Phoenix Prospectus - EUROTAS Prospectus 2013… · Phoenix respects each individual’s search for...

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Phoenix Prospectus Bachelor Degree and Vocational Education (VET) Leaders in holistic and transpersonal education PHOENIX INSTITUTE OF AUSTRALIA

Transcript of Phoenix Prospectus - EUROTAS Prospectus 2013… · Phoenix respects each individual’s search for...

Page 1: Phoenix Prospectus - EUROTAS Prospectus 2013… · Phoenix respects each individual’s search for meaning, and is respectful of the views and belief systems of its students. Phoenix

Phoenix ProspectusBachelor Degree and Vocational Education (VET)Leaders in holistic and transpersonal education

Phoenixinstitute

of AustrAliA

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Contents03 Welcome to Phoenix

04 About Phoenix

05 Studying at Phoenix

06 What does Phoenix offer?

07 Gain experience while you study

08 Accreditation

09 Student resources

10 Academic staff – Victoria

11 Academic staff – New South Wales

Leaders in holistic and transpersonal education

13 VET general course information

15 Diploma of Counselling (CHC51712)

18 Advanced Diploma of Transpersonal Counselling (52453WA)

23 Advanced Diploma of Transpersonal Art Therapy (52454WA)

27 Bachelor degree general course information

28 Associate Degree of Holistic Counselling (V14126)

29 Bachelor of Holistic Counselling (V14125)

30 Fees and financial assistance

31 Phoenix Centre for Holistic and Transpersonal Research

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Welcome to Phoenix

Welcome to Phoenix Institute of Australia.

At Phoenix, students learn through first hand experience, gain an education that informs supportive relationships, affirms community building and explores creative ways of living with our natural environment.

At Phoenix, students learn how to work with clients to adapt creatively to crisis and life transition. Unlike the mainstream medical model that orients itself around the elimination of symptoms to ‘normalise’, the holistic/transpersonal model is based on self‑awareness and authenticity.

Phoenix aims to educate and train new kinds of practitioners who not only deliver superior services, but also offer leadership in social change, and community building to create bridges between cultures within Australia and internationally.

You also become part of the growing network of students and graduates, both in Australia and internationally, working in the wider community supporting holistic and psycho‑spiritual health alternatives.

CEO’s Welcome

Phoenix welcomes your interest in our courses. We are committed to providing you with the very best education available in the transpersonal modality.

We are optimistic that our work can make a difference to you personally and professionally in discovering new pathways to healing and wellbeing. This is essential work in the contemporary world and we will work to share our research, teaching, clinical and living experiences with you.

We hope you enjoy the learning experience, that it serves your personal and professional aims, and that you form new and lasting friendships at Phoenix.

Martin Peake Founder

Janice Crittenden CEO

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About Phoenix

Phoenix Institute of Australia is founded upon the principle that both individual healing and collective evolution begin with an individual’s willingness to transform themselves into a ‘whole’ person, encompassing body, mind and spirit.

Since 1997, Phoenix Institute of Australia has been delivering personal development programs and vocational courses that enrich our lives and the lives of people around us. Over a thousand students have been involved in our programs, with an ever‑growing network of people keenly interested in furthering this work through Phoenix.

In October 2010 Phoenix’s expansion into Sydney was facilitated through an agreement with the College of Complementary Medicine NSW. The College of Complementary Medicine has been delivering the transpersonal diplomas since 2002 and operates the Phoenix Sydney campus .

Phoenix graduates come from all walks of life including government and non‑government agencies, such as schools, welfare and human services, nursing and professional vocations. Many students are in life transitions or wanting to work more authentically in their vocation.

Phoenix aspires to become a world class education provider in holistic counselling and therapy.

In particular, Phoenix is undertaking further research and development to provide professional psycho‑spiritual approaches to well being and management of mental and spiritual health. Added to this, Phoenix continues to combine both scientific disciplines with traditional and indigenous models of health.

Phoenix’s vocational and academic programs aim to expand upon mainstream psychotherapeutic approaches by providing an academic framework for the transpersonal and holistic paradigms. Phoenix seeks to engage students in serious and practical enquiry into the full diversity of human experience that is supported by supervised research into human potentials.

Phoenix respects each individual’s search for meaning, and is respectful of the views and belief systems of its students. Phoenix students are exposed to cognitive approaches to psychotherapy, as well as to experiential modes of healing engaging the full spectrum of human consciousness.

Phoenix invests in a vision of a community tolerant of individuality, fostering counsellors and therapists who are able to validate and support meaning in their clients’ experiences. For such a community to be viable, students take on an attitude of personal responsibility for their own self development, so that they become models of exemplary practice for their clients.

Phoenix seeks to become a model for how an educational institution can support the emergence of more ‘conscious’ individuals who aspire towards authenticity and who can build communities and be connected to their environment. It is the dedicated goal of Phoenix to foster a new generation of integrated practitioners and thereby bring psycho‑spiritual work into the mainstream of therapeutic practice.

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Studying at Phoenix

Phoenix offers a unique approach to learning that respects and supports what each student brings to the training environment.

The course deepens each student’s awareness and communication as well as fosters meaningful relationships and community building. This approach to learning integrates the best of ‘traditional knowledge’ and Western educational traditions, helping students know themselves more deeply and engage constructively with others.

At Phoenix we…• value the individual and their life experience

• are focused on the person as the instrument of healing

• recognise the importance of self awareness

• value the use of various states of consciousness in healing

• are client‑centred and based on the model of ‘authenticity’

• deliver programs that are rigorous and bridge the medical and traditional models

• recognise that healing is an ongoing journey of emergence and growth

• recognise the importance of culture building in the Institute and society

• support students undergoing life and career transitions.

Phoenix programs are for students who are: • seeking a vocation in psychological and transpersonal work

• wanting to make significant personal life changes

• wanting to authenticate and understand personal life experience

• seeking to gain deeper access to one’s internal life, its path and direction

• seeking methods of healing based on both modern and traditional knowledge

• keenly interested in community building through creativity and vision.

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What does Phoenix offer?

Phoenix’s programs are experiential, life changing and focus on the ‘whole person’ in counselling and therapeutic practice.

Students learn not just how to work with clients, but they are guided through a powerful process of self awareness and reflection that facilitates a humanistic and holistic approach to counselling and therapy.

Phoenix’s programs are built on a core foundation of holistic and transpersonal psychology – which covers person centred work, psycho‑spiritual understandings, humanistic values, human behaviour, mental health and how you can, through counselling and therapy, support people in any setting.

CounsellingOur counselling courses provide students with theory and practical skills to work as a counsellor or art therapist or in a related profession, facilitating people to overcome challenges and transitions in their lives. The range of activities and course approaches help to build student confidence in applying counselling and therapeutic skills.

Counselling and therapyTranspersonal and holistic approaches are the scientific study of the human mind and behaviour. The knowledge base of transpersonal and holistic work is developed through creating and testing theories about what determines how people think, feel and behave at an individual, group, organisational and community level. Phoenix graduates build careers in areas where a knowledge of transpersonal and holistic psychology and well‑developed research and writing skills are valued, for example, in mental health services, health and social welfare, social policy and research and human services. Many Phoenix graduates continue their study in transpersonal and holistic psychology to further specialist study for careers in diverse areas such as health, creative arts, teaching, private practice and community work.

Professional developmentPhoenix offers a regular and diverse range of professional development activities throughout the year to support students and graduates in their ongoing development as counsellors and therapists. There is also an annual conference and many networking opportunities through the Phoenix Alumni.

SupervisionPhoenix makes available ongoing one‑on‑one and group supervision to assist graduates to achieve their full potential in life and work in counselling and art therapy.

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Gain experience while you study

What is a student placement?In the advanced diplomas, student placement is a practical opportunity for students to gain first hand experience in the wider community by working with, and being involved in, counselling and art therapy activities. Student placement is workplace learning that helps prepare students for the workforce. In the Diploma of Counselling Phoenix offers simulated counselling practice in the class.

What do students gain from placements?Student placement is designed to help students better understand what they have learned in the classroom by putting it into practice in an appropriate industry setting. Doing placement can help students gain confidence and experience in the field, and help them understand how to network in the industry.

You can choose a placement that suits youStudents can choose from several options in order to fulfil their placement requirements that best suit the direction they wish to pursue. This includes organisation placement available in a range of different settings.

Examples of student placement:

• The Living Room – Youth Projects

• Prahran Mission

• Sacred Heart Mission

• Monash Medical Centre

• Royal Children’s Hospital

• Bethlehem Hospital

• Good Shepherd

• Interact Australia

• Able Australia

• Youth Substance Abuse Services.

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Accreditation

Phoenix is a registered Higher Education Provider (6531) under the Commonwealth Government’s Higher Education Support Act (2003) (HESA). This ensures Phoenix’s courses are equivalent in standard to courses leading to a qualification of that level in a similar field in other Australian higher education institutions.

Phoenix is also registered by the Australian Skills Quality Authority (ASQA) as a Registered Training Organisation (RTO, No. 21582). As an ASQA registered institution, students are assured that Phoenix meets the nationally agreed standards set out by the National Vocational Education and Training Regulator (NVR) and units of competency delivered by Phoenix are nationally recognised.

In addition, Phoenix Institute of Australia is registered on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS, No. 02701K, Victoria only) to deliver the transpersonal diplomas.

Industry association membershipPhoenix Institute of Australia is a Member of the Australian Council for Private Education and Training (ACPET) and adheres to ACPET’s Code of Ethics.

Course assurancePhoenix Institute of Australia is a Member of ACPET’s Student Tuition Assurance Scheme (ASTAS‑HE and ASTAS‑VET). This assures that if for any reason Phoenix is not able to deliver courses, enrolled students will be guaranteed continuity of their tuition in the same or a similar course.

For information visit: www.acpet.edu.au

Compliance with Commonwealth, state or territory legislation and regulatory requirements Phoenix Institute of Australia ensures that its policies and procedures meet the requirements of Commonwealth or state and territory legislation which are relevant to our operations, including the:

• Higher Education Support Act 2003 (HESA)

• National Protocols for Higher Education Approval Processes and National Guidelines for Higher Education Approval Processes

• NVR Act 2011 including the Standards for Accredited Courses, and various other Commonwealth and state legislation, including that concerning Information Privacy, Personal Privacy, Occupational Health and Safety, Access and Equity, Workplace Harassment, Victimisation and Bullying, Anti‑discrimination, Equal Opportunity, and Human Rights. For further details visit: www.phoenixinstitute.com.au

Phoenix’s staff are provided with information about legislation that affects their responsibilities through Phoenix’s policy, guidelines, briefing sessions, and through the WiseNet student management system.

All students are provided with information about legislation that affects their participation in their studies through Phoenix policy, the Student Handbook, at orientation, on administrative forms, and through our website at: www.phoenixinstitute.com.au

Professional registration of coursesPhoenix Institute of Australia pursues accreditation of its programs with relevant professional bodies for quality assurance purposes and to ensure our courses meet the relevant educational and training standards that allow graduates to seek recognition and practice as professionals.

Professional association accreditation Phoenix Bachelor Degree and advanced diplomas are accredited by the Australian Association of Holistic and Transpersonal Counsellors (AAHTC). AAHTC provides membership and professional indemnity insurance for practitioners.

For information visit: www.aahtc.org.au

In addition the Phoenix diplomas and advanced diplomas are accredited by the International Institute for Complementary Therapists (IICT). IICT provides membership and professional indemnity insurance for practitioners.

For information visit: www.iict.com.au

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Student resources

LibraryThe library at Phoenix in Melbourne has over 2500 specialised books and DVDs and a fully qualified librarian to support you. Students can join and borrow books and other resources. Students will also have access to other libraries in the Melbourne CBD. Phoenix also has a computer laboratory, research facilities and study rooms.

The library at Phoenix’s Sydney campus has approximately 200 reference books and over 100 articles. Students also have access to the Hornsby Library.

Student Supervision ProgramPhoenix in Melbourne provides ongoing one‑to‑one or group supervision for students and graduates during and after the courses. Several groups meet on a fortnightly basis to gain counselling/art therapy supervision hours for professional development. Students at Phoenix’s Sydney campus are supported and guided through their studies by the tutor who conducts their tutorials.

Professional Development ProgramPhoenix provides a yearly ongoing Professional Development Program of speakers, workshops, conferences and social activities. This provides opportunities for current students and graduates to network and build the Phoenix community.

See: www.phoenixinstitute.com.au/workshops/ professional‑development‑program

Student Mentoring Program(Melbourne only) Phoenix provides a Student Mentoring Program which is very rewarding for the students and their mentors. The mentor’s role is to support and encourage you throughout your studies.

You can contact each other by phone, email and face‑to‑face. Please ask us about the mentoring program at Phoenix if you are interested in being involved. After graduation, you can become a mentor yourself and return some of the support you received.

Students with disabilitiesPhoenix is committed to enhancing study opportunities for all students. Wherever possible, Phoenix will provide access to necessary facilities. Early advice concerning your needs makes provision of these facilities much easier.

Student welfare and counselling servicesPhoenix has a qualified Student Welfare Counsellor at the Melbourne Campus who will assist students in dealing with a range of issues that arise from the course, and provide appropriate resourcing. Phoenix can also refer students to counselling and other appropriate services, as required.

Equal benefits and opportunitiesPhoenix is committed to the principles of negotiation and mediation to ensure all students are treated fairly and are given access to equal benefits and opportunities in pursuing their studies.

Phoenix will take all reasonable steps to ensure its academic assessment processes are fair and objective, and applied consistently.

Phoenix recognises the right of students, where reasonable grounds exist, to appeal against an academic assessment. Phoenix will ensure academic appeals are dealt with quickly, impartially and informally. Where a concern about an academic decision is not resolved informally, the CEO will become involved to assist in resolving outstanding issues.

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Academic staff

Victoria Dr. Bernie NevilleHead of Holistic Counselling, Lecturer, Bachelor of Holistic Counselling MA Classics (Adel), PhD Education (La Trobe), Cert lV Assessment and Workplace Training.

Dr. Rafael LockeCourse Developer PhD, BD, BMS, BSS, Grad Dip Comp Medicine, Dip Nat and Health Sci, SNTR, CNMP.

Carla van LaarActing Head of School, Lecturer, Bachelor of Holistic Counselling, Transpersonal Art Therapy MA (Creative Arts Therapy), Adv Cert Art and Design, Cert IV Training and Assessment, Professional Member ACATA.

Linda MurrowLecturer, Bachelor of Holistic Counselling BA Anthropology, MA Counselling Psychology/Expressive Arts Therapy, Cert Family Therapy, Specialist Training Couple Therapy, Cert lV Assessment and Workplace Training. Member DTAA, VAFT, AARC, PACFA.

Judith AyreLecturer, Bachelor of Holistic Counselling, Transpersonal Art Therapy and Transpersonal Counselling BA, Grad Dip Counselling, Grad Dip Mediation and Conflict Resolution, Dip Clinical Hypnotherapy, Dip Ed, Cert lV Assessment and Workplace Training. Clinical Member ACA (CPC Status), Individual Register Member PACFA, Member CAPAV (Clinical), Member IAPCC, VAHTC Full Member.

Julie Lacy Lecturer, Bachelor of Holistic Counselling, Transpersonal Counselling and Transpersonal Art Therapy Dip. Prim Teaching, BA (Humanities), Dip. Psychodrama and Group Analytic Psychotherapy, Adv. Dip. Arts (Prof. Screenwriting), MA (Creative Writing). Reg. Psychodrama Psychotherapist, (British Psychodrama Association and UK Council for Psychotherapy), Reg. Teacher, (Victorian Institute of Teaching), Full Member, Australian Writers’ Guild.

Bridget PannellLecturer, Transpersonal Counselling and Transpersonal Art Therapy BA, Dip Transpersonal Counselling, Dip Health Sci, Cert IV Assessment and Workplace Training, ATMS, VAHTC.

Biliana DearlyLecturer, Transpersonal Counselling Dip Transpersonal Counselling, Grad Dip Counselling, Registered Clinical Member PACFA, Clinical Member CAPAV, Prof. MACA.

Tra‑ill Dowie Lecturer, Bachelor of Holistic Counselling, Transpersonal Art Therapy and Transpersonal Counselling BA (History Ideas/Socio), BA (Philosophy), Dip Transpersonal Counselling, Dip Transpersonal Art Therapy, Grad Dip Psychology, Grad Dip Jungian Studies, MA (Mind and Society), MA (Counselling), Cert IV Assessment and Workplace Training. Currently preparing PhD.

Jane HallLecturer, Transpersonal Counselling and Transpersonal Art Therapy BAppSci (Adv Nurs), Cert Midwifery, M.Ed, Grad Dip Counselling & HS, M Counselling & HS, Cert IV Assessment and Workplace Training, Cert TT & HT. Member FRCNA (ret), AAHTC, CAPAV, TTAA.

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New South Wales Vicki DeanPrincipal Transpersonal Faculty BA, Grad Cert (Psychology), Dip Transpersonal Counselling, Dip Education, Dip Aromatherapy, Dip Shamanic Practice, Advanced Cert Psychodrama, Dip Improvised Drama.

Dr. Robert BoyleLecturer, Transpersonal Counselling and Transpersonal Art Therapy PhD, BA, BA App Sci (Hons).

Tanya Craig Lecturer, Transpersonal Counselling and Transpersonal Art Therapy BA, Dip Transpersonal Art Therapy, Dip Shamanic Practice.

Jo RockendorferLecturer, Transpersonal Counselling and Transpersonal Art Therapy Dip SocSc, Dip Transpersonal Counselling.

Kellie MilesLecturer, Transpersonal Art Therapy and Transpersonal Counselling BA (Comms), Dip Transpersonal Art Therapy, AdvCert Active Sand Play Therapy, Cert Shamanism and Transformational Mask.

Saskia Post Lecturer, Transpersonal Art Therapy Dip Trans Art Therapy, Cert lV Assessment and Workplace Training, Cert IV Professional Writing and Editing.

Carla TempleLecturer, Transpersonal Art Therapy Diploma Transpersonal Art Therapy, NLP, Dip Prim Teaching, Grad Dip Spec Ed, Cert IV Assessment and Workplace Training.

Andrew Mournehis Lecturer, Transpersonal Counselling Dip Transpersonal Counselling, Cert IV Assessment and Workplace Training.

Paul HuxfordLecturer, Transpersonal Counselling BSc (Hons), Adv Dip HND, Dip Transpersonal Counselling, Cert IV Training and Assessment, MACA, QMAAHTC.

Terry Larson Lecturer, Transpersonal Art Therapy and Shamanic Practice BA, BSW (Hons), Dip Master Shamanic Practitioner, Dip Transpersonal Art Therapy, Dip Transpersonal Counselling (ongoing), Cert IV TAA. Member AASW, SPAA, IICT.

Chris CottLecturer, Bachelor of Holistic Counselling BaAppSc (Psychology) (Hon), PhD Candidate (Psychology).

Lilian TannLecturer, Transpersonal Arts Therapy BBus (IT), Dip Transpersonal Art Therapy, Cert IV Workplace Training and Assessment, Qualified Member ACA.

Lloyd VolkwynLecturer, Transpersonal Counselling and Transpersonal Art Therapy Transpersonal Counsellor, Clinical Hypnotherapist, Cert Hyp, Dip Hyp, CMAHA, Dip TPC, SNTR, Cert IV TAA, B Comm.

Sean O’CarrollLecturer, Transpersonal Art Therapy and Transpersonal Counselling BA Hons (Philosophy), Dip Transpersonal Counselling, Cert lV Assessment and Workplace Training, Qualified Member AAHTC.

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“ The experiential nature of the art therapy course at Phoenix created a profound understanding of the healing process. I developed a set of practical skills to accompany someone on their healing journey.”

Barbara · Diploma of Transpersonal Art Therapy

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VET general course information

Phoenix’s vocational courses are nationally recognised awards (ASQA) and designed to prepare students for roles within the counselling and art therapy human services sector.

We offer a:

• Diploma of Counselling (CHC51712)

• Advanced Diploma of Transpersonal Counselling (52453WA)

• Advanced Diploma of Transpersonal Art Therapy (52454WA).

Successful completion of the above courses will give students advanced standing in the Bachelor of Holistic Counselling.

Availability On campus in Melbourne and Sydney.

Course formatThe format for the one‑year diploma and advanced diplomas is six days (Tuesday, Wednesday, Thursday one week, Tuesday, Wednesday, Thursday the next week). There is a week break between each fortnightly module with a break in August.

The format for the two‑year diploma and advanced diplomas is four days (Friday, Saturday, Sunday, Monday) and four weekly evening tutorials 6.30pm to 9.30pm, with six modules in the first year and five modules in the second year.

VET FEE‑HELP and Austudy available For more information refer to page 30.

WorkloadThe workload varies for our vocational courses. We recommend that for each module you undertake personal study of 15–20 hours per week (full time) and 8–10 hours per week (part time).

Entry requirementsMatriculation, Higher School Certificate (HSC), Victorian Certificate of Education (VCE) or equivalent or Aged 18 years and over, with satisfactory literacy proficiency skills equivalent to the successful completion of the Higher School Certificate and normal requirements for workplace experience.

Refer to Phoenix’s Student Selection and Admissions Policy for more specific information: www.phoenixinstitute.com.au/about‑phoenix/policies‑and‑procedures

English language proficiency requirementsIf English is not your principal language, or if the language of instruction for your prior qualification was not in English, you need to provide proof of proficiency in English. This is through an International English Language Testing System (IELTS) academic score of 6.5 or higher with no sub‑score less than 6, or completion of an English for Academic Purposes (EAP) course, or an equivalent score in an English language test recognised by the Institute. This proof of proficiency must have been attained within the past two years.

Steps to enrolment Once you have read and understood the course prospectus and payment options that apply to enrolment in Phoenix vocational courses, please proceed as per the following enrolment process.

Contact the Melbourne campus on (03) 9510 4264 or Sydney campus on (02) 9482 3603 to make a time for an interview in the city that you will undertake the training.

Bring to the interview:

• a completed Application Form which you can download from our website: www.phoenixinstitute.com.au

• a 600 word statement describing how your interest in a Phoenix course relates to your career aspirations, why you want to do the course and what you expect to gain from it

• your CV or Resume.

After the interview, successful applicants will be sent a Letter of Offer inviting you to attend an Enrolment Session to confirm your enrolment.

At the Enrolment Session, you will be required to:

• complete a number of forms regarding enrolment and options for payment of fees, and

• provide proof of your citizenship, visa or residency status.

After you have attended the Enrolment Session and provided all the necessary information, your enrolment will be finalised and you will be sent a Confirmation of Enrolment letter.

Recognition of Prior Learning (RPL)Phoenix ensures that students’ prior learning is recognised, irrespective of how or where the learning has taken place. If you believe you might qualify for RPL, download or request a RPL Application Form and return it with your Application for Enrolment form. A fee is required to process your RPL Application.

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Credit transfer Phoenix undertakes to recognise qualifications and Statements of Attainment issued by other Registered Training Organisations (RTO), on receipt of validated evidence that the qualifications have been issued by the RTO. In order for the qualifications and Statements of Attainment to be recognised they must be identical to those being delivered by Phoenix.

Assessments Assessment types vary with each module. There are two types of assessment, written and class based assessment. Students are assessed through reports and written assignments, group work, role plays, case studies and projects, as well as in their placements.

The Advanced Diploma of Transpersonal Counselling, the Advanced Diploma of Transpersonal Art Therapy and the Diploma of Counselling require the successful completion of all competencies. Students must successfully complete all the modules to complete all the competencies.

Assessment is continuous throughout the course, addressing students’ performance. Evaluation is done in the following ways:

• written assignments that address the concepts, theory and practice of transpersonal work are required for every module

• written case studies for practice‑oriented modules

• tutorial observations and ratings of interpersonal skills, development of professional counselling skills in role plays and clinical practice sessions, observations and ratings of students’ performance in tutorials, written and verbal modalities

• practical placements – observation and assessment of students’ performance in workplace environments

• oral examination.

Requirements for a qualification To qualify for the Advanced Diploma of Transpersonal Counselling, the Advanced Diploma of Transpersonal Art Therapy and the Diploma of Counselling , students must fulfil these requirements:

• attend lectures, tutorials and practical sessions. Where attendance is not possible through circumstances beyond the student’s control, then suitable makeup work must be completed according to a set schedule. Minimum attendance, allowing for valid absences when a medical certificate is presented, is 80% of all module sessions and 80% of the whole course

• complete all written assignments

• complete all case studies related to both work with individuals, clinically, and work with groups

• complete agency placement (practicum: 100 hours) in the Advanced Diplomas

• demonstrate appropriate interpersonal skills and mental health status in class and clinical sessions

• must be over 18 years however there is no gender or ethnicity restriction on who may qualify for Phoenix courses.

Course Completion A full time Advanced Diploma and Diploma student has two and a half years to complete their qualification. For example, if a full time Advanced Diploma or Diploma student does not complete their course in the scheduled enrolment timeframe, they have 18 months after their original official end date of the course to complete the qualification.

Fees and financial assistance Phoenix is an approved VET FEE‑HELP provider. This is an exciting initiative that removes financial barriers to study, by allowing students to defer their tuition fees through the offer of an income contingent loan scheme. For further information outlining details regarding VET FEE‑HELP please see page 30.

VET General Course Information

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Diploma of Counselling (CHC51712)

Availability On campus in Melbourne.

DurationOne‑year intensive, two years full time.

The Diploma of Counselling can be undertaken as a one‑year or two‑year course. It is taught over 10 modules.

VET FEE‑HELP and Austudy available For more information refer to page 30.

Why study this course?The Diploma of Counselling (CHC51712) is a nationally recognised course by the national regulator, the Australian Skills Quality Authority (ASQA) and is designed to equip you with the skills required to work as a counsellor in the community services sector or in private practice.

The course provides the skills and knowledge essential for counselling including: working with clients, life transformation, grief, loss, networking, risk management, occupational health and safety as well as matters specific to case management.

Career outcomesAreas of employment for counsellors include: community services, local councils, government agencies, alcohol and drug centres, rehabilitation, community health centres, outreach services, residential services, the elderly, men’s sheds, war veterans, youth mental health, refugee support services, youth centres, disability and women’s health centres. Other areas for employment include adolescent health services, schools, corrections and self‑employment in private practice.

Course overviewThis is a comprehensive and inclusive, experiential course. Students are introduced to the main tenets of counselling in order to gain a broad understanding of the general principles behind counselling theory and practice. Students will be introduced to counselling as a client centred process by engaging in creative processes in the therapeutic relationship.

The course provides an opportunity for students to reflect critically on their performance as counsellors and receive feedback from staff and students. It also provides an opportunity for staff to assess the development of student’s counselling.

The course will introduce students to counselling practice and the therapeutic relationship. It will build on the theory and practice delivered throughout the course in order to strengthen relations and bonding in the group, and to prepare them to be engaged in appropriate styles of communication.

The course prepares students to work together in practicing specific techniques to strengthen their understanding of relationships that are required when working together in depth.

Students will learn specific intervention techniques and skills that may be used in the counselling relationship, especially in creative and dynamic interpersonal techniques. Students will apply counselling techniques on each other in supervised simulated settings in order to deepen their understanding of the therapeutic relationship.

The course will demonstrate for students how rituals impact deeply and therapeutically when the appropriate story and ritual is enacted, and it will outline the therapeutic value of ritual process in healing as a technique for specific circumstances.

The course also deals with counselling at a more theoretical and practical level that enhances the student’s understanding of the counselling process and builds on counselling techniques to develop an appropriate balance between non‑directiveness and interventionist techniques.

Students will learn about how to apply experiential focusing and build on previous content in terms of deepening their understanding and experience of the focusing technique. This aims not only to teach students another skill as an intervention for their practice, but to highlight the importance of pre‑linguistic sensing in both counsellor’s and client’s process.

At the conclusion of the course students learn about case management in order to provide the best appropriate care for the client. In addition, students learn a range of practical issues concerning legal obligations, professional practice issues, setting up a professional practice and mandatory reporting. It also builds on ethical issues and considerations.

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Course StructureFor effective training and assessment of the Diploma of Counselling the 17 competencies are delivered through 10 modules outlined in the Table below.

Modules Mapped to Units of Competence

Module: Unit:

Module 1: Foundations of Counselling CHCCSL505A CHCCSL504A

Module 2: Holistic Approaches to Counselling CHCICS303A HLTHIR403C

Module 3: Client Centred Counselling Skills CHCCSL501A CHCCSL507A

Module 4: Creativity & the Arts in Counselling CHCCSL506A CHCCSL502A

Module 5: Drama & Experiential Learning Methods in Counselling

CHCGROUP 408B

Module 6: Image, Story & Ritual in Group Work CHICIS405B

Module 7: The Counselling Relationship CHCCSL503A CHCCSL512A

Module 8: Focusing & Emotion Focused Counselling CHCCSL509A

Module 9: Counselling & Case Management CHCCM503C CHCCM514A

Module 10: Ethics & Professional Practice CHCCM508A HLTOHS300B

The Diploma of Counselling (CHC51712) requires the successful completion of 17 competencies: 14 core and 3 elective .

Units of Competence: Diploma of Counselling

Name: Code:

Develop, facilitate and monitor all aspects of case management

CHCCM503C

Apply legal and ethical responsibilities in counselling practice

CHCCM508A

Recognise and respond to individuals at risk CHCCM514A

Work within a structured counselling framework CHCCSL501A

Apply specialist, interpersonal and counselling interview skills

CHCCSL502A

Facilitate the counselling relationship CHCCSL503A

Apply personality and development theories CHCCSL504A

Apply learning theories CHCCSL505A

Support clients in decision‑making process CHCCSL507A

Apply counselling therapies to a range of client issues

CHCCSL506A

Reflect and improve upon counselling skills CHCCSL509A

Determine suitability for client services CHCCSL512A

Work effectively with culturally diverse clients and co‑workers

HLTHIR403C

Contribute to OHS processes HLTOHS 300B

Facilitate groups for individual outcomes CHICIS405B

Support individual health and emotional well‑being

CHCICS303A

Facilitate and review a psycho‑educational group CHCGROUP 408B

Diploma of Counselling (CHC51712)

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Diploma of Counselling (CHC51712)

Course ContentModule 1: Foundations of CounsellingThrough the Module Foundations of Counselling, students are introduced to the main tenets of counselling.

It covers:

• foundations of counselling

• understanding of the general principles behind counselling theory and practice

• counselling as a client centred process

• creative processes in the therapeutic relationship.

Module 2: Holistic Approaches to CounsellingThis Module provides an opportunity for students to reflect critically on their performance as counsellors and receive feedback from staff and students.

It covers:

• developing holistic knowledge and skills

• developing the therapeutic relationship

• learning about the ‘felt sense’.

Module 3: Client Centred Counselling SkillsThis Module will introduce students to counselling practice and the therapeutic relationship. It will build on the theory and practice of the earlier Modules.

It covers:

• person‑centre (Rogerian) theory and practice

• developing different styles of counselling

• how therapeutic relationships work

• counselling relationships.

Module 4: Creativity & the Arts in CounsellingThis Module provides students with specific intervention techniques and skills that may be used in the counselling relationship. This Module assists students in creative and dynamic interpersonal art therapy techniques.

It covers:

• dynamic, creative art therapy techniques

• dance movement therapy in counselling

• working creatively with the whole person.

Module 5: Drama & Experiential Learning Methods in CounsellingThis Module provides students with specific intervention techniques and skills that may be used in the counselling relationship. Students apply a range of techniques to their own experience to gain an understanding of the process.

It covers:

• creative, internpersonal techniques

• psycho drama and gestalt methods

• working in groups.

Module 6: Image, Story & Ritual in Group WorkMyths are stories and these stories, whether personal or collective are acted out in social rituals to reinforce the meaning in the personal or cultural story. This Module will show students how rituals impact deeply and therapeutically when the appropriate story and ritual is enacted.

It covers:

• therapeutic rituals

• working with symbols, story and myth

• adolescent rites of passage and life cycle.

Module 7: The Counselling RelationshipThis Module begins the more detailed and in‑depth work on person‑centred counselling process. It deals with counselling at a more theoretical and practical level.

It covers:

• person‑centred counselling

• practical counselling techniques

• deepening the counselling relationship

• working with complex client issues.

Module 8: Focusing & Emotion Focused CounsellingThis Module is about experiential focusing deepens students’ understanding and experience of the focusing technique.

It covers:

• pre‑linguistic sensing in both counsellor’s and client’s process

• meditation techniques

• induction techniques

• experiential focusing

• mindfullness.

Module 9: Counselling & Case ManagementThis module teaches students about case management in order to provide the best appropriate care for the client.

It covers:

• case management

• appropriate interventions

• managing client care

• counselling different populations.

Module 10: Ethics & Professional PracticeThis Module informs students of a range of practical issues concerning legal obligations, professional practice issues, setting up a professional practice and mandatory reporting.

It covers:

• setting up a practice

• ethical decision making and working ethically

• legal obligations and mandatory reporting

• professional development

• working in organisations and agencies.

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Advanced Diploma of Transpersonal Counselling (52453WA)

Availability On campus in Melbourne and Sydney.

DurationOne‑year intensive, two years full time or 18 months as a mid‑year intake.

The Advanced Diploma of Transpersonal Counselling can be undertaken as a one‑year or two‑year course. It is taught over eleven modules, with the twelfth module being a supervised placement.

VET FEE‑HELP and Austudy available For more information refer to page 30.

Why study this course?The Advanced Diploma of Transpersonal Counselling is a nationally recognised course designed to equip you with the skills required to work as counsellors in the community services sector or private practice.

The course provides the skills and knowledge essential for counselling including: working with clients, life transformation, grief loss, networking, risk management, occupational health and safety as well as matters specific to case management.

Career outcomesThis course is particularly relevant for those who wish to gain employment in organisations such as counselling services, government agencies, alcohol and drug centres, rehabilitation, community health centres, outreach services, residential services, refugee support services, youth centres and women’s health centres, men’s health services, schools, corrections and private practice.

Course overviewThe Advanced Diploma of Transpersonal Counselling is a challenging and enriching journey towards greater self‑awareness and life management leading to personal confidence and practical skilling. Each Module deepens the theory and practice of working holistically with clients, and how to case manage their journey, using a client‑centred methodology.

The first part of the course is orientated towards applying self‑awareness techniques and methods to gain insight into one’s personal mythology and life experience – what shaped you. Transpersonal work is about seeing behind the mask and attempting to experience greater authenticity and creativity in one’s life by changing patterns that do not serve us.

Because most of our students are mature age, we assume they do have significant life experience and wisdom. This experience is then informed by transpersonal knowledge, so the counsellor/therapist develops their own unique style and emphasis.

The first part of the journey also combines scientific knowledge with traditional healing models and techniques that demonstrate how different cultural beliefs define notions of normality.

The second part of the course directs students towards the application of these techniques when working with clients. Students will learn about mainstream mental health models because this is how most people benchmark their mental health. But one of the significant diversions from mainstream approaches is the transpersonal understanding of spiritual crisis and emergence work – “break through” not “breakdown” and the relationship between mental health and spiritual type experiences.

Further, students learn client‑centred counselling techniques, case management, ethics, working with different populations, legal obligations and setting up a practice.

Students also complete 100 hours of supervised placement and ongoing supervision in the class.

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Advanced Diploma of Transpersonal Counselling (52453WA)

Course StructureFor effective training and assessment of the Advanced Diploma of Transpersonal Counselling the 6 competencies are delivered through 12 modules outlined in the table below.

Modules Mapped to Units of Competence

Module: Unit:

Module 1: Foundations of Visionary Practice 601A

Module 2: Essential Professional Practice Skills in Transpersonal Counselling

606A

Module 3: Consciousness & Technologies of Consciousness 1

602A

Module 4: Consciousness & Technologies of Consciousness 2

602A

Module 5: Ritual, Myth & Healing in Visionary Practice 603A

Module 6: Human Potentials in Visionary Practice 603A

Module 7: Foundations of Mental Health & Mental Disorder

604A

Module 8: Transpersonal Approaches to Mental Health & Disorder

604A

Module 9: Transpersonal Counselling Skills I: Micro Skills

605A

Module 10: Transpersonal Counselling Skills II: Transpersonal Analysis

605A

Module 11: Contemporary Ethico‑legal & Best Practice Issues in Transpersonal Counselling

606A

Module 12: Placement & Clinical Case Analysis & Management plus 100 hours supervised placement

606A

The Advanced Diploma of Transpersonal Counselling (52453WA) requires the successful completion of 6 competencies.

Units of Competence: Advanced Dip. of Transpersonal Counselling

Name: Code:

Use applied transpersonal psychology in visionary practice

IKONTPCVP 601A

Using technologies of consciousness in helping clients with life problems

IKONTPCVP 602A

Use human potentials techniques to help clients with life problems

IKONPCVP 603A

Use transpersonal counselling, visionary practice techniques in mental health practice

IKONPCVP 604A

Counsel clients utilising transpersonal counselling techniques

IKONPCVP 605A

Perform counselling within the contexts of regulated ethical best practice standards

IKONPCVP 606A

Course ContentModule 1: Foundations of Visionary Practice The foundation module introduces students to the core concepts and theories in transpersonal work through a historical and comparative approach. The central focus is upon establishing a model for transpersonal work drawing upon both cross‑cultural perspectives and an understanding of the nature of consciousness.

It covers:

• the history of transpersonal psychology

• models of the psyche and the spectrum of consciousness

• comparison between mainstream and traditional models of healing

• exploring states of consciousness

• mythology and life patterning

• hero’s journey and life transitions

• shamanic and spiritual perspectives

• the transpersonal process in counselling

• history of the unconscious.

Module 2: Essential Professional Practice Skills in CounsellingThis module focuses on the ways in which a transpersonal theory is implemented in practice, detailed analysis of major approaches to transpersonal counselling practice, developing a personal style, and individual and group work modalities.

It covers:

• the transpersonal counselling process

• counselling paradigms and practice

• case studies and practical work

• therapy and the construction of meaning

• developing a transpersonal paradigm

• application of techniques in case management

• theory and practice.

Module 3: Consciousness & Technologies of Consciousness 1The module extends the work that began in Module 2 through exploring specific techniques for generating healing processes.

It covers:

• altered states and healing

• induction techniques

• experiential focusing

• meditation and mindfulness techniques

• state‑specific knowledge

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Module 4: Consciousness & Technologies of Consciousness 2A detailed examination of some major dream work processes, including the history of dream work and current trends in dream research and application (e.g. neuropsychology of dreams). It will also cover psychoanalytic, experiential and transpersonal dream work.

It covers:

• dream work, symbolism, techniques and research

• Jungian approaches to dreams

• archetypal psychology

• symbolic life

• symbols of transformation

• parapsychology and dreams

• one‑on‑one techniques for dream work

• group dream work process

• history of the unconscious (continued).

Module 5: Ritual, Myth & Healing in Visionary PracticeExploration of the nature and use of myth in the healing process and in a cross‑cultural context. It covers story and myth‑building as part of healing, development and application of healing rituals, healing methods derived from other cultures and applied to contemporary Western settings.

It covers:

• symbols of transformation

• culture and psyche

• psychodrama and healing

• personal and collective mythology

• understanding culture and its various layers

• ritual structure and life transition

• adolescent rites of passage

• ritual and the construction of meaning

• therapeutic ritual.

Module 6: Human Potentials in Visionary PracticeExplores the multiplicity of human identity and consciousness. Recognising human potentials and their application in healing. Examine notions of the paranormal and other exceptional human abilities. Human energetics, healing and perspectives from modern physics and biology. State‑specific healing, resonance phenomena and energetic driving.

It covers:

• state‑enhanced learning

• parapsychology

• altered states and human potentials

• phenomenology and client counselling

• models for psi

• cross cultural understandings and non‑ordinary experience

• techniques for state change

• consciousness research.

Module 7: Foundations of Mental Health & Mental DisorderThis module covers the major, mainstream 20th century paradigms of mental health, theories of personality and society implicit in them and their principal critics.

It covers:

• mainstream approaches to mental health

• abnormal psychology

• existentialism and humanism

• DSM‑IV, depression, psychosis and diagnosis, psychological & psychiatric paradigms

• mental health first aid

• grief, loss and change

• psychodrama

• introduction to placement.

Module 8: Transpersonal Approaches to Mental Health & DisorderCoverage of transpersonal crises and emergence. Methods for working with these factors in transpersonal counselling. Mapping the spaces in which transpersonal crises emerge and are resolved.

It covers:

• mental health and the cultural context

• spiritual crisis/emergence

• madness, mysticism and creativity

• psychosis and shamanic models

• the 1960s anti‑psychiatry movement

• mental health and spirituality

• spirituality as experience

• mapping spiritual experience and precipitating factors.

Advanced Diploma of Transpersonal Counselling (52453WA)

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Modules 9 & 10: Transpersonal Counselling Skills I. Micro Skills & Transpersonal Counselling Skills II, Transpersonal AnalysisThese two modules are designed to provide students with a comprehensive foundation in inter‑transpersonal skills, which are essential to being an effective therapist. The fundamentals of communication and counselling skills are extended into transpersonal dimensions of human interaction, using a self‑realisation model.

It covers:

• client‑centred approach (Carl Rogers)

• counselling practice and skills

• therapeutic relationship

• case management

• transference and counter‑transference

• managing the session

• psychodrama and healing

• boundaries and ethical practice

• working with different populations.

Module 11: Contemporary Ethico‑legal & Best Practice Issues in Transpersonal CounsellingThe module focuses on the current climate of professional practice in Australia, ethico‑legal matters, inter‑professional relationships in referrals and integrative practice, case studies and practice work.

It covers:

• setting up a practice

• ethics and legal obligations: mandatory reporting

• setting goals

• developing your identity as a counsellor

• supervision

• professional development

• personal development and care

• networking.

Module 12: Placement & Clinical Case Study Analysis & ManagementThe placement module is an opportunity for students to gain first hand experience in the wider community by working with and being involved in counselling and related activities. The placement can be divided between a range of different activities. The placement program is structured workplace learning that helps prepare you for the workforce. It is part of your course, designed to help you better understand what you have learned by putting it into practice in the workplace.

All students must undertake 100 hours of supervised work placement to complete their Advanced Diploma. Details discussed in class.

It should include experience in direct service delivery to individuals and/or groups and/or communities:

• supervision by appropriate agency personnel

• assessment of performance by appropriate agency personnel

• analysis of agency work in terms of a written report

• specific and separate report on case work.

Transpersonal Counselling Course OutcomesSuccessful completion of the course requires the following outcomes student’s must:

• show competence in knowledge of the core concepts, theory and research in the modules

• show competence in utilising materials and skills taught in the modules

• be able to demonstrate initiative and flexibility in the application of knowledge and skills

• understand the conditions under which skills and strategies are applied; limits and boundary conditions

• be able to express their competences both practically and in verbal and written forms

• pursue self‑development in the use and competence in the relevant transpersonal techniques.

Advanced Diploma of Transpersonal Counselling (52453WA)

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“ The transpersonal counselling Diploma at Phoenix, has taken me on a journey of self‑discovery into incredible depths of personal meaning and insight, which has been both humbling and liberating.”

Andrei · Diploma of Transpersonal Counselling

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Advanced Diploma of Transpersonal Art Therapy (52454WA)

Availability On campus in Melbourne and Sydney.

Duration One‑year intensive, two years full time or 18 months as a mid‑year intake.

The Advanced Diploma of Transpersonal Art Therapy can be undertaken as a one‑year or two‑year course. It is taught over eleven modules, with the twelfth module being a supervised placement.

VET FEE‑HELP and Austudy available For more information refer to page 30.

Why study this course?The Advanced Diploma of Transpersonal Art Therapy is a nationally recognised course by ASQA and is designed to equip you with the skills required to work as an art therapist in the community services sector or private practice.

The course provides the skills and knowledge essential for art therapy practice including: working with clients, working with groups, life transformation, grief, loss, risk management, children and life transitions and case management.

Career outcomesThis course is particularly relevant for those who wish to gain employment in organisations such as counselling services, government agencies, alcohol and drug centres, rehabilitation, community health centres, outreach services, residential services, elderly, disability, refugee support services, youth centres and women’s health centres, men’s health services, schools, corrections and private practice.

Course overviewThe Advanced Diploma of Transpersonal Art Therapy is a creative and enriching experience. One does not need to be an artist or have artistic talent to complete this course. Art therapy is a client‑centred process and each module deepens the theory and practice of working creatively with the client by using paint, clay, music, movement and dance.

The first part of the art therapy course is orientated towards applying art therapy self‑awareness techniques and methods to gain insight into one’s personal mythology and creative unconscious. Transpersonal work is about seeing behind the mask and attempting to experience greater authenticity and creativity in one’s life.

Because most of our students are mature age, we assume they do have significant life experience and wisdom. This experience is then informed by transpersonal art therapy, so the therapist develops their own unique style and emphasis when practicing.

The first part of the journey also combines mainstream art therapy theory with traditional healing models and techniques that demonstrate how different cultural beliefs use art in their healing practices and rituals. This learning includes participating in clay work, ritual, group art pieces, case study analysis and a range of creative techniques.

The second part of the course directs students towards the application of art therapy techniques when working with clients or groups. Students also learn about mainstream mental health models because this is how most people benchmark their mental health. But one of the significant diversions from mainstream approaches is the transpersonal discovery of spiritual crisis and emergence – “break through” not “breakdown” and the relationship between mental health and spiritual experience.

Further, students learn client‑centred therapeutic techniques, case management, ethics, use of appropriate materials, working with different populations, legal obligations and setting up an art therapy practice.

Students also complete 100 hours of supervised art therapy placement and ongoing supervision in the class.

It is a very creative journey facilitated by well trained staff in a supportive group and safe environment.

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Course StructureFor effective training and assessment of the Advanced Diploma of Transpersonal Art Therapy the 6 competencies are delivered through 12 modules outlined in the table below.

Modules Mapped to Units of Competence

Module: Unit:

Module 1: Foundations of Visionary Practice 601A

Module 2: Foundations of Art Therapy I: Evolution 602A

Module 3: Foundations of Art Therapy II: Professional Emergence

602A

Module 4: Symbol, Myth & Healing in Art Therapy 603A

Module 5: Crises, Transitions, Trauma & Healing Across the Life‑cycle

603A

Module 6: Foundations of Mental Health & Mental Disorder

604A

Module 7: Transpersonal Art Therapy Approaches to Mental Health & Disorder

604A

Module 8: Transpersonal Art Therapy Counselling Skills I: Micro Skills

605A

Module 9: Transpersonal Art Therapy Counselling Skills II: Transpersonal Analysis

605A

Module 10: Essential Professional Practice Skills in Transpersonal Art Therapy

606A

Module 11: Contemporary Ethico‑Legal & Best Practice Issues in Transpersonal Art Therapy

606A

Module 12: Placement & Clinical Case Analysis & Management plus 100 hours supervised placement

606A

The Advanced Diploma of Transpersonal Art Therapy (52454WA) requires the successful completion of 6 competencies.

Units of Competence: Advanced Dip. of Transpersonal Art Therapy

Name: Code:

Use applied transpersonal psychology in visionary practice

IKONTPATVP 601

Use applied transpersonal psychology in art therapy practice

IKONTPATVP 602A

Assist clients with life problems using transpersonal art therapy practice skills

IKONTPATVP 603A

Use transpersonal art therapy, visionary practice techniques in mental health practice

IKONTPATVP 604A

Assist clients using transpersonal counselling skills in art therapy

IKONTPATVP 605A

Perform art therapy within the contexts of regulated ethical and best practice standards

IKONTPATVP 606A

Course ContentModule 1: Foundations of Visionary PracticeThe foundation module introduces students to the core concepts and theories in transpersonal work through a historical and comparative approach. The central focus is upon establishing a model for transpersonal work drawing upon both cross‑cultural perspectives and an understanding of the nature of consciousness.

It covers:

• the history of transpersonal psychology

• models of the psyche and the spectrum of consciousness

• comparison between mainstream and traditional models of healing

• exploring states of consciousness

• mythology and life patterning

• hero’s journey and life transitions

• shamanic and spiritual perspectives

• the transpersonal process in counselling

• history of the unconscious.

Module 2: Foundations of Art Therapy I: EvolutionCoverage of the major approaches to art therapy, including the psychoanalytic, existential and transpersonal, and the meaning and application of transpersonal approaches in art therapy.

It covers:

• art, culture and healing

• archetypes, images and symbols

• modes of perception

• exploring ‘self’ in mandala work

• exploring personal and collective symbols

• cross‑cultural perspectives

• symbols of transformation

• introduction to therapeutic ritual.

Module 3: Foundations of Art Therapy II: Professional EmergenceCore concepts in the theory and practice of transpersonal art therapy. Existential‑phenomenological factors in art therapy. The nature of soul work at the core of therapy. This module explores working with images and symbols particularly how one applies art therapy to dreams.

Advanced Diploma of Transpersonal Art Therapy (52454WA)

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It covers:

• working phenomenologically

• health, illness, disease and curing

• therapy and the construction of meaning

• self‑realisation, authenticity and art

• appreciation and exploration

• art therapy and dream work

• working with shadow in dreams

• archetypal dream work

• psychodrama

• one‑on‑one and group dream work.

Module 4: Symbol, Myth & Healing in Art TherapyExploring the structure and dynamics of the psyche is a central focal point of transpersonal work. Core notions from psychoanalytic traditions compared with the shamanic model of art therapy.

Explorations of structure and process through:

• art therapy and phenomenology

• symbols of transformation

• divination and perception

• therapy and the construction of meaning

• self‑realisation and self‑awareness

• mask work.

Module 5: Crises, Transitions, Trauma & Healing Across the Life‑cycleExploring the life cycle and specific challenges related to the development phases. Here the idea of movement through the life cycle as a series of transitions that can be understood and enabled therapeutically by art therapy is explored. This will include rites of passage and therapeutic ritual as it relates to healing and personal transitions in life.

It covers:

• life cycle and life‑transitions

• understanding culture and its various layers

• adolescent rites of passage

• adolescence stages

• psychodrama and healing

• ritual and healing.

Module 6: Foundations of Mental Health & Mental DisorderCoverage of the major, mainstream 20th century paradigms of mental health, theories of personality and society implicit in them and their principal critics.

It covers:

• mainstream approaches to mental health and art therapy

• abnormal psychology

• existentialism and humanism

• DSM‑IV, depression, psychosis and diagnosis psychological and psychiatric paradigms

• mental health first aid

• grief, loss, change and art therapy

• placement.

Module 7: Transpersonal Art Therapy Approaches to Mental Health & DisorderCoverage of transpersonal crises and emergence. Methods for working with these factors in art therapy. Mapping the spaces in which transpersonal crises emerge and are resolved.

It covers:

• mental health, cultural context & art therapy

• spiritual crisis/emergence

• madness, mysticism and creativity

• psychosis and shamanic models

• the anti‑psychiatry movement in the 1960s

• mental health, art and spirituality

• art therapy and the unconscious

• spirituality as experience

• mapping spiritual experience.

Module 8 & 9: Transpersonal Art Therapy Counselling Skills I: Micro Skills. Module 9: Transpersonal Art Therapy Counselling Skills II: Transpersonal AnalysisThese two modules are designed to provide students with a comprehensive foundation in inter‑transpersonal skills which are essential to being an effective therapist. The fundamentals of communication and counselling skills are extended into transpersonal dimensions of human interaction, using a self‑realisation model.

It covers:

• client‑centred approach

• counselling practice

• psychdrama

• therapeutic relationship

• case management

• application of art therapy techniques to clients

• transference and counter‑transference

• managing the session

• boundaries and ethics

• working with different populations.

Advanced Diploma of Transpersonal Art Therapy (52454WA)

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Module 10: Essential Professional Practice Skills in Transpersonal Art TherapyPresentation and evaluation of major practice paradigms in art therapy. Developing a personal style in practice. Working with individuals, groups, organisations and communities. Re‑affirming the transpersonal and especially shamanic template.

It covers:

• transpersonal approaches

• construction of meaning

• art therapy paradigms

• case studies and practical work

• developing a transpersonal art therapy paradigm

• application of art therapy theory and practice.

Module 11: Contemporary Ethico‑legal & Best Practice Issues in Transpersonal Art Therapy Current climate of professional practice in Australia, ethico‑legal matters, inter‑professional relationships in referrals and integrative practice, case studies and practice work.

It covers:

• setting up a practice

• ethics and legal obligations: mandatory reporting

• setting goals

• developing your identity as an art therapist

• supervision

• personal development and care

• networking.

Module 12: Placement & Clinical Case Analysis & ManagementThe placement module is an opportunity for students to gain first hand experience in the wider community by working with and being involved in art therapy and related activities. The placement program is structured workplace learning that helps prepare you for the workforce. It is part of your course, designed to help you better understand what you have learned by putting it into practice in the workplace. All students must undertake 100 hours of supervised work placement to complete their Advanced Diploma. Details discussed in class:

• developing your identity as an art therapist

• supervision

• professional development

• personal development and care

• networking.

It should include experience in direct service delivery to individuals and/or groups and/or communities:

• supervision by appropriate agency personnel

• assessment of performance by appropriate agency personnel

• analysis of agency work in terms of a written report

• specific and separate report on case work.

Transpersonal Art Therapy Course OutcomesSuccessful completion of the course requires the following outcomes student’s must:

• show competence in knowledge of the core concepts, theory and research in the modules

• show competence in utilising materials and skills taught in the modules

• be able to demonstrate initiative and flexibility in the application of knowledge and skills

• understand the conditions under which skills and strategies are applied; limits and boundary conditions

• be able to express their competences both practically and in verbal and written forms

• pursue self‑development in the use and competence in the relevant transpersonal techniques.

Advanced Diploma of Transpersonal Art Therapy (52454WA)

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Bachelor degree general course information

Phoenix’s higher education course offers a broad and exciting curriculum that focuses on the whole person with a client‑centred methodology for students wanting a more holistic approach to counselling and therapy.

It is a very experiential course, which combines theory and practice in an interactive learning environment consisting of small classes, group discussions, activities and role‑plays.

We offer an:

• Associate Degree of Holistic Counselling (V14126)

• Bachelor of Holistic Counselling (V14125).

Availability Melbourne campus only.

Course format Full time Friday and Monday 9.30am to 5.00pm.

FEE‑HELP and Austudy available For more information refer to page 30.

WorkloadEach subject consists of a total of 168 hours (42 contact hours plus 126 non‑contact hours) over 14 weeks. Course delivery hours per week: 12 hours full time, six hours part time. Personal study hours per week: 36 hours full time, 18 hours part time (recommended).

Entry requirementsStudent admission requirements are consistent with AQF requirements and ensure that students have adequate prior knowledge and language competency to undertake the course successfully. Refer to Phoenix’s Student Selection and Admissions Policy for more specific information. www.phoenixinstitute.com.au/about‑phoenix/policies‑ and‑procedures

English language proficiency requirementsIf English is not your principal language, or if the language of instruction for your prior qualification was not in English, you need to provide proof of proficiency in English. This is through an International English Language Testing System (IELTS) academic score of 6.5 or higher with no sub‑score less than 6, or completion of an English for Academic Purposes (EAP) course, or an equivalent score in an English language test recognised by the Phoenix Institute. This proof of proficiency must have been attained within the past two years.

Steps to enrolment Once you have read and understood the course prospectus and payment options that apply to enrolment in the Bachelor of Holistic Counselling, please proceed as per the following enrolment process.

Contact the Melbourne campus on (03) 9510 4264 to make a time for an interview.

Bring to the interview:

• a completed Application Form which you can download from our website: www.phoenixinstitute.com.au

• a 600 word statement describing how your interest in a Phoenix course relates to your career aspirations and why you want to do the course?

• your CV or Resume.

After the interview, successful applicants will be sent a Letter of Offer inviting you to attend an Enrolment Session to confirm your enrolment.

At the Enrolment Session, you will be required to:

• complete a number of forms regarding enrolment and options for payment of fees, and

• provide proof of your citizenship, visa or residency status.

After you have attended the Enrolment Session and provided all the necessary information, your enrolment will be finalised and you will be sent a Confirmation of Enrolment letter.

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Associate Degree of Holistic Counselling (V14126) 2 years full time

AvailabilityOn campus in Melbourne.

Course Duration and StructureTwo years (completion of this Associate Degree equals the first two years of the Bachelor of Holistic Counselling).

Practical Field Work: 110 hours.

Semester: 14 weeks.

FEE‑HELP and Austudy available For more information refer to page 30.

Why study this course?This course would be beneficial for anyone who wishes to enter the counselling profession.

Career outcomesCareer outcomes include private practice, practice in settings such as hospitals, health centres, welfare organisations, youth organisations, refugee organisations, aged care centres, schools, correction centres, art therapy projects in Australia and overseas (e.g. for specific populations such as immigrant groups), and cross‑cultural, corporate, community, and individual consulting in Australia and overseas.

Course overviewThis course is concerned with counselling approaches that emphasise the integration of body, mind, and spirit within the context of one’s society.

Educational and other qualifications requiredEntry into the Associate Degree of Holistic Counselling may be obtained by meeting the criteria of one of the following categories.

Category A: Post Year 12 Entry An applicant may be admitted after the successful completion of the Victorian Certificate of Education or the International Baccalaureate or equivalent and Satisfactory performance at an interview to determine suitability for the course and ability to cope with higher education studies and An approved period in the work force.

Category B: Advanced Standing EntryAn applicant may be admitted with advanced standing for study in a relevant area undertaken at Phoenix or a university or other higher education provider recognised under the Education and Training Reform Act 2006. For more information refer to our Student Selection and Admission Policy on www.phoenixinstitute.com.au/about‑phoenix/policies‑ and‑procedures and Satisfactory performance at an interview to determine suitability for the course and ability to cope with higher education studies and An approved period in the work force.

Category C: Special EntryAn applicant who is 21 years of age at the commencement of the calendar year in which the application is made and who does not have the formal qualifications to be admitted in either Category A or B for entry into the Associate Degree of Holistic Counselling (see above) may be admitted on the basis of the Recognition of Prior Learning (RPL) for relevant life or work experience and Satisfactory performance at an interview to determine suitability for the course and ability to cope with higher education studies and An approved period in the work force.

Category D: Special Entry Access SchemesAn applicant may be admitted under specific Access and Equity conditions.

Access and Equity applications may be made where an applicant has been unable to reach his/her full potential or who has had restricted access to a course of choice because of life circumstances. Applications in this entry scheme may be made in the following areas: non‑English speaking background; difficult family circumstances; rural or isolated disadvantage; personal disability; or long‑term medical condition.

The procedural requirements for this category of entry shall be those identified by the Victorian Tertiary Admissions Centre (VTAC) for the relevant Special Entry Access Schemes (SEAS) category which apply to the year of proposed entry and Satisfactory performance at an interview to determine suitability for the course and ability to cope with higher education studies and An approved period in the work force.

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AvailabilityOn campus in Melbourne.

Course Duration and StructureThree years (completion of the first two years of this Bachelor equates to the Associate Degree of Holistic Counselling).

24 Subjects.

Practical Field Work: 200 hours full time, 110 hours part time.

Semester: 14 weeks.

FEE‑HELP and Austudy available For more information refer to page 30.

Why study this course?This course would be beneficial for anyone who wishes to enter the counselling profession.

Career outcomesCareer outcomes include private practice, practice in settings such as hospitals, health centres, welfare organisations, youth organisations, refugee organisations, aged care centres, schools, correction centres, art therapy projects in Australia and overseas (e.g. for specific populations such as immigrant groups), and cross‑cultural, corporate, community, and individual consulting in Australia and overseas.

Course overviewThis course is concerned with counselling approaches that emphasise the integration of body, mind, and spirit within the context of one’s society.

Educational and other qualifications requiredEntry to the Bachelor of Holistic Counselling may be obtained by meeting the criteria of one of the following categories.

Category B: Advanced Standing EntryAn applicant may be admitted with advanced standing for study in a relevant area undertaken at Phoenix or a university or other higher education provider recognised under the Education and Training Reform Act 2006. For more information refer to our Student Selection and Admission Policy on www.phoenixinstitute.com.au/about‑phoenix/policies‑ and‑procedures and Satisfactory performance at an interview to determine suitability for the course and ability to cope with higher education studies and An approved period in the work force.

Bachelor of Holistic Counselling (V14125) 3 years full time

Bachelor of Holistic Counselling

Year 1 Subjects

SEM 1 Foundations of Holistic Counselling

Introduction to the Unconscious

Myth, Symbol & Ritual

The Therapeutic Relationship

SEM 2 Creativity & Healing: Psycho‑drama

Creativity & Healing: Visual Arts

Experiential Focusing Techniques in Counselling

Therapy & the Construction of Meaning

Year 2 Subjects

SEM 1 Person‑Centred & Experiential Psychotherapy

Mental Health & Mental Illness: Psychological Perspectives

Alternative Perspectives on Mental Health & Counselling

Supervised Practice A

SEM 2 Jung & Archetypal Psychology

Holistic Counselling Process

Ethics & Professional Practice

Supervised Practice B

Early exit option for the award of the Associate Degree of Holistic Counselling

Year 3 Subjects

SEM 1 Counselling Specific Populations

Guided Reading in the Psychology of Consciousness

Introduction to Research Methods in Counselling & Psychotherapy

Supervised Practice C

SEM 2 Person‑Centred Group Counselling

Therapeutic Dream Work

Research Project

Supervised Practice D

SEM: Semester (16 weeks)

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Fees and financial assistance

Phoenix’s courses are priced by unit of study, by module in vocational education and training (VET) or by subject in the higher education (HE) Bachelor Degree. A ‘pay‑as‑you go’ by module/subject payment plan is available. VET FEE‑HELP and higher education FEE‑HELP is available for eligible students enrolling in our VET or HE courses.

Course fees are all detailed at www.phoenixinstitue.com.au Select the course of interest, then Course Fees.

Local StudentsThe following fees apply to domestic students.

A cancellation fee applies if a student defers or withdraws after enrolment and before module start date, or after start date and before or on the Census Date.

A refundable $100 deposit for library membership.

Internet TechnologyPhoenix courses require access to the internet; we recommend internet access to view additional resources and the student database.

Financial Assistance(FEE‑HELP and VET FEE‑HELP) FEE‑HELP is a government loan given to eligible fee‑paying students to help pay part or all of their tuition fees. If you are an Australian citizen or hold a permanent humanitarian visa you are eligible to receive FEE‑HELP.

More information on VET FEE‑HELP for the diplomas can be sought from: studyassist.gov.au/sites/studyassist/helppayingmyfees/vet‑fee‑help

For information on higher education FEE‑HELP for the Bachelor Degree visit: studyassist.gov.au/sites/studyassist/helppayingmyfees/fee‑help

For further information outlining details regarding FEE‑HELP please refer to the Phoenix website: www.phoenixinstitute.com.au

AustudyAustudy is available for full time VET and higher educaton courses to eligible students who are 25 years of age or older who are studying at least 75 percent of a full‑time workload in an approved course. Unlike Youth Allowance, there is no independence test for Austudy. For more information visit: www.centrelink.gov.au

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Phoenix Centre for Holistic and Transpersonal Research

Mission statementThe objective of the centre is to investigate the therapeutic potential and transpersonal dimensions of human consciousness.

Research foci:

• holistic and transpersonal healing modalities

• shamanism

• the therapeutic potential of altered states of consciousness

• spiritual emergency

• holistic and transpersonal education

Members of centreDr. Bernie Neville, Senior Research Fellow (Director)

Dr. Adam Rock, Senior Research Fellow

Dr. Lance Storm, Senior Research Fellow

Martin Peake, Research Fellow

Kylie Harris, Research Assistant

Recent conference presentationsRock, A. J., & Storm, L. (2010, September). Mental imagery cultivation and auditory driving promote paranormal performance. Poster presented at The Fifth Victorian Transpersonal Psychology Symposium, Melbourne, Australia, 2010.

Rock, A. J., & Storm, L. (2010, June). Shamanic‑like journeying and paranormal performance in a picture identification task. Paper presented at the 17th International Transpersonal Conference, Moscow, Russia, 2010.

Beischel, J., & Rock, A. J. (2010, April). A phenomenological pathway to an empirically driven distinction between survival psi and somatic psi by research mediums. Paper presented at the Toward a Science of Consciousness 2010, Tucson Convention Centre, Tucson, Arizona, 2010.

Rock, A. J., Storm, L., & Cott, C. C. (2010, April). Imagery cultivation and anomalous cognition: An experimental protocol and preliminary data. Poster presented at the Thirty‑Seventh Australasian Experimental Psychology Conference, The University of Melbourne, Melbourne, Australia, 2010.

Recent publications Beischel, J., Rock, A. J., & Krippner, S. (2011). Reconceptualising the field of “Altering Consciousness:” A 50‑year retrospective. In E. Cardeña & M. Winkelman (Eds.), Altering Consciousness: A multidisciplinary perspective. Volume 1: History and evolution. Multidisciplinary perspectives. Westport, CT: Praeger.

Neville, B. (2012). The life of things: Therapy and the soul of the world. Ross‑on‑Wye, UK: PCCS Books.

Neville, B., & Dalmau, T. (2010). Olympus inc: Intervening for cultural change in organizations. London, UK: Karmac Books Ltd.

Rock, A. J., & Krippner, S. (2011). States of consciousness redefined as patterns of phenomenal properties: An experimental application. In D. Cvetkovic & I. Cosic (Eds.), States of consciousness: Experimental insights into meditation, waking, sleep and dreams (The Frontiers Collection). New York, NY: Springer.

Rock, A. J., & Storm, L. (2010). Shamanic‑like journeying and psi: II. Mental boundaries, phenomenology, and the picture‑identification task. Australian Journal of Parapsychology, 10(1), 41–68.

Storm, L., & Rock, A. J. (2011). Shamanism and psi: Imagery cultivation as an alternative to the ganzfeld protocol. Adelaide, SA: Hyde Park Press.

Current grantsBeischel, J., Rock, A. J., Boccuzzi, M., & Biuso, M. (2011–2012). Somatic psi vs. survival psi: A quantitative investigation of mediums’ phenomenology comparing psychic readings and ostensible communication with the deceased. Bial Foundation ($59,358.15 AUD).

Rock, A. J. (2011). Shamanic‑like journeying and psi‑hitting: Searching for the psi‑conducive component(s) of a novel experimental protocol. Bial Foundation ($21,584.51 AUD).

Current projects• personality, spiritual emergency, and medical psychosis

• phenomenology of therapeutic ritual.

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Melbourne campus314 Queen Street, Melbourne 3000

Phone: (03) 9510 4264 Fax: (03) 8506 0182 Email: [email protected]

www.phoenixinstitute.com.au

Sydney campusCollege of Complementary Medicine Suite 104, 2 Burdett Street, Hornsby 2077

Phone: (02) 9482 3603 Fax: (02) 9482 3642 Email: [email protected]

www.complementary.com.au

Phoenix Institute of Australia · RTO 21582 · Higher Education Provider 6531 · CRICOS 02701K (Victoria only) · ABN 37 084 806 575