br />
• Or (3) Mature Age entry (over 21 years<br />
<strong>of</strong> age).<br />
All applicants must demonstrate sufficient<br />
maturity, intellectual capacity and commitment<br />
to undertake a Higher Education program.<br />
All admissions into the program are subject<br />
to a successful applicant interview.<br />
Accreditation<br />
Higher Education<br />
Overview<br />
Through experiential learning, practical<br />
interaction in class and their internships<br />
in JNI’s own clinics, students will gain the<br />
necessary theory and a broad range <strong>of</strong> practical<br />
skills needed to ensure their ability to practise<br />
immediately in the real world <strong>of</strong> <strong>counselling</strong><br />
and <strong>psychotherapy</strong>.<br />
21
OUR COURSES<br />
GRADUATE DipLOMA OF COUNSELLiNG AND pSYCHOTHERApY<br />
Subjects:<br />
Year 1<br />
Developmental Psychology<br />
Personality Development Theory<br />
Practicums: Core and Micro Skills<br />
Group Therapy<br />
Year 2<br />
Couple and Family Therapy<br />
Therapeutic Assessment and Intervention<br />
Practicum: Internship<br />
Group Therapy<br />
Minor Dissertation: Differentiation <strong>of</strong> Self<br />
One Elective<br />
Aims <strong>of</strong> the course<br />
At the completion <strong>of</strong> the Graduate Diploma<br />
program, students will be able to:<br />
• Analyse, evaluate and apply theories <strong>of</strong><br />
human development<br />
• Critically analyse the application <strong>of</strong><br />
theories <strong>of</strong> personality in a variety <strong>of</strong><br />
<strong>counselling</strong> and psychotherapeutic<br />
processes<br />
• Critically evaluate and synthesise a<br />
range <strong>of</strong> therapeutic approaches; their<br />
development, major components,<br />
demonstrated effectiveness and<br />
application to practice<br />
• Demonstrate understanding <strong>of</strong> the<br />
effects <strong>of</strong> variables such as age, gender,<br />
culture, ethnicity, race, religion, sexual<br />
orientation, physical, lifestyle and family<br />
patterns<br />
• Demonstrate understanding <strong>of</strong> issues and<br />
trends affecting diverse groups within<br />
contemporary Australian culture<br />
• Respond appropriately to cross-cultural<br />
client issues<br />
• Identify and assess client issues and<br />
select appropriate therapeutic strategies<br />
and interventions<br />
• Demonstrate sophisticated knowledge,<br />
understanding, analysis and<br />
application <strong>of</strong> effective <strong>counselling</strong> and<br />
psychotherapeutic approaches and<br />
techniques to facilitate client exploration<br />
<strong>of</strong> issues, examination <strong>of</strong> alternate<br />
perspectives and development <strong>of</strong><br />
appropriate actions<br />
• Demonstrate a capacity for exploration,<br />
understanding and reflection on<br />
student's own issues<br />
• Recognise and integrate understanding <strong>of</strong> a<br />
systems perspective in working with clients<br />
• Critically examine implications for group<br />
therapeutic interventions<br />
• Apply and critically review student's own<br />
group therapeutic skills<br />
• Evaluate theories related to couple and<br />
family therapy<br />
• Engage with, and critically reflect on, the<br />
principles and value <strong>of</strong> supervision in<br />
informing one’s own practice<br />
• Establish effective therapeutic<br />
relationships and develop and maintain<br />
appropriate pr<strong>of</strong>essional boundaries<br />
while observing rigorous ethical<br />
standards and pr<strong>of</strong>essional practices.<br />
22
Year One content<br />
Developmental Psychology<br />
An introduction to Adler, Rogers,<br />
Psychodynamic Therapy, Gestalt, Cognitive<br />
Behavioural Therapies, Existential and<br />
Narrative approaches, integrated with human<br />
development and appropriate stages <strong>of</strong><br />
psychosocial development.<br />
Personality Development Theory<br />
In this subject, students undertake a systematic<br />
study <strong>of</strong> personality; its genesis, development,<br />
and typologies.<br />
Practicums: Core and Micro Skills<br />
A highly experiential approach is used to<br />
develop students’ core skills and this is<br />
accompanied by close observation and clinical<br />
feedback from the lecturer. These Practicums<br />
develop the skills needed to establish the safe,<br />
empathic and trusting relationships which are<br />
essential to all psychotherapeutic processes.<br />
Group Therapy<br />
Group Therapy is a well-recognised method <strong>of</strong><br />
counsellor/psychotherapist training.<br />
Every therapist benefits from having<br />
experienced their own vulnerability, resistance<br />
to change, defences, and ‘blind spots’ in<br />
relation to a cross section <strong>of</strong> others. Therapy<br />
groups provide students with valuable role<br />
modelling and strong support as they deal with<br />
their own personal issues. Students continue<br />
with the same group, building deeper levels <strong>of</strong><br />
safety and trust.<br />
Year Two content<br />
Couple and Family Therapy<br />
This subject focuses on systemic theories related<br />
to <strong>counselling</strong> individuals, couples and families.<br />
The systemic paradigm is the most powerful<br />
set <strong>of</strong> ideas in human change since Freud’s<br />
psychoanalytic theory. Turning completely away<br />
from a concern with aetiology and explanation,<br />
systemic theory is concerned with interpersonal<br />
factors and patterns over time and how they<br />
create, maintain and change individuals and<br />
relationships comprising a system.<br />
This subject adopts a historical approach<br />
to the development <strong>of</strong> systemic concepts and<br />
practices with families and couples. There<br />
is a particular emphasis on Murray Bowen’s<br />
Multigenerational Family Systems Theory.<br />
Therapeutic Assessment and Intervention<br />
Students working in the internship with real<br />
clients require not only intensive supervision,<br />
but also exposure to research and best practice<br />
in relation to a range <strong>of</strong> commonly presented<br />
problems and syndromes. These include<br />
depression; anxiety, eating and addictive<br />
disorders; loss and grief; suicide and an<br />
introduction to psychosis.<br />
In this subject, students gain a sense <strong>of</strong> each<br />
category <strong>of</strong> symptomatology through direct<br />
experience <strong>of</strong> client work and this is supported<br />
by contact with lecturers who specialise in<br />
working with particular problems/client groups.<br />
Practicum: Internship<br />
• Students now begin work as intern<br />
therapists, gaining valuable <strong>counselling</strong><br />
experience and building on skills <strong>of</strong><br />
dealing empathically and insightfully<br />
with resistance<br />
• Students complete 50 hours <strong>of</strong> client<br />
work, either at the Institute’s clinics or in<br />
placements within external organisations<br />
• As part <strong>of</strong> their Internship, students<br />
attend both Group and Individual<br />
Supervision sessions, which enables them<br />
to identify and work through countertransference<br />
issues and to experiment<br />
with strategies to work with ‘resistant’<br />
clients. Assessment and treatment<br />
planning skills are also introduced<br />
• Supervision not only assists students to<br />
learn, but also functions as a protective<br />
and quality control device<br />
• Examples <strong>of</strong> placements include<br />
probation and parole centres, private<br />
clinics, drug and alcohol rehabilitation<br />
centres and programs for homeless<br />
women, young people and their families.<br />
Group Therapy<br />
By now, students become increasingly<br />
comfortable and safe in the small group<br />
environment and they are willing to take greater<br />
risks. They will have experienced two consecutive<br />
semesters <strong>of</strong> being a group participant and a<br />
co-facilitator <strong>of</strong> their group, allowing a deeper<br />
understanding <strong>of</strong> the group processes and <strong>of</strong><br />
developmental patterns in the life <strong>of</strong> the group.<br />
Minor Dissertation: Differentiation <strong>of</strong> Self<br />
Trainee therapists gain significant personal<br />
and pr<strong>of</strong>essional benefits from Family <strong>of</strong> Origin<br />
work. A deep understanding <strong>of</strong> students’ family<br />
backgrounds provides a valuable foundation<br />
for work with clients.<br />
Using Murray Bowen’s Multigenerational<br />
Family Theory perspective, the Differentiation<br />
<strong>of</strong> Self requires students to research their<br />
family <strong>of</strong> origin, critically evaluating<br />
assumptions and implications.<br />
Elective<br />
Graduate Diploma students complete one<br />
Elective within the second year <strong>of</strong> their course.<br />
Duration<br />
2 years.<br />
Entry requirements<br />
• Degree or equivalent in psychology,<br />
social work, teaching, nursing, welfare,<br />
<strong>counselling</strong>, rehabilitation <strong>counselling</strong>,<br />
behavioural sciences or education<br />
• Degree or equivalent in any discipline<br />
plus previous additional training<br />
in psychology, <strong>counselling</strong> or<br />
<strong>psychotherapy</strong><br />
• Admission into the Graduate Diploma<br />
<strong>of</strong> Counselling and Psychotherapy<br />
program is subject to a successful<br />
applicant interview.<br />
Accreditation<br />
Higher Education<br />
Overview<br />
Students learn practical skills and related<br />
theory through experiential learning,<br />
interaction in class and internships in JNI’s<br />
own clinics.<br />
23
OUR COURSES<br />
SHORT COURSES<br />
Our short courses are Higher Education<br />
accredited electives embedded within our<br />
Degree programs. They may also contribute<br />
towards the pr<strong>of</strong>essional development hours<br />
required by many PACFA member associations.<br />
Courses are 30 hours in duration and<br />
are held in a variety <strong>of</strong> ways, either as four<br />
consecutive days, weekends, short sessions<br />
during a semester and during summer school<br />
in January and February <strong>of</strong> each year.<br />
It should be noted that not all the following<br />
listed short courses are held each year and<br />
may be expanded, changed or cancelled in<br />
accordance with demand.<br />
Details <strong>of</strong> JNI’s short courses are posted on<br />
the JNI website as they are scheduled, at<br />
www.jni.edu.au or can be obtained by<br />
calling 1800 777 116.<br />
Coaching Skills for Psychotherapists<br />
The subject addresses the distinctions<br />
between coaching, mentoring, <strong>counselling</strong>,<br />
<strong>psychotherapy</strong> and teaching. Students<br />
develop understanding through<br />
experiential exercises and practice <strong>of</strong> the<br />
micro-skills <strong>of</strong> coaching. Emphasis is on<br />
the essential nature <strong>of</strong> working within an<br />
evidence-based framework. The practice<br />
<strong>of</strong> coaching draws heavily from cognitive<br />
behavioural and solution-focused theories<br />
and techniques <strong>of</strong> behavioural change.<br />
The subject balances theory and practice<br />
and students are encouraged to engage in<br />
interactive learning through discussion and<br />
experiential practice.<br />
The range <strong>of</strong> topics include:<br />
• Coaching (definition & distinguishing<br />
its practice from allied helping and<br />
therapeutic skills)<br />
• Evidence-based practice and<br />
applications for coaching<br />
• The range <strong>of</strong> people and context in<br />
which coaching is an appropriate<br />
helping skill across the human life<br />
span<br />
• Application <strong>of</strong> adult learning skills<br />
• Coaching to support change<br />
• Coaching microskills<br />
• Complementary skills in the practice<br />
<strong>of</strong> coaching, including cognitive<br />
behavioural and solution-focused<br />
frameworks<br />
• Utilisation <strong>of</strong> the GROW model as<br />
a basic framework in the coaching<br />
session.<br />
24<br />
Counselling Survivors <strong>of</strong> Abuse<br />
Students discuss the wide variety <strong>of</strong><br />
physical, emotional and behavioural<br />
symptoms <strong>of</strong> abuse, and learn how to deal<br />
compassionately with people affected by<br />
abuse. They learn how to understand the<br />
sensitive nature <strong>of</strong> this area, the unique<br />
characteristics <strong>of</strong> these specific clients,<br />
and the difficulties inherent in this type <strong>of</strong><br />
work, as well as the application <strong>of</strong> practical<br />
skills and interventions in this type <strong>of</strong><br />
therapeutic work.<br />
Special attention is given to understanding<br />
and working with:<br />
• Adult survivors <strong>of</strong> child sexual abuse<br />
• Dissociative identity disorder (DID)<br />
• Self-injury<br />
• Organised sadistic abuse<br />
• Vicarious traumatisation and selfcare<br />
<strong>of</strong> the therapist - including the<br />
counter-transference issues<br />
The range <strong>of</strong> topics include:<br />
• Sensitive nature <strong>of</strong> area<br />
• Characteristics <strong>of</strong> clients<br />
• The <strong>counselling</strong> relationship<br />
• Strategies and interventions<br />
• Specific techniques and<br />
considerations<br />
• Trauma resolution<br />
• Counter-transference (CT)<br />
• Ethical boundaries and issues<br />
• Referral network<br />
• Legal issues and requirements.
Couple Therapy<br />
(Note: Students need to have completed<br />
Couple Therapy in Year 2 to enrol in this<br />
elective).<br />
The subject focuses on developing and<br />
enhancing students’ understanding and<br />
skills in working with couples through<br />
discussion, research and activities to<br />
integrate theory, personal learning and<br />
practical application.<br />
Experiential learning is facilitated<br />
through exploration <strong>of</strong> theoretical concepts,<br />
discussion, small group work, personal<br />
reflection, practical use <strong>of</strong> <strong>counselling</strong> skills,<br />
readings and videos.<br />
The range <strong>of</strong> topics include:<br />
• The therapist’s values in relation to<br />
couple issues<br />
• Conflict resolution and couple<br />
communication skills<br />
• Interpersonal process <strong>of</strong> the couple<br />
relationship<br />
• Strategies to assist couples towards<br />
attainment <strong>of</strong> goals<br />
• Integration <strong>of</strong> relevant theory and<br />
therapeutic approaches<br />
• Overviews <strong>of</strong> some models <strong>of</strong> couple<br />
therapy<br />
• Working with couples in a step<br />
family.<br />
• Situations relevant to the health <strong>of</strong><br />
the relationship<br />
• Identifying possibilities for renewal<br />
and growth in a relationship<br />
• Referring clients to other<br />
pr<strong>of</strong>essional(s)<br />
• Helping clients separate and/or<br />
divorce constructively<br />
• Indications and initiations for<br />
termination<br />
• Standards for keeping client files<br />
• Ethics and referral.<br />
Human Sexuality: Myths And Realities<br />
This short course aims to provide students<br />
with specific knowledge and psychosocial<br />
impact <strong>of</strong> sexual anatomy & development,<br />
health and dysfunction and sex therapy. The<br />
course also aims to develop sensitivity and<br />
appreciation <strong>of</strong> various sexual behaviours<br />
and gender variance.<br />
The course will address students’<br />
knowledge, understanding and attitudes<br />
towards sexual health, sexuality and sexual<br />
variance. Learning in small groups will<br />
allow students to advance their personal<br />
awareness and level <strong>of</strong> tolerance towards<br />
issues <strong>of</strong> sexuality. Students will also be<br />
encouraged to develop the broad range <strong>of</strong><br />
skills and sensitivities required to support<br />
clients with sexuality issues.<br />
The range <strong>of</strong> topics include:<br />
• What is Sexuality<br />
• Counselling sexual issues in<br />
relationships<br />
• Sexual dysfunction<br />
• Sexual preferences<br />
• STD's & HIV<br />
• Surrogates, Sex workers &<br />
prostitution<br />
• Sexual Abuse<br />
• Sexual Practices<br />
• Alternative Relationships<br />
• Cross-dressing<br />
• Transgender Issues<br />
• Intersex Conditions.<br />
25<br />
Introduction to Gestalt Therapy<br />
The focus in this subject is on assisting<br />
students to understand and apply the<br />
Gestalt Therapy Approach to their<br />
personal and pr<strong>of</strong>essional experience and<br />
the group process.<br />
Particular attention is given to the core<br />
concepts <strong>of</strong>:<br />
• Awareness<br />
• The personal narrative<br />
• The cycle <strong>of</strong> experience<br />
• Organismic self-regulation<br />
• Contact, contact styles and boundary<br />
functions<br />
• Dialogue and the personal<br />
conversation<br />
• The paradoxical theory <strong>of</strong> change<br />
• Experimentation and a unit <strong>of</strong> work.
OUR COURSES<br />
SHORT COURSES<br />
Hypnotherapy and Creative Visualisation<br />
The subject addresses the historical<br />
background to hypnotherapy and related<br />
myths. Students learn self-hypnosis,<br />
suggestibility techniques, hypnotic<br />
induction, creative visualisation and<br />
post-hypnotic suggestion. There is a<br />
particular focus on the use <strong>of</strong> language and<br />
<strong>counselling</strong> and <strong>psychotherapy</strong> skills to<br />
support the skills <strong>of</strong> hypnotherapy.<br />
The range <strong>of</strong> topics include:<br />
• Introduction to the history <strong>of</strong><br />
hypnotherapy and imagery (Mesmer,<br />
Freud, Marquis de Puysegur, James<br />
Esdaile, James Braid, Charcot, British<br />
Medical Association, American<br />
Psychiatric and Psychological<br />
Associations)<br />
• Defining hypnosis and hypnotherapy<br />
(changing definitions, myths,<br />
therapeutic value)<br />
• Suggestibility techniques (elements<br />
and techniques)<br />
• Conscious versus unconscious<br />
• Ethical considerations<br />
• Educating and preparing the client<br />
• Use <strong>of</strong> Voice<br />
• Fundamentals <strong>of</strong> induction<br />
techniques<br />
• Characteristics <strong>of</strong> imagery<br />
• Strategies and techniques for creative<br />
visualisation<br />
• Specific techniques and<br />
considerations<br />
• Strategies and interventions when<br />
working with clients.<br />
Knowing and Not Knowing: Spirituality,<br />
Intimacy and Psychotherapy<br />
The aim <strong>of</strong> this elective is to introduce<br />
participants to the subtle and important<br />
distinctions between “Knowing” and “Not<br />
Knowing” across the three specific realms<br />
<strong>of</strong> spirituality, intimacy and <strong>psychotherapy</strong>.<br />
The course aims in a practical way to clarify<br />
and enhance each participant’s experience<br />
<strong>of</strong> “knowing and not knowing” within<br />
intrapsychic, interpersonal and therapeutic<br />
domains <strong>of</strong> life.<br />
The elective course will focus on our<br />
evolving understanding <strong>of</strong> that vital yet<br />
mysteriously elusive reality termed “human<br />
intimacy”. Special attention will be given<br />
to notions <strong>of</strong> romance, sexuality and<br />
spirituality.<br />
The course also seeks to highlight<br />
parallel dimensions and contrasts between<br />
personal and therapeutic relationships.<br />
Discussion seeks to foster an integrated<br />
path for understanding psychotherapeutic<br />
intimacy beyond the inadequacies <strong>of</strong><br />
diagnosis and pathology.<br />
The course will cover:<br />
• Identifying And Assessing Recent<br />
Approaches To Understanding The<br />
Self And Relationships<br />
• Philosophical And Spiritual<br />
Perspective Embracing The Diversity<br />
And Limits Of What And How We<br />
Can Know And Cannot Know<br />
• Our Lifetime’s Challenge Of<br />
Intimacy: Relationships, Sexuality<br />
And Gender<br />
• Healing And The Present Moment:<br />
Implications For Psychotherapy.<br />
26<br />
Sandplay Therapy<br />
The subject provides a solid theoretical<br />
background and grounding <strong>of</strong> the theory<br />
with writings from Jung, Stewart, Bradway,<br />
Ryce Menuhin and Weinrib.<br />
Students engage in discussion <strong>of</strong> ideas<br />
such as Sandplay Therapy as providing<br />
a psychological womb, or safe space, in<br />
which the inner psychological wound can<br />
be healed, the self constellated and the<br />
inner child recovered with its potential<br />
for creativity and renewal (Weinrib, 1983).<br />
The theoretical basis for Sandplay and<br />
some <strong>of</strong> the ways it can be facilitated using<br />
symbology and archetypes are examined.<br />
Participants are taught how to<br />
interchange between the roles <strong>of</strong> client<br />
and therapist, thereby gaining first hand<br />
experience and opportunity to reflect on the<br />
personal and pr<strong>of</strong>essional implications <strong>of</strong><br />
the modality.<br />
The range <strong>of</strong> topics include:<br />
• Sandplay therapy – theoretical<br />
foundations<br />
• Process overview<br />
• Strategies and techniques<br />
• Themes <strong>of</strong> transformation<br />
• Role <strong>of</strong> the therapist in sandplay<br />
• Facilitation and therapeutic<br />
relationship<br />
• How therapists <strong>of</strong> different<br />
orientations use sandplay therapy.
Adolescent Issues and Therapy<br />
The subject focuses on developing and<br />
enhancing understanding <strong>of</strong> the challenges<br />
young people face today; communication<br />
with young people as well as <strong>counselling</strong><br />
considerations and strategies for working<br />
and young people.<br />
An interactive process is encouraged<br />
through discussion, research and activities<br />
to integrate theory, personal learning and<br />
practical application. Experiential learning<br />
is facilitated through delivery <strong>of</strong> theoretical<br />
concepts, discussion, small group work,<br />
personal reflection, practical use <strong>of</strong><br />
<strong>counselling</strong> skills, readings, a teaching video<br />
and invitation to research.<br />
The range <strong>of</strong> topics include:<br />
• Overview <strong>of</strong> working with young<br />
people<br />
• Social constructs for young people<br />
• From toys and games to sex, drugs<br />
and rock ‘n roll<br />
• Risk, depression and suicide<br />
• Relationships and communication<br />
with young people<br />
• Working with young people<br />
• Counselling young people<br />
• Ethics, legal requirements, record<br />
keeping and referral.<br />
Focusing: Enhancing The Body Mind<br />
Connection In Therapy<br />
Usually, we refer to our thoughts and<br />
feelings to guide us in life, yet there is a<br />
more pr<strong>of</strong>ound knowing: our ‘felt-sense’, the<br />
body’s own wisdom. Focusing is a process<br />
that enables us to access this inner knowing.<br />
In this experiential workshop you can learn<br />
how to consistently tap into and trust your<br />
inner knowing.<br />
Your body never just holds your<br />
struggles, it also holds the way forward.<br />
Through Focusing you naturally arrive at<br />
your own healing and a lasting and deep<br />
change in your relationship with yourself.<br />
The Focusing course will include:<br />
• What is Focusing? The research and<br />
theory which underpins this practice<br />
• How can I use it for myself and for<br />
my client?<br />
• Gendlin’s theory <strong>of</strong> how emotional<br />
healing and change are possible<br />
• The practice <strong>of</strong> Focusing and how it<br />
integrates with other modalities <strong>of</strong><br />
<strong>psychotherapy</strong><br />
• Experience accessing your body’s<br />
felt-knowing<br />
• Explore the relational aspect <strong>of</strong><br />
Focusing – how to listen to and<br />
respond to the body-sense. Focusing<br />
as a Mind / Body interaction<br />
• Clearing a Space; finding a clearer<br />
space to be present to your client<br />
whilst honoring your own needs,<br />
noticing what you are left with after<br />
the client session is over<br />
• Working with your internal judge or<br />
critic<br />
• The place <strong>of</strong> Focusing in self–care for<br />
people in the helping pr<strong>of</strong>essions;<br />
exploring issues <strong>of</strong> transference and<br />
counter-transference<br />
• Thinking from your creative edge –<br />
how does the body-sense support the<br />
forward movement in your life?<br />
27<br />
Narrative Therapy<br />
In this experiential course participants will<br />
engage with the idea that our experience,<br />
including our most intimate sense <strong>of</strong><br />
self, is pr<strong>of</strong>oundly shaped by how things<br />
are ‘storied’. We will examine the way we<br />
accord value to some aspects <strong>of</strong> events and<br />
circumstances and not to others, the role <strong>of</strong><br />
language, how taken-for-granted discourses<br />
inform our meaning-making… and how all<br />
this can be turned to therapeutic advantage.<br />
Ultimately, the course intends to<br />
develop the sort <strong>of</strong> insight and skills that<br />
make for a life more consistent with the<br />
hopes, visions and values <strong>of</strong> participants<br />
and their clients.<br />
Topics covered in this course will include:<br />
• The social construction <strong>of</strong> identity<br />
• The role <strong>of</strong> social contexts in the<br />
renegotiation <strong>of</strong> identity<br />
• The centred and de-centred or<br />
relational self<br />
• Post structuralism, language and<br />
culture<br />
• Foucault and the normalizing gaze<br />
• Power relations and ethics<br />
• Public representation and private<br />
testimony<br />
• Unpacking a problem-saturated story<br />
• Re-authoring conversations<br />
• Insider knowing and expert<br />
knowledge<br />
• Externalising conversations<br />
• Interviewing a problem<br />
• Narrative letter writing<br />
• Outsider witnessing practices<br />
• Re-membering practices<br />
• Narrative therapy in relationship<br />
<strong>counselling</strong>.
WHAT<br />
ABOUT<br />
A JOB?<br />
GRADUATE OUTCOMES<br />
28
GRADUATE OUTCOMES<br />
Pr<strong>of</strong>essional Recognition<br />
JNI‘s university-equivalent Higher Education<br />
accredited qualifications are highly regarded<br />
within the <strong>counselling</strong>, <strong>psychotherapy</strong> and<br />
related pr<strong>of</strong>essional sectors.<br />
Because JNI’s students undertake<br />
internships working with public clients in our<br />
own pr<strong>of</strong>essional clinics, they graduate with<br />
skills that have been developed and tested<br />
in pr<strong>of</strong>essional clinical settings rather than<br />
simply in classroom role-plays. JNI’s graduates<br />
typically report that they feel they have the<br />
necessary real skills and expertise to begin<br />
immediately working as effective counsellors<br />
and psychotherapists.<br />
JNI’s programs have been specifically<br />
designed to meet the training standards <strong>of</strong> the<br />
Psychotherapy and Counselling Federation <strong>of</strong><br />
Australia (PACFA) and graduates are eligible to<br />
join PACFA constituent member organisations.<br />
Through such membership, practitioners gain<br />
pr<strong>of</strong>essional recognition at a national level and<br />
a voice in representing the <strong>counselling</strong> and<br />
<strong>psychotherapy</strong> pr<strong>of</strong>essions.<br />
A Career in Organisations<br />
Organisational employment opportunities for<br />
counsellors and psychotherapists exist across<br />
the community, public and private sectors.<br />
These opportunities include work in health,<br />
welfare and relationship <strong>counselling</strong> agencies;<br />
group support in community and public sector<br />
initiatives such as drug and alcohol programs<br />
and in organisational settings in areas <strong>of</strong> staff<br />
selection and recruitment, training and change<br />
management.<br />
Some study at JNI to gain the enhanced<br />
‘people skills’, in-depth knowledge <strong>of</strong> human<br />
development, personality, and range <strong>of</strong><br />
perspectives on human change which enables<br />
them to work and advance more effectively in<br />
their existing careers.<br />
Personal Growth<br />
JNI graduates consistently report that, in<br />
addition to pr<strong>of</strong>essional and career benefits,<br />
they also experienced a degree <strong>of</strong> personal<br />
growth which they had never envisaged at the<br />
commencement <strong>of</strong> their programs.<br />
Working in Private Practice<br />
The scope for private practice is broad. Some<br />
practitioners choose to specialise in seeing<br />
clients with specific issues, while others<br />
maintain a client base with broadly differing<br />
presenting issues such as:<br />
• Addiction<br />
• Ageing and retirement<br />
• Bereavement<br />
• Career and school <strong>counselling</strong><br />
• Change management<br />
• Children and adolescents<br />
• Conflict resolution and mediation<br />
• Corporate coaching<br />
• Couple and family therapy<br />
• Crisis and post-traumatic stress<br />
• Gender and sexuality<br />
• Grief and bereavement<br />
• Marriage and sex education<br />
• Personal mentoring and coaching<br />
• Separation and divorce<br />
• Sexual and child abuse<br />
• Many JNI graduates choose to establish<br />
their own private practices, while others<br />
integrate clinical practise with teaching<br />
or work in organisations.<br />
30
Theo Chang<br />
National Program Manager<br />
Family Drug Support (FDS)<br />
Graduate - Bachelor <strong>of</strong> Counselling and<br />
Human Change<br />
FDS provides services and programs aimed<br />
specifically for family members who are<br />
supporting a drug dependent loved one. Theo<br />
specialises in various types <strong>of</strong> Group work. He<br />
is the Group leader for FDS flagship program<br />
Stepping Stones to Success, a closed 27 hours<br />
experiential group aimed to help families cope<br />
better, become more resilient and be able to<br />
survive the long journey intact. Theo runs this<br />
program on a monthly basis in different parts<br />
<strong>of</strong> Australia. Participants from the program<br />
then form the nucleus <strong>of</strong> a local Support Group.<br />
Theo provides training and supervision for<br />
Stepping Stones to Success leaders and Support<br />
Group leaders. He facilitates regular Support<br />
Groups on the Mid-North coast <strong>of</strong> NSW.<br />
Toni Bailey<br />
Advertising Coordinator<br />
CAPA Journal<br />
Graduate - Bachelor <strong>of</strong> Counselling and<br />
Human Change<br />
After practising privately since 2001, Toni Bailey<br />
recognised the need to further develop her<br />
skills as a therapist, graduating from JNI with a<br />
Bachelor degree in 2005.<br />
Toni found the JNI program had the<br />
ideal blend <strong>of</strong> theory and practice and was<br />
supported by experienced staff practising<br />
within the industry.<br />
Toni is a clinical member <strong>of</strong> CAPA and is<br />
listed on the national register <strong>of</strong> PACFA.<br />
Since graduating from JNI Toni has also<br />
taken an active role in CAPA as their advertising<br />
co-ordinator for the quarterly CAPA Journal.<br />
31
GRADUATE SpOTLiGHT<br />
JEANNETTE CHALMERS<br />
Jeannette Chalmers<br />
Private Practice<br />
Group Worker and Counsellor, Mount Druitt<br />
Integrated Youth Service<br />
Graduated in May 2008<br />
Bachelor <strong>of</strong> Counselling and Human Change<br />
I graduated this year, in May 2008 and gained a<br />
Bachelor <strong>of</strong> Counselling and Human Change.<br />
I have a private practice in <strong>counselling</strong> and<br />
<strong>psychotherapy</strong>, in Mosman, two days a week,<br />
which I started in March this year. I am also<br />
working part time (3 days a week) as a Group<br />
Worker and Counsellor for Mount Druitt<br />
Integrated Youth Service (MDIYS), which is part<br />
<strong>of</strong> Wesley Mission. The service is for young people<br />
from the ages <strong>of</strong> 12 to 20, and their families.<br />
I am delighted to have found work in this<br />
kind <strong>of</strong> role in this particular field: working<br />
with youth and doing group work as well<br />
as individual <strong>counselling</strong>. I am also happy<br />
that there is the opportunity to work with<br />
parents too. The groups are small groups run<br />
in collaboration with local schools and other<br />
services, usually over a period <strong>of</strong> 4 or 6 weeks.<br />
For example, there is currently a group being<br />
run by MDIYS at a local high school called<br />
"Cool It", which is designed to help young<br />
people better understand and manage anger.<br />
I have a couple <strong>of</strong> goals at this stage. I want<br />
to develop my private practice especially in<br />
the area <strong>of</strong> couple <strong>counselling</strong>. Once I have<br />
settled into the role and found my feet, I hope<br />
to develop new group programs for MDIYS and<br />
to play an integral part in promoting the service<br />
in the area. I'd like to feel that I am making<br />
a difference in the community and in young<br />
people's lives. I'd also like to become more<br />
involved in the network <strong>of</strong> services that exist in<br />
the area, maybe by taking a position on a local<br />
committee. I have a further goal in terms <strong>of</strong> my<br />
pr<strong>of</strong>essional development: I aim to continue my<br />
learning and to sharpen my practice through<br />
further training, workshops and supervision.<br />
I also hope to extend my network within the<br />
<strong>counselling</strong> and therapeutic community, and<br />
maybe even, one day, when I have become more<br />
knowledgeable and experienced, to contribute<br />
by giving presentations or writing articles for<br />
<strong>psychotherapy</strong> magazines.<br />
I was attracted to the career <strong>of</strong> <strong>counselling</strong><br />
because I benefited from <strong>counselling</strong> myself<br />
when my marriage ended, because I believe in<br />
the difference <strong>counselling</strong> can make in people's<br />
lives and because I wanted a more meaningful<br />
connection with the people I worked with than<br />
I experienced in my previous roles. I decided to<br />
embark on training to become a counsellor and<br />
therapist when I was working for Barnardos<br />
Auburn, where I ran a mentoring program, and<br />
I witnessed the work the counsellors did there,<br />
and I spoke with the counsellors about their<br />
work. I believe we can all benefit from therapy,<br />
not just those who are in crisis or who are seen<br />
to be mentally unwell.<br />
I chose to study at Jansen Newman for four<br />
main reasons. Firstly, because <strong>of</strong> the strong<br />
personal development strand <strong>of</strong> the course. In<br />
particular, the opportunity to take part in group<br />
therapy over a period <strong>of</strong> two years, which I<br />
believe to be one <strong>of</strong> the most valuable assets <strong>of</strong><br />
the course. Secondly, because <strong>of</strong> the integrated<br />
and carefully constructed nature <strong>of</strong> the course,<br />
where each component builds on what has<br />
been covered before. Thirdly, because <strong>of</strong> the<br />
importance given to experiential learning.<br />
Fourthly, I liked the atmosphere <strong>of</strong> the college<br />
when I attended an information evening<br />
there. I received an excellent training at Jansen<br />
Newman that equipped me well to find,<br />
and carry out, work in the field and I would<br />
recommend the college highly. Another benefit<br />
was that I formed some very solid friendships<br />
during my time at Jansen Newman.<br />
“ Each individual and person's needs and<br />
experience are different; my advice to<br />
you would be to follow your passion and<br />
believe in yourself.”<br />
Jeannette Chalmers<br />
33
FREqUENTLY ASKED qUESTiONS<br />
What are my JNI study options?<br />
You can apply for entry into the Bachelor <strong>of</strong><br />
Counselling and Human Change or the Graduate<br />
Diploma <strong>of</strong> Counselling and Psychotherapy.<br />
The entry requirements will be discussed at<br />
your interview and an assessment made about<br />
the most suitable program for you.<br />
What is Higher Education accreditation?<br />
Our Bachelor and Graduate Diploma courses<br />
are accredited under the New South Wales<br />
Higher Education Act 2001 No 102 (NSW). This<br />
means that these qualifications are equivalent<br />
to the degrees and graduate diplomas <strong>of</strong>fered<br />
by universities in NSW and are nationally<br />
recognised. Similarly, our short course <strong>of</strong>ferings<br />
are also Higher Education accredited.<br />
How much time will my study take?<br />
Attendance on campus is one day or two<br />
evenings each week.<br />
Days — 9:30 am to 5.00 pm<br />
Evenings — 6:00 pm to 9.30 pm<br />
Additionally, we recommend at least an equivalent<br />
amount <strong>of</strong> time be spent each week in self-directed<br />
study outside class in the first year <strong>of</strong> study. In the<br />
second and third years <strong>of</strong> the programs, selfdirected<br />
study would be expected to increase along<br />
with time allowed for intern hours.<br />
Are there exams?<br />
No. JNI students are assessed in each subject<br />
through a range <strong>of</strong> methods including video and<br />
audiotapes, assignments, class presentations<br />
and journals. The frequency <strong>of</strong> assessments<br />
varies throughout the program.<br />
How is the JNI academic year structured?<br />
Generally, JNI’s academic year mirrors that <strong>of</strong> the<br />
NSW public school system and is comprised <strong>of</strong> 2<br />
semesters each with 2 terms, a total <strong>of</strong> 4 terms per<br />
year. Terms are 8 – 10 weeks duration.<br />
JNI also <strong>of</strong>fers a range <strong>of</strong> subjects in Summer<br />
School each year which are open to both JNI’s<br />
enrolled students and external applicants. Enrolled<br />
students may complete Summer School subjects<br />
to fulfil their Elective requirements.<br />
For details <strong>of</strong> both the JNI academic year<br />
terms and Summer School, visit our website at<br />
www.jni.edu.au.<br />
How large are classes?<br />
Average theory class size is 25 - 30 students with<br />
smaller groups <strong>of</strong> up to 12 students for Group<br />
Therapy and Group Supervision.<br />
What pr<strong>of</strong>essional associations will your<br />
courses allow me to join?<br />
Completion <strong>of</strong> either the Bachelor or Graduate<br />
Diploma programs provides all <strong>of</strong> the training<br />
components necessary for membership <strong>of</strong><br />
subsidiary bodies <strong>of</strong> the Psychotherapists and<br />
Counsellors Federation <strong>of</strong> Australia (PACFA)<br />
such as Counsellors and Psychotherapists<br />
Association <strong>of</strong> NSW (CAPA) and the Australian<br />
Association <strong>of</strong> Marriage and Family Counsellors<br />
(AAMFC). There may be additional full<br />
membership clinical and supervision<br />
requirements that can only be completed once<br />
you have finished your formal qualification.<br />
Is prior learning recognised?<br />
JNI does not award Recognition <strong>of</strong> Prior<br />
Learning (RPL) as a basis for exemption from<br />
course subjects because <strong>of</strong> the integrated nature<br />
<strong>of</strong> the courses. However, previous learning<br />
and pr<strong>of</strong>essional experience is recognised<br />
in assessing applications for entry into the<br />
Graduate Diploma program.<br />
Will I get practical experience?<br />
Yes. Students begin <strong>counselling</strong> as interns in<br />
their second year <strong>of</strong> study in JNI’s own clinics<br />
and through placements in a wide range <strong>of</strong><br />
public, private, health and welfare sector<br />
external organisations. During their internship<br />
in JNI’s clinics, students see real, paying clients<br />
with a variety <strong>of</strong> presenting issues.<br />
Will I be ready to begin practising when I<br />
complete my course?<br />
Yes. Our programs provide extensive handson<br />
experience with real clients and most<br />
graduates begin practising immediately after<br />
qualifying. Some graduates choose to combine<br />
<strong>counselling</strong> with other work while building<br />
their own practices.<br />
What can I call myself when I graduate?<br />
You are able to call yourself a Therapist,<br />
Counsellor or Psychotherapist.<br />
Is Austudy or Abstudy assistance available to<br />
JNI students?<br />
The Bachelor <strong>of</strong> Counselling and Human Change<br />
and the Graduate Diploma <strong>of</strong> Counselling and<br />
Psychotherapy are recognised as full-time courses<br />
and qualify for government assistance.<br />
For more information, contact Centrelink or<br />
visit www.centrelink.gov.au.<br />
WHERE TO FROM HERE?<br />
How do I apply?<br />
Step 1<br />
Meet with the Admissions and Course<br />
Information Coordinator or Academic Director<br />
for an interview to discuss your entry options.<br />
Step 2<br />
Upon acceptance, fill out and lodge:<br />
• A Jansen Newman Institute<br />
Application Form<br />
• Certified copies <strong>of</strong> your academic<br />
qualifications<br />
• Any other relevant documentation<br />
• A Request for FEE-HELP Assistance<br />
form (if applying for a FEE-HELP<br />
Government Student Loan)<br />
• Application forms may be obtained from<br />
the back <strong>of</strong> our brochure, or by contacting<br />
the Admissions and Course Information<br />
Coordinator (toll free) on 1800 777 116 or by<br />
email at info@jni.nsw.edu.au.<br />
Step 3<br />
Confirmation <strong>of</strong> your enrolment will be sent<br />
to you by mail.<br />
Key Intakes<br />
The Jansen Newman Institute has intakes for<br />
the Bachelor and Graduate Diploma programs<br />
in February and July each year.<br />
• Day and evening classes are <strong>of</strong>fered. Day<br />
attendance is once a week, 9:30am to<br />
5:00pm<br />
• Evening attendance is twice a week,<br />
6.00pm to 9:30pm<br />
• Acceptance into our programs is subject<br />
to an interview<br />
• We recommend that you apply well<br />
in advance to secure your place in a<br />
scheduled class that suits your needs.<br />
Further information<br />
Information Evenings provide an overview <strong>of</strong><br />
the Institute and our programs.<br />
They also provide an opportunity to speak<br />
with academic staff, current and past students<br />
and the Admissions and Course Information<br />
Coordinator. Appointments for interviews can<br />
also be made at the Information Evenings.<br />
For more information, to book an interview<br />
or to attend one <strong>of</strong> our regular Information<br />
Evenings call the Admissions and Course<br />
Information Coordinator on 1800 777 116.<br />
More information is available from our<br />
website at www.jni.edu.au.<br />
34
COLLEGE iNFORMATiON<br />
Entry requirements and Course credits<br />
The normal admission requirements for our<br />
courses are:<br />
Bachelor <strong>of</strong> Counselling and Human Change<br />
(BCHC)<br />
• (1) Degree or diploma in a discipline<br />
unrelated to <strong>counselling</strong> or<br />
<strong>psychotherapy</strong><br />
• Or (2) applicants under 21 years <strong>of</strong><br />
age must have a NSW Higher School<br />
Certificate or equivalent qualifications<br />
coupled with full-time work experience<br />
• Or (3) Mature Age entry (over 21 years<br />
<strong>of</strong> age).<br />
All applicants must demonstrate sufficient<br />
maturity, intellectual capacity and commitment<br />
to undertake a Higher Education program.<br />
All admissions into the program are subject<br />
to a successful applicant interview.<br />
Graduate Diploma <strong>of</strong> Counselling and<br />
Psychotherapy (GDCP)<br />
• Degree or equivalent in psychology,<br />
social work, teaching, nursing, welfare,<br />
<strong>counselling</strong>, rehabilitation <strong>counselling</strong>,<br />
behavioural sciences or education<br />
• Degree or equivalent in any discipline<br />
plus previous additional training<br />
in psychology, <strong>counselling</strong> or<br />
<strong>psychotherapy</strong><br />
• Admission into the Graduate Diploma<br />
<strong>of</strong> Counselling and Psychotherapy<br />
program is subject to a successful<br />
applicant interview.<br />
Please see our website www.jni.edu.au for<br />
more information.<br />
As there is a significant academic<br />
component involved in both our courses,<br />
minimum pr<strong>of</strong>iciency levels in spoken and<br />
written English apply.<br />
Course credit or Recognition <strong>of</strong> Prior<br />
Learning (RPL) is not generally <strong>of</strong>fered due to<br />
the nature <strong>of</strong> the course; however, in certain<br />
cases RPL may be granted in a predefined firstyear<br />
subject only.<br />
Course content and duration<br />
The BCHC course (three years) covers the<br />
following areas: in year 1 an introduction to<br />
core theories and techniques in <strong>counselling</strong>,<br />
particularly in relation to working with<br />
individual clients; in year 2 a closer look at<br />
both understanding <strong>of</strong> oneself and <strong>of</strong> the<br />
use <strong>of</strong> systemic theories, particularly as they<br />
apply to working with couples, families and<br />
groups; and in year 3 an opportunity to look<br />
at areas <strong>of</strong> particular interest and to integrate<br />
understanding <strong>of</strong> the three strands <strong>of</strong> the<br />
course (see below). Two electives (short<br />
courses) are also chosen from a varied list <strong>of</strong><br />
subjects. BCHC students also undertake 130<br />
hours <strong>of</strong> supervised clinical work over their<br />
second and third years. The GDCP course (two<br />
years) covers a similar content to that <strong>of</strong> the<br />
first two years <strong>of</strong> the BCHC, but at a deeper<br />
level. One elective course and 50 hours <strong>of</strong><br />
supervised clinical work are also undertaken as<br />
part <strong>of</strong> the GDCP.<br />
Modes <strong>of</strong> study and Assessment methods<br />
The two courses are <strong>of</strong>fered face-to-face only<br />
and include three components: academic<br />
(the theory component), clinical (including a<br />
supervised internship), and personal (group<br />
therapy). On-site hours include one full day or<br />
two evenings per week. Part-time study is not<br />
<strong>of</strong>fered to commencing students.<br />
Assessment for the courses is via essays<br />
involving summary and evaluation <strong>of</strong> theory<br />
connected with <strong>counselling</strong> and <strong>psychotherapy</strong><br />
and/or personal reflection; written analysis<br />
<strong>of</strong> skills as demonstrated in audio and video<br />
tapes; written reports giving evidence <strong>of</strong><br />
satisfactory group participation and facilitation<br />
as well as knowledge <strong>of</strong> the theory; submission<br />
<strong>of</strong> a clinical placement report; and satisfactory<br />
attendance at lectures and group therapy.<br />
There are no exams at JNI.<br />
In addition, some new Bachelor courses<br />
will be <strong>of</strong>fered by JNI online in 2009. Details<br />
concerning enrolment will be posted on our<br />
website www.jni.edu.au next year, as soon as<br />
this information becomes available.<br />
Fees<br />
Fees for the BCHC and GDCP courses for 2009<br />
are currently set at $2950 per term and are<br />
payable at the beginning <strong>of</strong> each term. Note<br />
that fees are subject to change as costs for the<br />
college increase. Please note that refunds are<br />
not available for any term that a student has<br />
commenced, and that a $250 cancellation<br />
fee is payable if a student withdraws from the<br />
program or if a student’s enrolment is cancelled<br />
due to serious misconduct.<br />
You may be eligible for FEE-HELP, which is<br />
a government-initiated payment scheme. More<br />
information is available at www.jni.edu.au.<br />
35
pARTNERSHipS<br />
THiNK: ApM<br />
COLLEGE OF BUSiNESS<br />
AND COMMUNiCATiON<br />
THiNK: BiLLY BLUE<br />
COLLEGE OF DESiGN<br />
THiNK: WiLLiAM BLUE<br />
COLLEGE OF HOSpiTALiTY<br />
AND TOURiSM<br />
THiNK: BiLLY BLUE<br />
COLLEGE OF ENGLiSH<br />
THiNK: AUSTRALASiAN<br />
COLLEGE OF<br />
NATURAL THERApiES<br />
THiNK: JANSEN NEWMAN<br />
iNSTiTUTE OF COUNSELLiNG<br />
& AppLiED pSYCHOTHERApY<br />
Jansen Newman Institute Pty Ltd is a separate higher education<br />
provider owned by Think: Education Group, which consists <strong>of</strong> a<br />
range <strong>of</strong> leading specialist education providers in Australia.<br />
Think: Education Group is distinguished by its commitment to<br />
providing innovative, industry relevant degree and vocational<br />
courses at the highest levels. This not only provides students<br />
with a guarantee <strong>of</strong> quality but also a unique learning<br />
experience that sets them apart from other college and<br />
university graduates.<br />
36