Master of Counselling | Accredited Online Course

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

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

Principles

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

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

Student Support Services

Orientation

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

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

For international students, the orientation additionally includes information regarding:

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

For international students, the orientation program must be available for late arrivals and to students who are not commencing at the beginning of a course/program.

Information presented in orientation programs must be provided in the Student Handbook, which is available on the Institute's website, so that it may easily be revisited by students seeking that information and so that it might be accessed by students before they accept an offer of admission.

Academic and English Language Support

The Institute acknowledges the diverse needs of its student population and aims to support the educational needs of all students, regardless of their backgrounds. The Institute provides students with academic support, which includes, among other things, study advice, additional tutorials, study and assessment skills, study groups, advice on academic integrity, and online learning resources.

Should a student require additional support such as literacy and numeracy skills assistance or English Language support, the student will be referred to an outside agency to provide the relevant assistance.

Detailed and up-to-date information on the nature of the support and how to access the support is provided in the Student Handbook, which is available on the Institute’s website.

Teaching staff will regularly remind students of the availability of academic and English Language and support.

Teaching or other staff who become aware of a student’s need for academic or English Language support will proactively and sensitively encourage the student to seek support, including in feedback on assessment items.

AIPC students may be required to undertake a post-entry English Language assessment. This evaluation aims to identify early in a student’s studies specific areas where they may need academic language support and to personalise this support to their individual needs.

Where the Institute is unable to provide the support required, it will refer the student to an external service provider.

Assessment extensions and Special Consideration are available to students who meet eligibility requirements including students who have been affected by a significant life event, including religious or cultural events.

When a course of study is delivered through arrangements with another party—including placements—the Institute remains accountable for the students’ support and wellbeing.

Counselling, Health and Mental Health Support

The Institute is committed to promoting the health, mental health and wellbeing of its students and accordingly provides expert, confidential counselling, and health-related services.

Students in the first year of enrolment may receive counselling from a pre-service counsellor from the Australian Counselling Service (ACS). ACS is AIPC’s clinical counselling division, and its pre-service counsellors (AIPC students on placement) provide high-quality and highly-subsidised counselling services to the general public.

Alternatively, students are recommended to visit the Australian Counselling Association website where they can access the names and contact details of counsellors in their locality.

Staff who become aware of a student’s need for health, mental health or wellbeing support will proactively and sensitively encourage the student to seek support.

Students with a Disability

The Institute is committed to equitable access to educational opportunities.

Policy 2.19 Providing Education to Students with a Disability covers the Institute’s assistance in supporting students with a disability to encourage successful participation, progress and completion of their course. This includes students with a disability, long-term illness or mental health condition.

Staff who become aware of a student’s need for disability support, or a carer’s need for support, will proactively and sensitively encourage the student or carer to seek support.

Where the Institute is unable to provide the support required, it will refer the student or carer to an external service provider.

Career Services

Student Support Framework

The Higher Education Learning Portal

The Higher Education Learning Portal (HELP) is the Institute’s Learning Management System through which online information regarding course/programs, subjects/units, assessment information, learning support, discussion forums are located. It is found at (http://help.aipc.com.au).

All students are provided with individual log-in details for the HELP system upon enrolment and receive an induction on its use and updates on relevant changes.

Lecturers and Facilitators maintain the currency of the HELP pages for their subjects, ensuring the availability of learning resources (Study Guide) and materials, subject and assessment information, discussion forums, links, and videos relevant to each subject, and enabling students to connect with other students and with their Lecturers.

Lecturers and Facilitators engage regularly with their students through webinars, forum discussions, videos, links, quizzes, and other online learning tools. All online subjects include a weekly webinar to complement the written learning materials provided for the subject.

The HELP site has several general resources available for students to assist with their integration into academic studies, including the Academic Success module, referencing guides, Student Handbooks, example essays and FAQs.

New Students

An orientation program is provided to new students to facilitate their transition to study at the Institute. Orientation programs are tailored to the needs of student cohorts and include specific information for international students to facilitate adjustment to living and studying in Australia.

New students will be directed to information, advice, and relevant contact information, including for appropriate Institute staff, to regarding support services available, including academic support, English language support, emergency services, health services, counselling, legal advice, advocacy, accommodation, and welfare.

As part of their enrolment pack, new students are provided with a Personal Development Journal to use at the commencement of their studies to assist with establishing their study goals and expectations and managing their time.

New students are proactively contacted by lecturing and administrative staff by phone and email during and after commencement of the semester. The aim of these contacts is to encourage active participation by the student in their learning, to build reciprocal trust and understanding, and to identify any issues that may need to be addressed.

Students will be referred to Lecturers and Facilitators, or directed to support tools, as judged appropriate as a result of discussions and communications with staff generally.

Student Support staff schedule ongoing contacts with individual students as determined by a student’s needs.

Contact by Lecturers and Facilitators

Lecturers and Facilitators send an introductory email to students in each subject for which they are responsible at the commencement of the first week of each study period. This email includes essential information relevant to the subject, how to begin with studies, and assessment requirements.

Weekly emails are sent to students by Lecturers and Facilitators to students, with information relevant to the unfolding content of the subject.

Lecturers and Facilitators proactively contact students who do not appear to be participating in their studies, using by email, text, or telephone.

Lecturers and Facilitators provide students with the opportunity to meet with them online, by teleconference or face to face during each study period.

Study Assistance Line

Students studying externally who have questions about the academic content of their studies, such as clarification of concepts or assessment matters, can call Head Office or the toll-free Study Assistance Line on 1300 139 239. Calls from students will be referred to the Lecturer or Facilitator for the relevant subject.

Lecturers and Facilitators will respond to student queries within timeframes that are reasonable given their days and hours of work, and on the same day where possible.

Online Study Assistance

All students can email their Lecturer or Facilitator with any academic questions or with post HELP forum questions at any time during the relevant study period.

Lecturers and Facilitators will respond to student queries within timeframes that are reasonable given their days and hours of work, and on the same day where possible.

Additional Tutorials

Students studying on campus can request additional one-on-one and small group tutorials with their Lecturer or Facilitator. These optional tutorials are in addition to the attendance requirements of the relevant subject and are for those students requiring extra assistance with their studies.

Feedback and Advice from Lecturers

Students can obtain ongoing feedback and advice from their Lecturers through individual consultations by email, by telephone or face to face, including regarding preparation of, and for, assessments.

Student Networks

Students can contact other students through the student lists for specific subjects on HELP.

Students can also join the AIPC Higher Education group on Facebook to interact more broadly with other students. Students are advised of this by Student Support Staff at the commencement of their studies.

Students can connect with each other at the regular Bachelor or Master Connect Sessions hosted by the Course Coordinator, enabling students to network with other students and discuss points of interest.

At Residential Schools, there may be times when Lecturing or Student Support Staff conduct workshops or networking functions in addition to standard Residential School requirements. Such optional events provide good opportunities to meet staff and other students, and to have any general enrolment or study concerns addressed.

Institute committees include student members selected from the study body.

Student Contact Program – Continuing External Students

Student Support Staff contact each student studying externally during each semester of their studies.

These contacts are undertaken by email during the first four weeks of the semester, and then progressively during the semester prior to Residential School.

These contacts are designed to find out how each student is progressing whether there is any further information, resources, or support that they require regarding any aspect of their enrolment or studies.

Appointments with Student Support Staff

All students can make an appointment to speak with appropriate Student Support staff about any non-academic issues regarding their studies, including about personal circ*mstances adversely impacting their study, or about their enrolment. Student Support Staff can be contacted on 1800 657 667.

External students are encouraged to contact Student Support Staff by telephone or email at any time during studies or on a face-to-face basis during a Residential School.

Assistance with Information Technology

As detailed in Student Handbooks, students can contact Student Support staff on support@aipc.net.au if they require assistance with IT-related matters or troubleshooting.

Information regarding IT support will be a component of the orientation program for new students and all students will be updated regarding relevant changes.

Students at Academic Risk

Students begin their tertiary studies with varying levels of academic experience, skills, and confidence. Some students will possess or easily acquire the skills required to successfully complete tertiary study and will progress through their course with little difficulty. Others will be less prepared and will require additional support during their course. Some students, irrespective of their level of preparation, skills, and confidence, will experience unexpected challenges that place them at risk of failing to achieve their academic goals.

The Institute honours its commitment to support students at academic risk.

Many factors may contribute to a student becoming at risk of experiencing academic difficulties. Students in the following categories may be at a higher risk of experiencing academic difficulties:

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

Indicators that a student may be at academic risk include:

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

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

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

Students not logging into HELP in the first two weeks of a study period, or with extended periods of not using HELP or using it only sporadically participation are contacted by the relevant Lecturer to endeavour to re-engage the student and to offer support, including:

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

Students who fail to submit an assessment item, who fail a submitted assessment item or who fail or experience significant difficulty with an early formative assessment item are contacted by the relevant Lecturer to discuss their situation and to offer support, including:

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

Individual Learning Plans are developed and updated by the Academic Coach/International Student Liaison Officer as needed and saved on the higher education server in a central file accessible by all Lecturers and higher education staff. The Academic Coach/International Student Liaison Officer informs relevant Lecturing staff.

The progress of students identified as being at academic risk is monitored by the Academic Coach/International Student Liaison Officer, with guidance and direction to assist the student’s progress provided to Lecturers and Student Support staff as needed. Progress of students is discussed regularly, and the Individual Learning Plan and the student profile is updated as needed to reflect any decision made. Any international student who is deemed to be making unsatisfactory course progress will be notified in writing of AIPC’s intention to report the student to the Department of Home Affairs, as per the Administering Unsatisfactory Course Progression Policy. If an international student requires a period of deferment, the Institute will act in accordance with its Reporting Course Variations for International Students Policy.

The Academic Coach is an academic position designed to help students at academic risk to develop positive study habits and mindsets, effective time management, a range of academic skills to enable successfully progress with their studies. The Academic Coach:

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

Complaints and Appeals

If a student enrolled at AIPC or a person seeking to enrol at AIPC is dissatisfied with any aspect of the Institute’s student support services, they may lodge a complaint as per the Complaints and Appeals Policy.

Monitoring and Review

Review of, and compliance with this policy is overseen by the Provost, Head of Regulation and Accreditation, and the Academic Board.

This policy will be reviewed annually in accordance with the Quality Assurance Framework, and requirements of the Higher Education Support Act 2003.

A student support report is presented to the Academic Board annually and submitted to the Department as per reporting requirements outlined in paragraph 19-43(6)(b) of the Higher Education Support Act 2003.

Master of Counselling | Accredited Online Course | AIPC (2024)

Principles

Student Support Services

Student Support Framework

Complaints and Appeals

Monitoring and Review