Bachelor Of Community Mental Health, Alcohol And Other Drugs
CRS1201285Build a broad skill set to work across mental health, alcohol and drug abuse support services
Chisholm’s unique Bachelor of Community Mental Health, Alcohol and Other Drugs will give you the skills you need to provide non-clinical services to specialists such as psychiatrists, nurses and social workers.
You'll gain an in-depth understanding of issues relating to alcohol and other drugs, mental health practice, community development and counselling processes. You'll also learn about the legal and ethical frameworks, working with children and youth, intervention strategies, client advocacy and working in aged care.
This program has been designed to meet the growing need for highly trained practitioners in the field. With direct input from stakeholders in areas of mental health and AOD, the degree has been developed in close consultation with practitioners, academics, professional bodies and policy makers at both state and federal government levels.
The Australian Community Workers Association
is a national professional body that accredits education and training courses for workers in the community services sector.
The Diploma of Community Services at Chisholm is accredited by ACWA.
As our course is both nationally recognised and ACWA accredited it provides our students with a competitive edge with regard to employment opportunities in comparison to those students from non-ACWA 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 ACWA and are strong candidates for employment in larger government departments.
Further information about Chisholm's accreditation as a Higher Education provider can be found at the Tertiary Education Quality and Standards Agency (TEQSA) and Quality Indicators in Learning and Teaching (QILT) websites.
Download the course entry requirements.
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Read more about this course
Mode of Study:
On Campus
This course is ideal for anyone looking to extend their qualifications, or gain recognition for long-term experience in the sector. Experienced teachers who are experts in the sector will guide you through the degree, which includes theoretical study and practical projects.
Experienced teachers who are experts in the field, will guide you through the program, which involves a combination of theory and practice, plus 400 hours of practical work placement.
Students may choose the diploma to degree pathway for this course:
Diploma of Mental Health/Diploma of Alcohol and other drugs - 2 years
Bachelor of Community Mental Health, Alcohol and Other Drugs - 2 years
Total duration 4 years.
Students who successfully complete the dual Diploma of Alcohol and Other Drugs/Diploma of Mental Health are guaranteed a place in the program.
Transition support for new students entering Chisholm's higher education courses is built into the course delivery. Students participate in a two-day Connect2HE program the week prior to the start of their first semester and must complete a Transition to Higher Education subject in the first semester. Participating in this program and completing this subject is mandatory for students without a Bachelor degree or higher, or relevant academic experience. Academic skills are also included across the other subjects.
Student profile - 95% Domestic students : 5% International students. About half the students enter this course from a VET qualification and half from VCE or Australian equivalent.
Course structureTo 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 workloadWeekly workload per semester for 4 subjects: 16 hours face-to-face plus 24 hours personal study time
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Learning outcomes
Critically evaluate and analyse practices applied in a community services environment, with reference to their theoretical understanding
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.
Demonstrate knowledge of a range of mental health and recovery models, practices and techniques and have the capacity to apply them in the field.
Demonstrate case management skills and an understanding of the community mental health and alcohol and other drugs service model.
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.
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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 reformedAOD 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.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 lifespanContexts 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.AOD Support InterventionsHEBCHSI104
Semester two
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 drugsCommunity 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/interviewMental 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. -
Subjects - Year two
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.Working with DiversityHEBCHPD101
Semester one
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 AustraliaMental 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.Practicum Year 2HEBCHPD104
Semester one
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.Structural Counselling ProcessesHEBCHSI103
Semester two
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 contentExploring 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 particularContexts 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 approvalPracticum Year 3HEBCHPD105
Semester one
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.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 diversityWorking 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 rightsWorking 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*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 stakeholdersWorking 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 HEBCHT106Professionalism, 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-developmentComplex TraumaHEBCHCS105A
Semester two
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. -
Course pathways
Nationally recognised training Bachelor Of Community Mental Health, Alcohol And Other Drugs Possible job outcome - refugee liaison officer
- mental health worker
- dual diagnosis practitioner
- welfare coordinator
- psychosocial rehabilitation worker
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Admission requirements
Academic IELTS 6.0 with no band less than 5.5. Written task to be undertaken - International Admissions Office will arrange written task at time of application. Applicants to be 18 at time of Enrolment, An Australian Year 12 (VCE or equivalent) or international equivalent qualification
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Fees
Indicative total course cost $60,000 plus annual Student Services fees. Total course cost is indicative based upon the 2022 tuition fees. Any increase in fees for subsequent years is not included in this value. Indicative annual tuition fee of $20,000 for 2022. Student Services fees have been waived in 2022 for international students. 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.
This course is accredited by the Tertiary Education Quality and Standards Agency (TEQSA) and aligned to Australian Qualification Framework (AQF) Level 7.
Chisholm is a Registered Training Organisation (RTO) and provides Nationally Recognised Training (NRT). This means you can be assured that our training will provide you with a qualification that is recognised and respected across Australia.
Chisholm courses are subject to minimum and maximum group numbers. Courses may be cancelled or postponed if minimum numbers are not achieved by the start date of the course. Courses may close prior to the start date if the maximum numbers are reached. In that situation, eligible applicants will be offered a place in the next available intake.