Applicants with recent secondary education (within the past two years)
N/A
Applicants with vocational education and training (VET) study
• A completed Diploma, equivalent or above in a relevant discipline;
• A minimum of 2 years full-time (or part-time equivalent) experience in Family Violence, or a related sector*;
• Attend a pre-admission information session and complete a questionnaire; and
• A pre-selection interview (if applicable).
Applicants with higher education study
• A completed higher education degree (AQF 7 or above) in a relevant discipline;
• Attend a pre-admission information session and complete a questionnaire; and
• A pre-selection interview (if applicable).
Applicants with work and life experience
N/A
Inherent requirements
Our inherent requirements are a guide to help you decide if a course is right for you.
If you are a student with a disability, long-term illness, mental health condition or are a primary carer of an individual with a disability, you can apply for support through our Equitable Learning and Disability Support team.
1.Communication – written
• Rationale: Students must possess the skills necessary to produce clear, well-structured academic and professional documentation.
• Requirement:
• possess requisite English language skills
• ability to use correct grammar and professional terminology
• willingness to use the academic supports and resources available to meet assessment requirements in terminology, communication, written expression, and referencing
2.Communication – verbal and non-verbal
• Rationale: Clear verbal and non-verbal communications are essential to support therapeutic alliances, assessment and planning, academic and professional relationships, and to conduct effective advocacy. In addition, body language and non-verbal cues are vital in client interaction and rapport-building.
• Requirement:
• be clear, respectful, and sensitive to others in all verbal communications within all settings
• willingness to participate in case discussions, interviews, and group work in class and fieldwork placement settings
• demonstrate culturally appropriate and responsive non-verbal behaviour, along with the ability to interpret the non-verbal communication of others
3.Computer skills & internet access
• Rationale: Students require internet access and competent computer skills in order to craft and submit assessment tasks, maintain lines of communication, and avail themselves of online resources as required.
• Requirements:
• access to both a computer and reliable internet
• possession of competent computer literacy, including the use of the Microsoft Office suite, email functions, internet browsing and research, and other general computer functions.
• ability to adapt to new and evolving technology as required
4.Cognitive Capacity
• Rationale: Strong cognitive skills are needed for problem-solving, decision-making, critical analysis, and reflection.
• Requirement:
• demonstrate ability to conceptualise, synthesise, and integrate knowledge
• apply theory and other relevant knowledge to practice and engage in reflective learning.
• revise, retain and apply complex information across multiple settings and disciplines
• demonstrate ability to work under pressure, manage workloads and meet deadlines across academic and placement contexts
• demonstrate ability to take and act on critical and constructive feedback
5.Interpersonal Skills
• Rationale: Good interpersonal skills are fundamental for building trust and working collaboratively in diverse teams and with community groups.
• Requirement:
• demonstrate respect, empathy, and cultural sensitivity
• ability to work effectively in team environments, including interprofessional collaboration
• be prepared to take part in group activities, carryout specific roles and support group collaboration and learning
• possess the ability to engage respectfully with a diverse range of clients and colleagues, regardless of gender, age, culture, sexuality, religion and social/culture backgrounds
6.Ethical Behaviour
• Rationale: Students must act ethically and with integrity in alignment with industry codes of conduct and ethical guidelines.
• Requirement:
• demonstrate knowledge of and commitment to relevant ethical and legal standards.
• demonstrate confidentiality, privacy and professional standards.
7.Emotional Regulation and Sociability
• Rationale: Individuals that work with vulnerable individuals and communities must be calm, empathetic and nonreactive and demonstrate consistent emotional regulation.
• Requirement:
• ability to manage own emotions and responses and mental health to provide safe and empathetic support in a range of environments
• ability to maintain professional boundaries and remain in command of one’s own emotions and responses when faced with traumatic or
• challenging course content, consumer accounts or community circumstances.
• ability to readily adapt to changing circumstances in dynamic environments.
• possess emotional intelligence, emotional empathy and a high degree of self-awareness/reflection
• ability to separate work and life, including the practice of both pro-active and reactive self-care as required
8.Lived experience of family violence (if applicable)
• Rationale: Students need the ability to gauge and monitor levels and strategies supporting their own well-being along with the capacity to reflect and adjust professional practice.
• Requirement:
• ability to recognise boundaries between own lived experience and professional practice
• awareness that own lived experience does not overshadow theoretical perspectives and global evidence base
• willingness to access support networks, either personal or professional, if required
Reasonable Adjustments
Students with a disability or health condition are encouraged to contact the college’s accessibility or student support service. Reasonable adjustments to support full and equal participation are available but must not compromise the academic integrity or safety standards of the course.
Prerequisite requirements
Along with the inherent requirements listed above, students need to meet certain prerequisites for entry into the course. These include entry requirements and also compliance with industry regulatory standards along with Australian and Victorian law and professional accreditation regulations. Furthermore, some prior and/or current criminal convictions, if relevant, can impact a student’s ability to meet requirements regarding practical placement (for the working with men stream). As such, students will require the following:
• ability to meet legal and regulatory standards as required, including those associated with practical placements
• not be subject to a pending criminal or civil legal matter that may impact the above (recognising the right to assumption of innocence until conviction)
• not be undertaking a current Order that has relevance to the course in question
• willingness to undertake working with children and/or police check if required
• for students with relevant prior criminal convictions, willingness to discuss their ability to meet prerequisite requirements with the Course Coordinator.
