Bachelor Of Community Mental Health, Alcohol And Other Drugs

Turn compassion into a skillset and work across mental health, alcohol, and drug use support services

The need for skilled community workers is rising. The Bachelor of Community Mental Health, Alcohol and Other Drugs is your chance to support people and an industry in need.
Upon graduation, you'll have developed a broad skillset to provide non-clinical services, supporting health professionals and specialists such as psychiatrists, nurses and social workers.

Pathways
• Enter this degree from high school, without an ATAR.
• Students with a Diploma of Mental Health CHC53315 and a Diploma of Alcohol and Other Drugs CHC53215 will receive guaranteed entry into year two of this course.
• Students with a Diploma of Community Services will receive advanced standing credit for the first year of this course and enter directly into year two of this course.
• Experience in the sector counts! ! You can apply on the basis of a combination of work and lived experience.
• As part of the application process for work/lived experience applicants, we will invite you for an interview and may ask you to complete an assessment task.
• Have a certificate IV or diploma in a related field of community services? Ask us about credit transfer options.
• If you don’t already have a Diploma you can earn your Diploma at Chisholm - we offer courses from Certificates to Degrees to help you pathway to your degree.

What you'll learn
• How to apply a critical and reflective approach to professional practice, while working with and for vulnerable and marginalised people.
• The legal and ethical frameworks involved in working with children and youth, intervention strategies, client advocacy, and working in aged care.
• In-depth understanding of human behaviour and issues relating to alcohol and other drugs, mental health problems and practice, community development and counselling processes.
• How to apply a range of mental health and recovery models, practices and techniques.

How you'll learn
• Through a mix of hands-on practice and theory so you can develop the skills and knowledge required of mental health professionals.
• By training in state-of-the-art allied health and consulting suites at our Berwick campus, designed to simulate real-world circumstances.
• In a supported learning environment with ongoing feedback and face to face and online access to your lecturers.
• Practice applying your theoretical knowledge in two 200 hour fieldwork placements.

Timetable
Full time or part time study is available. Full time study requires you to attend classes in Berwick two days a week, usually on consecutive days.

Work integrated learning
• As part of the course, students are required to undertake 400 hours of professional community fieldwork placements.
This is completed as two 200 hour fieldwork placements. One in the second year and one in the third year of your studies. Chisholm will assist you to locate and apply for your field work placements.
• Chisholm works with a range of government departments, state based and local community agencies for student placements.
• You will complete your placement two days a week in the fourth and sixth semesters of our study.
• If you are already working in the Mental Health, AOD or Community Services Sectors, you may be able to apply for recognition of prior learning for one of your two student placements. Your Placement Subject coordinator can speak with you more about this.
• You can also access career counselling, professional development training and job placement guidance to help you prepare for your placement and the workforce.

• Organisations that offer placements include Delba Counselling and Consulting Services, Peninsula Health, Latrobe Community Health Service, Wellsprings for Women and CRAMLI Psychological and Behavioural Services.
• Career counselling, professional development training and job placement guidance to help you prepare for the workforce.

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Community Work Australia is a national professional body that accredits education and training courses for workers in the community services sector.

The Bachelor of Community Mental Health, Alcohol and Other Drugs at Chisholm is accredited by Community Work Australia.

As our course is both nationally recognised and Community Work Australia accredited it provides our students with a competitive edge with regard to employment opportunities in comparison to those students from non-Community Work Australia accredited courses

This accreditation adds value to graduates of this course at Chisholm as it confirms the professional reputation of our programs. Graduates can apply for full membership and registration with Community Work Australia and are strong candidates for employment in larger government departments and various community sector organisations.

Further information about Chisholm's accreditation as a Higher Education provider can be found at Tertiary Education Quality and Standards Agency (TEQSA). Chisholm Higher Education College participates in surveys administered by Quality Indicators in Learning and Teaching (QILT).

Download the course entry requirements.

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Award granted

Bachelor Degree (Pass)

Course code

CRS1201285

Delivery location

Berwick

International

Go to International students page

Length

Full Time, 3 years. Part Time, 6 years.

Start dates

3 March, 28 July

• Read more about this course

  Careers you can look forward to:
  With the Bachelor of Community Mental Health, Alcohol and Other Drugs, you'll be prepared to work in community mental healthcare, government (such as DFFH, Child Protection or Community Corrections Services) and a range of large and smaller non-government settings. From community and counselling services to pre-clinical assessment services and rehabilitation centre work. Some roles might include psychosocial rehabilitation worker, welfare coordinator, dual diagnosis practitioner, mental health worker, mental health and AOD counselling services and broader human services fields.
  
  More about your learning experience
  In the Bachelor of Community Mental Health, Alcohol and Other Drugs, you'll experience greater access to teaching staff because our class sizes are kept small. This course is made up of 60% domestic students and 40% international students. About half enter this course from a VET qualification and half from VCE or Australian equivalent.
  
  Pathway options based on highest qualification completed and Advanced Standing credit is available for students who have completed a relevant diploma.
  
  • Undergraduate Certificate in Community Mental Health, Alcohol and Other Drugs graduates will receive credit for the first semester of the bachelor degree.
  
  • Chisholm's dual Diploma of Mental Health CHC53315/Diploma of Alcohol and Other Drugs CHC53215 and Diploma of Community Services CHC52021 graduates will enter year two of the bachelor degree.
  • A related Chisholm diploma—graduates will enter year one of the bachelor degree and may be eligible for credit transfers. Pathway diplomas include:
  • Diploma of Alcohol and Other Drugs CHC53215
  • Diploma of Counselling CHC51015
  • Diploma of Mental Health CHC53315
  • Diploma of Youth Work CHC50413
  
  • Related certificate IV graduates can apply to the Undergraduate Certificate, Associate degree or Bachelor degree or, be encouraged to complete diploma-level studies before reapplying.
  
  Pathway certificate IV courses include:
  • Certificate IV in Mental Health CHC43315
  • Certificate IV in Alcohol and Other Drugs CHC23215
  • Certificate IV in Community Services CHC42015
  • Certificate IV in Disability CHC43115
  
  Your teachers
  The teaching staff in our mental health courses are internationally published academics, industry professionals and experts. They'll guide you through the degree, which includes theoretical study and practical projects.
  Industry engagement
  In order to meet the growing need for highly trained practitioners in the field, we've engaged industry to co-develop the course in consultation with practitioners, academics, professional bodies and policy-makers at both state and federal government levels.
  
  This means our course creates the types of graduates industry needs.

  
  Course structure

  To complete the Bachelor of Community Mental Health, Alcohol and Other Drugs, students must attain a total of 24 credit points. Most subjects are equal to one credit point. Most full-time students choose to study four units per semester, and usually undertake two semesters each year.

  
  Indicative workload

  Weekly workload per semester for 4 subjects: 12 hours face-to-face plus 24 hours personal study time.
  
  Full-time students attend classes on two days a week at Chisholm Berwick from 10:00am - 4.30pm. Depending on your course year you may study on Mondays, Tuesdays and/or Wednesdays.
  
  Part-time studies are available. Part time students attend classes one full or two half days a week.
  
  Semester One is from March to June and Semester Two is July to November.
  
  Fieldwork placement hours are usually completed in July to November in years two and three of the course.

• Learning outcomes

  Apply a critical, inquiring and reflective approach to professional practice while working with, and for, the most vulnerable and marginalised individuals, families and groups in the community.

  Critically evaluate and analyse practices applied in a community services environment, with reference to their theoretical understanding

  Demonstrate case management skills and an understanding of the community mental health and alcohol and other drugs service model.

  Demonstrate knowledge of a range of mental health and recovery models, practices and techniques and have the capacity to apply them in the field.

  Coordinate multiple service provision and a tailored approach to people with complex needs.

  Apply interpersonal skills to facilitate compassionate responsiveness to the needs of others and themselves.

• Subjects - Year one

  Policy, Politics and Law AHEBCHCS102

  Semester one
  

  This subject examines the Australian government structure and policy cycle in relation to inter-related laws and policies impacting on the delivery of mental health and AOD treatment, care and support.
  
  On successful completion of this subject students will be able to:
  a. Describe the basic characteristics of government and the political structures that mandate and authorise change in the mental health and AOD sector
  b. Explain the implications of a ‘whole of government’ approach to policy development within the context of reform of mental health treatment, care and support
  c. Discuss key policies and legislation applicable to the mental health and AOD treatment sectors
  d. Explain the impact of current privacy legislation on the role of community support workers
  e. Describe the process and factors considered in recent mental health and AOD sector reforms
  f. Review and critique the policy and legislative framework for early intervention and prevention.
  g. Explain the process by which public policy is reviewed and reformed

  Lifespan DevelopmentHEBCHT101

  Semester one
  

  This subject explores the biological, social and psychological facets that shape and individual's growth and wellbeing over the lifespan.
  
  On successful completion of this subject students will be able to:
  a. Define the concept of development and explain the characteristics that describe development at each stage of the lifespan from neonate to death.
  b. Describe patterns that exist in development and implications for well-being.
  c. Describe the significant physical changes and factors influencing health and well-being across the lifespan.
  d. Identify and describe the major changes in psycho-social, cognitive and emotional development across the lifespan.
  e. Identify and describe the major developmental tasks necessary for healthy development and the role and function of healthy family life.
  f. Explain the concepts of nature and nurture applicable to early development.
  g. Compare and contrast three theories that describe developmental changes during the human lifespan

  AOD IssuesHEBCHT104

  Semester one
  

  This subject is intended to provide students with knowledge of contemporary issues regarding drug use and treatment in Australia with a focus on the AOD sector. Students will become familiar with theories of addiction as well as theories of various treatment strategies.
  
  On successful completion of this subject, students will be able to:
  a. Discuss how values and attitudes influence both our own and our community’s responses to AOD issues.
  b. Discuss historical, social, cultural and political constructions of drug use and how this affects policy
  c. Discuss theories of drug use in Australia, its associated problems and the socio-economic impact for individuals, their families/carers, and the community
  d. Describe various psychoactive drugs and their effects on individual physiology and behaviour
  e. Compare and contrast a range of interventions for intoxication and withdrawal
  f. Discuss strategies for strengthening early intervention and prevention approaches to harmful AOD use from an individual and community perspective.

  Contexts of the Mental Health Industry AHEBCHCS101

  Semester one
  

  This subject is a foundation unit designed to assist students to understand the key influences on the development of the mental health service system. This subject is an integral part of the Degree to ensure students have insight into the systemic influences to the sector.
  
  On successful completion of this subject students will be able to:
  a. Discuss the history of mental health care and relate this to associated social change.
  b. Identify the philosophical, social and political influences that affected change in the delivery of mental health care in the latter 1900’s, and discuss the role and impact of international policy/conventions.
  c. Summarise the impact of deinstitutionalization, mainstreaming and community based care in relation to contemporary mental health and AOD services.
  d. Describe the current mental health reforms in Australia with particular reference to the current national mental health action plan or equivalent.
  e. Identify settings for mental health and AOD support and treatment for individuals across the lifespan.
  f. Compare access issues to appropriate mental health and AOD services for metropolitan, rural and remote communities and different cultural/ethnic groups.
  g. Explain how human rights have impacted on current models of mental health and AOD treatment, care and support.

  Mental Health Practice AHEBCHT102

  Semester two
  

  Australian epidemiology of low prevalence and major mental disorders and co-morbidity is discussed in this subject regarding prioritisation of health intervention/prevention approaches across the health and welfare sector.
  
  On successful completion of this subject students will be able to:
  a. Describe the theories of low prevalence disorders, major mental illness and co-morbidity, the impact on psychosocial and physical wellbeing and subsequent behaviours across the lifespan.
  b. Describe at least three conceptual models, including the vulnerability-stress model, used in understanding mental health.
  c. Explain the pathways and continuum of care for timely and effective intervention for individuals experiencing a mental health and/or AOD crisis.
  d. Explain why collaborative capability is necessary in supporting individuals and their families/carers in seeking the right treatment at the right time by the right person.
  e. Describe the role and function of a multidisciplinary team in relation to providing holistic care.
  f. Describe the key elements of care coordination across a range of services for individuals from different cultural/ethnic groups with complex needs.

  Working with DiversityHEBCHPD101

  Semester two
  

  This subject examines population diversity in its many forms and explore the concept of 'cultural safety' and a holistic person-centred approach as is essential for working with individuals in a community based setting.
  
  On successful completion of this subject students are expected to be able to:
  a. Discuss and critically evaluate various theories of how identity, diversity and difference are constructed and how notions of race, ethnicity, culture and gender have developed and been sustained through language and social structures
  b. Articulate a coherent argument that is based on sound reasoning that takes into account a number of different perspectives, interpretations or theories and is supported by authoritative, current and appropriate evidence
  c. Explain how cultural assumptions might influence individual and group understanding of mental health and wellbeing and suggest strategies for ensuring effective intercultural communication
  d. Discuss how attitudes to diversity at individual, social and institutional levels can provide opportunities for both social inclusion and social exclusion for specific groups
  e. Describe and critically evaluate strategies to promote mental health in people from diverse cultural backgrounds, including the cultural safety and cultural competence frameworks currently proposed for working effectively with individuals or groups experiencing mental health and AOD issues in Australia

  Community DevelopmentHEBCHSI101

  Semester two
  

  This subject introduces students to approaches of community development and its application in metropolitan, rural and remote areas of Australia.
  
  On successful completion of this subject students are expected to be able to:
  a. Compare and contrast approaches to community development, outlining their strengths and weaknesses, including both crisis and non-crisis.
  b. Identify community based resources that promote self-care, recovery and general wellbeing across the life span.
  c. Describe the role of social justice and the principles of empowerment necessary for community development.
  d. Discuss the range of skills necessary in researching and analysing community agendas and relevant communication and consultation strategies to strengthen relationships and build partnerships.
  e. Describe the role of non-government services in the provision of support for psychosocial recovery.
  f. Develop creative skills and ideas for implementing innovative practices into community development.

  Industry ProjectHEBCHPD102

  Semester two
  

  Students are introduced to and practice a number of key skills that are expected of a Higher Education student entering practicum and the Mental Health and Alcohol and Other Drugs industry: experiential learning, reflective practice, resilience and wellbeing.
  
  On successful completion of this subject students will:
  a. Demonstrate an understanding of self-reflection and self-reflective practices
  b. Demonstrate an understanding of the importance of attention and concentration and resilience
  c. Be able to design and plan a project establishing appropriate goals, objectives, milestones and action plans
  d. Be able to prepare an e-portfolio (CV, Cover Letter, and an Expression of Interests
  e. Demonstrate the key skills and preparedness for a job application/interview

• Subjects - Year two

  AOD Support InterventionsHEBCHSI104

  Semester one
  

  This subject introduces the skills necessary for early screening, assessment and community support for individuals, families and carers affected by AOD misuse.
  
  On successful completion of this subject students are expected to be able to:
  a. Evaluate the role of evidence-based practice in recovery planning for people with AOD problems
  b. Describe the application of specific assessment tools and criteria for use with people with AOD problems.
  c. Demonstrate AOD assessment skills including evaluating a client’s readiness to change, using models such as Prochaska & DiClemente’s Model of Change.
  d. Demonstrate knowledge of actual &/or potential risk factors for people with AOD challenges and describe how those risks might be managed.
  e. Outline the principles of relapse prevention and formulate relapse and recovery strategies.
  f. Identify and critically evaluate AOD information services available for all age groups, families and carers.
  g. Develop a community support plan for a client who misuses/uses alcohol or other drugs

  Structural Counselling ProcessesHEBCHSI103

  Semester one
  

  This subject critically evaluates current theories of structural counselling processes, including group work, brief and single session therapy.
  
  On successful completion of this subject students are expected to be able to:
  a. Explain and critically appraise engagement, respect and regard as necessary for an effective counselling relationship
  b. Critically examine the key concepts of basic counselling and support techniques that promote competence, resilience and coping strategies
  c. Compare and contrast a range of structural counselling processes indicating applicability in different contexts and across the life span
  d. Critically analyse how the counselling process can be utilised to reduce risk factors and enhance protective and preventive strategies
  e. Describe the principles of confidentiality and professional boundaries in respect to the counselling relationship content

  Policy, Politics and Law BHEBCHCS104

  Semester one
  

  This subject examines and critically analyse key legislation that informs mental health and AOD practice.
  
  On successful completion of this subject students are expected to be able to:
  a. Discuss the tension between the controlling and caring functions of involuntary treatment and the concept of advanced directives.
  b. Discuss the relevant aspects of the Mental Health Act in relation to community-based care and reflect upon the impact for the role of community support workers.
  c. Critically review key national/local policy publications and identify reform directions for consumer and carer participation at all levels of service delivery.
  d. Critically identify reform directions that focus on specific populations.
  e. Identify community based services that support programs for people with a mental illness and/or AOD issues and the relevant policy/legislation framework.
  f. Identify policy/legislation that addresses the needs for service for people with AOD and/or complex needs.

  Mental Health Practice BHEBCHT103

  Semester one
  

  The use of formal classification and diagnostic systems in mental health has generated cultural, professional, and social criticism. This subject critically analyses the strengths and weaknesses of a classification/diagnostic based assessment and a strengths and recovery oriented assessment. The stages of crisis and risk management are evaluated as applicable to community based care.
  
  On successful completion of this subject students will be able to:
  a. Describe the stages of crisis and the formulation of early intervention and preventative strategies within a complex multidisciplinary setting.
  b. Describe the complex social, health, and legal issues that often arise in connection to serious mental illness and co morbidity and critically evaluate associated risks.
  c. Identify signs of increased risk of serious physical and mental illness associated with comorbidity and evaluate support and care options.
  d. Develop a support plan that facilitates functional recovery reflecting a person’s cultural safety needs and outline the strengths and weaknesses of utilizing a diagnostic framework.
  e. Explain the importance of engagement and participation of family/carer in a support/recovery plan for an individual and reflect upon the impact of family disengagement.

  Exploring ResearchHEBCHPD103

  Semester two
  

  This subject explores the fundamentals of research, both in terms of conducting it and understanding it. An assortment of research techniques are canvassed, with an underlying philosophy that a good researcher is one able to determine and apply the most appropriate combination of techniques to the problem at hand rather than being limited to a small number of preferred methods.
  
  On successful completion of this subject students are expected to be able to:
  a. Compare and contrast a wide range of research techniques in order to determine the most appropriate combination for a particular task.
  b. Take account of principles such as ethics, power and privilege when designing and reviewing research
  c. Critically evaluate research and research literature for its validity, reliability and other limitations
  d. Understand and correct for a range of common errors in thinking and decision making
  e. Apply research skills and critical thinking to the mental health field in particular

  Practicum Year 2HEBCHPD104

  Semester two
  

  Inclusion of the Practicum in the program of study is designed to offer students the opportunity for professional development as dual diagnosis practitioners, youth support workers, social welfare workers, residential carers, family support workers, welfare coordinators, refugee liaison officers, psychosocial rehabilitation workers, alcohol and other drugs workers, mental health workers and youth justice workers.
  
  Key skills Year 2
  On successful completion of the Year 2 Practicum, you are expected to be able to:
  • Under supervision, participate in the provision of community support with particular attention to clients with multiple or complex needs and their families and carers, applying theory learnt in co-requisite subjects and demonstrating a professional approach to work
  • Demonstrate developed self-awareness, self-care and reflective practice within a professional framework
  • Demonstrate an understanding of the relational aspects of caring
  • Demonstrate capacity for assertive community-based support under supervision.
  • Reflect on the implications for their own practice and development of professional identity in the sector.

  Comorbidity and Complex CareHEBCHSI106

  Semester two
  

  This subject critically examines the health and welfare implications of comorbidity on the course of illness and explore community support interventions and services for individuals, carers and families.
  
  On successful completion of this subject students are expected to be able to:
  a. Discuss the incidence and causal models of comorbidity and types of presentation
  b. Describe and explain the health and welfare implications of mental illness and a co-occurring disorder, outlining the key elements of a community support plan
  c. Critically analyse health, welfare, personal and social risk factors of comorbidity across the lifespan
  d. Critically analyse the range of services for the individual, carers and families with complex needs
  e. Discuss and explain early intervention/prevention pathways for people with a range of comorbid presentations and complex care needs
  f. Describe the methods for developing a coordinated and collaborative community based support plan for a person with multiple and complex needs.

  Contexts of the Mental Health Industry BHEBCHCS103

  Semester two
  

  Environmental and social factors impact on the community’s understanding of mental health and mental illness. Public perception can be influenced by media sensationalism and stigma. The subject examines the impact of stigma and media influence on a community and its capacity to accept and understand individual difference, diversity and vulnerability.
  
  On successful completion of this subject students are expected to be able to:
  a. Recognize how social attitudes can lead to stigmatization in the community of those with a mental health challenge or illness and affect their current employment situation or their potential to find work.
  b. Compare and contrast various approaches to mental illness and evaluate their strengths and weaknesses.
  c. Outline current policy directions regarding mental health and how various organizations address the issue of stigma and public perceptions of mental health and mental illness.
  d. Discuss how the attitudes, values, beliefs and knowledge of mental health workers can have a positive or negative impact on the people they work with.

• Subjects - Year three

  Action Research Project AHEBCHPD106

  Semester one
  

  In this subject students continue to examine the importance of research in mental health practice, the philosophical bases of research; and the empowering potential of participatory action approaches to research and evaluation.
  On successful completion of this subject students are expected to be able to:
  
  a. Explain the methodology of action research and comment critically on its application within a community health context
  b. Identify an area of interest, or an issue or area of professional practice, suitable for an action research project and articulate the problem/question(s) to be investigated
  c. Conduct a critical review of the literature pertinent to an identified area of study
  d. Formulate an action research proposal
  e. Develop an application for ethics approval

  Complex TraumaHEBCHCS105A

  Semester one
  

  Students will explore the relationship between complex trauma, mental health, and AOD issues at individual, community and collective levels. This subject provides students with an opportunity to consider complex trauma in the context of community development and engagement, as well as in the context of future planning for the mental health and AOD sector
  
  Learning outcomes
  On successful completion of this subject you are expected to be able to:
  A. Demonstrate an understanding of the phenomenology of complex trauma in youth and others who have suffered repeated and severe exposure of a wide range of traumatic experiences. This includes physical, sexual and emotional abuse, domestic violence as well as war and refugee trauma.
  B. Demonstrate an understanding of cumulative trauma experiences associated with certain life events and transitions.
  C. Demonstrate an understanding of some theoretical perspectives on neurobiology of attachment, coping and adaption to complex trauma and recovery.
  D. Discuss individual, community and cultural differences and its challenges which they pose for psychological theories and practice, including effective treatments of complex trauma and alcohol and other drugs addiction.
  E. Analyse, write and develop arguments about implications for trauma specific and trauma-informed research and practice.

  Working with Families and CarersHEBCHSI102

  Semester one
  

  This subject explores family diversity and methods of assisting the recovery process through practical and active participation. Emphasis is on developing skills of working with and engaging family members through a range of practices and thought.
  
  On successful completion of this subject students are expected to be able to:
  a. Demonstrate an understanding of the concepts of care within the diverse nature and functions of contemporary families and the ways in which family or carer supports can be incorporated into integrated care planning
  b. Analyze and discuss the experience of grief, mourning and loss associated with caring for an individual with mental health and/or AOD issues and reflect upon the implications for the professional practice of community support workers
  c. Demonstrate an understanding of the role of creativity, nutrition and exercise in the support and wellbeing of carers and families
  d. Critically evaluate the principles of recovery, and how a collaborative recovery model can contribute to an individual’s rehabilitation experience
  e. Review the role of self-advocacy and empowerment as enablers for families and carers
  f. Identify carer driven initiatives that can be accessed by families and carers and demonstrate competence in a range of creative, writing and self-expression support practices
  g. Explain the relevance of concepts of social inclusion/consumer participation in policy development and legislative reform with reference to the principles of human rights

  Applied CounsellingHEBCHSI105

  Semester one
  

  This subject explores and critically compare the application of communication and counselling techniques relevant across the lifespan and for different contexts of community based support.
  
  On successful completion of this subject students are expected to be able to:
  a. Critically evaluate the theoretical approaches of a range of contemporary counselling models and evaluate the implications for practice in different contexts and across the lifespan.
  b. Compare and contrast different counselling models in relation to a wellness and recovery orientation and the right to self-determination
  c. Differentiate between aggressive and assertive response styles in managing conflict within the counselling relationship
  d. Compare and contrast theories of self-care in the counselling process
  e. Critically reflect on the student’s own conditioned responses to types of diversity

  Professionalism, Adapting, Developing, ThrivingHEBCHPD107A

  Semester two
  

  This subject focuses on the practitioner and their interaction with others and the workplace, with topics including burnout, self-care, and ongoing professional development.
  This subject will critically explore current theories of organisational behaviour and culture, workplace trends and the nature of professionalism. Workplace issues and Furthermore, a number of different issues in the workplace will be discussed, which impact professionalism and the ability to be successful in human service organisations
  
  Learning outcomes
  On successful completion of this subject you are expected to be able to:
  A. Demonstrate an understanding of a range of basic concepts of organisational psychology, particularly as they apply to human service organisations
  B. Appreciate the antecedents to burnout and strategies for avoiding it, as well as the self-care mechanisms for dealing with stress, staleness and burnout
  C. Be conversant with a range of other professional functions/roles/practitioners they are likely to encounter
  D. Be prepared to optimally adapt to the differences between being a community worker in metropolitan, rural and remote settings.
  E. Demonstrate an understanding of concepts such as bio-psycho-social, wellness continuum and holistic care as they apply to community-based roles
  F. Recognise the need for and chart potential adaptable pathways for ongoing professional-development

  Action Research Project BHEBCHPD108

  Semester two
  

  This subject focuses on a unique action research designed to explore how to regulate emotional behaviour amongst mental health workers and how to express this when working with individuals, families and communities who face and experience mental health and AOD issues.
  
  On successful completion of this subject students will be able to:
  a. Analyse and interpret research findings to draw conclusions, including the identification of implications for professional practice in community health context
  b. Apply research findings to improve professional practice and knowledge
  c. Critically reflect upon own performance and demonstrate insight into how researchers’ perspective influence the framing, processes and outcomes of research
  d. Critically reflect and evaluate on any change in professional practice, attitude and approach for self and/or others as a result of action research project
  e. Present research finding to peers and stakeholders

  Working with Children and YouthHEBCHT105

  Semester two
  

  This subject builds on Lifespan Development and introduce childhood and youth as a unique and fascinating stage of the lifecycle that is examined from a bio-psycho-social perspective.
  
  On successful completion of this subject students will:
  a. Demonstrate an understanding of the key transition points from birth to 25 years and reflect upon protective factors that may mediate wellbeing in the shadow of mental illness and other issues
  b. Demonstrate an understanding of mental illness, and emotional and behavioural issues for a child/youth and learn practical, innovative and creative support interventions
  c. Demonstrate knowledge of methods to assist individuals minimize the influence of their experience of mental illness on their lives and gain skills which build self-esteem, resilience, creativity and better relationships with the self, family and community
  d. Demonstrate creative practices that assist young people, and workers to be self-reflective, resilient and emotionally competent. Demonstrate communication skills that are applied across a range of activities – i.e. public speaking, websites, writing, and visual language
  e. Demonstrate analytical, assessment and research skills in working with youth and children Content
  
  *Elective unit must complete either this unit or HEBCHT106

  Practicum Year 3HEBCHPD105

  Semester two
  

  Inclusion of the Practicum in the program of study is designed to offer students the opportunity for professional development as dual diagnosis practitioners, youth support workers, social welfare workers, residential carers, family support workers, welfare coordinators, refugee liaison officers, psychosocial rehabilitation workers, alcohol and other drugs workers, mental health workers and youth justice workers.
  
  Key skills Year 3
  On successful completion of the Year 3 Practicum, you are expected to be able to:
  • Critically evaluate practices observed in a community services organization with reference to their theoretical understandings.
  • Critically reflect on the implications for their own practice and development of professional identity in the sector from insights gained from observation and provision of community support for clients.
  • Demonstrate personal resilience, coping strategies and ability to promote mental health and well-being.
  • Demonstrate case management skills and an understanding of the agency specific recovery and/or community service models
  • Coordinate multiple service provision and a tailored approach to people with complex needs.

  Working in Aged CareHEBCHT106

  Semester two
  

  This subject builds on the subject Lifespan Development and focuses on the impact of social, psychological/mental and physical changes in the older person along with the key transition tasks and community support required for maximising wellbeing.
  
  On successful completion of this subject students will be able to:
  a. Critically discuss key transition points for the older person and reflect on the types of support/intervention required to support adjustment and wellbeing
  b. Describe and critically evaluate strategies to promote mental health in older people and reflect on the impact of social isolation and social inclusion
  c. Describe the impact of mental health disorders that are likely to present in the older person and critically evaluate bio-psycho-social interventions aimed at maximizing wellbeing
  d. Differentiate between depression and dementia and critically evaluate the impact of risk and protective factors
  e. Describe how the ageing process of an older person can influence their capacity for independent living and wellbeing
  
  *Elective unit must complete either this unit or HEBCHT105*

• Admission requirements

  Please refer to the course entry requirements document (available above in the course description) for current requirements.

• Course pathways

  Nationally recognised training	Certificate IV In Alcohol And Other Drugs	Graduate Certificate in Family Violence	Bachelor Of Community Mental Health, Alcohol And Other Drugs
  Possible job outcome	support worker (community services) mental health outreach worker drug and alcohol community support worker community rehabilitation and support worker	child protection practitioner senior policy officer case manager specialised family violence worker	welfare coordinator psychosocial rehabilitation worker dual diagnosis practitioner mental health worker

• Fees

  Indicative total course cost $45,864. Total course cost is indicative based upon the 2025 tuition fee. Any increase in fees for subsequent years is not included in this value.
  
  Indicative annual tuition fees of $15,288. Indicative fees are based upon a student enrolling in 100% full time study load and does not reflect if subjects are repeated or advanced standing is granted.

• Help with fees

  FEE-HELP

  At Chisholm, you can get a FEE-HELP loan to help you pay for all or part of the tuition fees for this degree course. Find out more about using FEE-HELP to study now and pay later.

• Advanced standing

  Your current skills, knowledge and experience can help you get a qualification.

  Find out about skills recognition and RPL for certificate to advanced diploma courses.

  Find out about advanced standing for graduate certificate, graduate diploma and bachelor degree courses.

This course is accredited by the Tertiary Education Quality and Standards Agency (TEQSA) and aligned to Australian Qualification Framework (AQF) Level 7.