This unit provides the foundation for student identification with the profession of Rehabilitation Counselling and acquisition of basic knowledge and specific skills central to counselling in the context of rehabilitation. Students will study the philosophical origins of the profession, its evolving scope of practice, the utility of counsellingtheory and the evidence­ base of counselling practice. They will reconcile their generic counselling aspirations with the community-based, person/familiy-centred, solution-focused, and strengths-based social justice framework of rehabilitation counselling. The primary thrust of the unit is micro-skills acquisition and development. Upon completion the successful student will have full awareness of and nascent proficiency in caseconceptualisation, clinical reasoning, developing a working alliance, communication, problem solving, reflective practice, and basic counselling techniques.

The unit co­creates a rehabilitation counselling profile in case management and explores its potential impact on the profession. Case management (CM) discipline is introduced through a Taxonomy. The CM Taxonomy frames investigation of the nature of service and the role of rehabilitation counselling in the networks of care and support. Resource coordination within systems contexts is a consistent theme across modules. The explication of the component parts of CM service leads to an exploration of their application. CM discourse leads to Case Load Management issues. Seeking relevance, students peruse current industry case management models in situ.

This unit covers the scientist/practitioner model as the epistemological engine of evidence-based practice. Principles of measurement, psychometrics, assessment and evaluation inform a review of theory and models relevant to vocational assessment. Associated tools and strategies are profiled. Application of thinking processes, procedural steps, and tools are integrated into case study and simulation activities.

The Vocational context of community inclusion is central to the professional identity of rehabilitation counselling and the most common focus of applied RC practice. Students will study the nature of work from theory to management; career theories and their application in vocational rehabilitation counselling (VRC), and the role of VRC in facilitating employment for persons with disabilities.; Students will engage in VRC interviewing, assessment, planning, implementing and monitoring of placement interventions in case study, simulation, and in situ contexts. Students practice using the international classification of function as a taxonomy for case conceptualisation and planning. The range of evidence-based and innovative vocational rehabilitation practices reviewed will expand student understanding of the scope of the counselling role especially in regards to work and disability.

The unit of study builds upon work done in REHB5911, extending individualised counselling into the community and group counselling contexts. Students revisit and refine Micro-skills development specifically in group settings. Group and family variations of applied counselling theory are explored. Specific practical counselling situations involving problem solving, communication, conflict resolution, motivation, stress and coping, etc will provide the context for developing clinical reasoning skills and advancing practice in evidence-based group facilitation techniques. The student reflects upon experience in counselling education in the creation of a personal statement of practice, a toolbox of skills upon which to practice, and a plan for the initial next steps in life long professional learning.

The unit of study covers the history, models, theory, practice and evidence of Disability Management (DM). Disability management is systemic in nature; the UoS will reflect this in its dual consideration of service and management perspectives. Teacher/student activity is embedded in project based learning. Students plan and document a project designed to advance the cause of good and evidence based practices in DM. Lectures and on-line self-directed learning will be concentrated in the early weeks in preparation for the project. Project will require self-directed work between sessions, and active group and individual work in class settings. In this way, students will develop an understanding of the technical ideal, the pragmatically real, and the evolution of DM in Australia. The project will culminate with a portfolio product comprised of group and individual contributions.

This unit operationalises the International Classification of Function (ICF) in a review of the systemic impact of Health conditions, disorder, or disease on the experience of Disability in community. ICF Profiles are developed and/or analysed in investigation of the arc and strategy of treatment, care, and support across a representative span of case studies/health conditions. Students will build health care/rehabilitation vocabulary and explore the rehabilitation counsellor role in each case setting.

This unit examines workplace disability, rehabilitation, and worker's compensation system. The major health conditions responsible for work disability are identified and profiled from psychological, social, economic, and medical perspectives. Profiles of work disability are used to illustrate how the system works and the stakeholder roles within. Each aspect of work rehabilitation is considered from the stakeholder standpoint. Recovery-at-work and Return-to-work are the contexts for exploring good and evidence based practice; finding the rehabilitation counsellor role, and reflecting on ethical considerations in service of multiple client stakeholders.

Supervised and structured on-the-job training and application of rehabilitation counseling skills in vivo. Students integrate theory in practice, demonstrate skill mastery,socialize in professional settings, document experience, and engage supervisors in service based learning.
Professional practice spans a 6 week block of full time employment (240 hours).

The unit covers disability policy and its expression in legislation, governance, services, and politics. Students will study the origins and evolution of disability policy to better comprehend the values that drive change and the real world challenges that shape it. Disability inclusion in policy will be explored across sectors as well as disability-specific initiatives. Beyond understanding policy frameworks, students will reflect on the role of advocacy in creating positive change in the public weal on behalf of people with disabilities. Student project will focus on generating student positions on current policy issues.

The unit prepares the student for the Masters' capstone project. Content focuses on the fundamentals of evidence and research as it applies to the field of Rehabilitation Counselling. Students will explore quantitative research models and concomitant statistical designs; qualitative research and protocol; and the integrative thinking behind mixed methods. Action research will be a focus of discussion and activities in-class. Students will learn and model the scientist/practitioner as critical consumers of research and advocates for evidence-based practice. Students will prepare for their capstone project by engaging the field and placement site in topic development, and through an initial, supporting literature review.

Supervised and structured on-the-job training and application of rehabilitation counseling skills in vivo. Students integrate theory in practice, demonstrate skill mastery,socialize in professional settings, document experience, and engage supervisors in service based learning.
Professional practice spans a 6 week block of full time employment (240 hours).

The overarching theme of this Unit of Study is community-based inclusive development as an applied rehabilitation counselling strategy. Students will study WHO Community-Based Rehabilitation (CBR) guidelines and the principles of Community-based Inclusive development (CBID) as a systems framework for emerging professional practice. Students will explore how this systems framework informs modern practice at clinical, agency, and policy levels in the contexts of health, education, livelihood, social life, empowerment, and the environment. Student assignments will involve research on international and local case studies, and a portfolio project that profiles real, or potential Australian applications.

The Capstone experience represents the culmination of learning in the Master of Rehabilitation Counselling. Students will have a choice of producing a dissertation-style research product or a service-learning portfolio project. The research project entails development of a systematised review of literature and a research proposal based on findings. The service-learning portfolio project entails the development of a research/essay paper and resource product(s) that can be adapted for use by the Rehabilitation Counselling profession in the delivery of service or education. Examples of resource products include: Case study and training module, critical review and application of assessment tools, mapping community resources, program monitoring and evaluation report, etc. Students projects will be self-directed with supervision and support integrated into tutorials.

This unit provides the foundation for student identification with the profession of Rehabilitation Counselling and acquisition of basic knowledge and specific skills central to counselling in the context of rehabilitation. Students will study the philosophical origins of the profession, its evolving scope of practice, the utility of counsellingtheory and the evidence­ base of counselling practice. They will reconcile their generic counselling aspirations with the community-based, person/familiy-centred, solution-focused, and strengths-based social justice framework of rehabilitation counselling. The primary thrust of the unit is micro-skills acquisition and development. Upon completion the successful student will have full awareness of and nascent proficiency in caseconceptualisation, clinical reasoning, developing a working alliance, communication, problem solving, reflective practice, and basic counselling techniques.

The unit co­creates a rehabilitation counselling profile in case management and explores its potential impact on the profession. Case management (CM) discipline is introduced through a Taxonomy. The CM Taxonomy frames investigation of the nature of service and the role of rehabilitation counselling in the networks of care and support. Resource coordination within systems contexts is a consistent theme across modules. The explication of the component parts of CM service leads to an exploration of their application. CM discourse leads to Case Load Management issues. Seeking relevance, students peruse current industry case management models in situ.

The unit of study builds upon work done in REHB5911, extending individualised counselling into the community and group counselling contexts. Students revisit and refine Micro-skills development specifically in group settings. Group and family variations of applied counselling theory are explored. Specific practical counselling situations involving problem solving, communication, conflict resolution, motivation, stress and coping, etc will provide the context for developing clinical reasoning skills and advancing practice in evidence-based group facilitation techniques. The student reflects upon experience in counselling education in the creation of a personal statement of practice, a toolbox of skills upon which to practice, and a plan for the initial next steps in life long professional learning.

This unit operationalises the International Classification of Function (ICF) in a review of the systemic impact of Health conditions, disorder, or disease on the experience of Disability in community. ICF Profiles are developed and/or analysed in investigation of the arc and strategy of treatment, care, and support across a representative span of case studies/health conditions. Students will build health care/rehabilitation vocabulary and explore the rehabilitation counsellor role in each case setting.

This unit covers the scientist/practitioner model as the epistemological engine of evidence-based practice. Principles of measurement, psychometrics, assessment and evaluation inform a review of theory and models relevant to vocational assessment. Associated tools and strategies are profiled. Application of thinking processes, procedural steps, and tools are integrated into case study and simulation activities.

The Vocational context of community inclusion is central to the professional identity of rehabilitation counselling and the most common focus of applied RC practice. Students will study the nature of work from theory to management; career theories and their application in vocational rehabilitation counselling (VRC), and the role of VRC in facilitating employment for persons with disabilities.; Students will engage in VRC interviewing, assessment, planning, implementing and monitoring of placement interventions in case study, simulation, and in situ contexts. Students practice using the international classification of function as a taxonomy for case conceptualisation and planning. The range of evidence-based and innovative vocational rehabilitation practices reviewed will expand student understanding of the scope of the counselling role especially in regards to work and disability.

The unit of study covers the history, models, theory, practice and evidence of Disability Management (DM). Disability management is systemic in nature; the UoS will reflect this in its dual consideration of service and management perspectives. Teacher/student activity is embedded in project based learning. Students plan and document a project designed to advance the cause of good and evidence based practices in DM. Lectures and on-line self-directed learning will be concentrated in the early weeks in preparation for the project. Project will require self-directed work between sessions, and active group and individual work in class settings. In this way, students will develop an understanding of the technical ideal, the pragmatically real, and the evolution of DM in Australia. The project will culminate with a portfolio product comprised of group and individual contributions.

This unit examines workplace disability, rehabilitation, and worker's compensation system. The major health conditions responsible for work disability are identified and profiled from psychological, social, economic, and medical perspectives. Profiles of work disability are used to illustrate how the system works and the stakeholder roles within. Each aspect of work rehabilitation is considered from the stakeholder standpoint. Recovery-at-work and Return-to-work are the contexts for exploring good and evidence based practice; finding the rehabilitation counsellor role, and reflecting on ethical considerations in service of multiple client stakeholders.

The unit covers disability policy and its expression in legislation, governance, services, and politics. Students will study the origins and evolution of disability policy to better comprehend the values that drive change and the real world challenges that shape it. Disability inclusion in policy will be explored across sectors as well as disability-specific initiatives. Beyond understanding policy frameworks, students will reflect on the role of advocacy in creating positive change in the public weal on behalf of people with disabilities. Student project will focus on generating student positions on current policy issues.

The overarching theme of this Unit of Study is community-based inclusive development as an applied rehabilitation counselling strategy. Students will study WHO Community-Based Rehabilitation (CBR) guidelines and the principles of Community-based Inclusive development (CBID) as a systems framework for emerging professional practice. Students will explore how this systems framework informs modern practice at clinical, agency, and policy levels in the contexts of health, education, livelihood, social life, empowerment, and the environment. Student assignments will involve research on international and local case studies, and a portfolio project that profiles real, or potential Australian applications.

Supervised and structured on-the-job training and application of rehabilitation counseling skills in vivo. Students integrate theory in practice, demonstrate skill mastery,socialize in professional settings, document experience, and engage supervisors in service based learning.
Professional practice spans a 6 week block of full time employment (240 hours).

The unit prepares the student for the Masters' capstone project. Content focuses on the fundamentals of evidence and research as it applies to the field of Rehabilitation Counselling. Students will explore quantitative research models and concomitant statistical designs; qualitative research and protocol; and the integrative thinking behind mixed methods. Action research will be a focus of discussion and activities in-class. Students will learn and model the scientist/practitioner as critical consumers of research and advocates for evidence-based practice. Students will prepare for their capstone project by engaging the field and placement site in topic development, and through an initial, supporting literature review.

Supervised and structured on-the-job training and application of rehabilitation counseling skills in vivo. Students integrate theory in practice, demonstrate skill mastery,socialize in professional settings, document experience, and engage supervisors in service based learning.
Professional practice spans a 6 week block of full time employment (240 hours).

The Capstone experience represents the culmination of learning in the Master of Rehabilitation Counselling. Students will have a choice of producing a dissertation-style research product or a service-learning portfolio project. The research project entails development of a systematised review of literature and a research proposal based on findings. The service-learning portfolio project entails the development of a research/essay paper and resource product(s) that can be adapted for use by the Rehabilitation Counselling profession in the delivery of service or education. Examples of resource products include: Case study and training module, critical review and application of assessment tools, mapping community resources, program monitoring and evaluation report, etc. Students projects will be self-directed with supervision and support integrated into tutorials.

This unit introduces students to issues relating to a major contemporary social and community health problem; the misuse of alcohol and other addictive drugs - both licit and illicit. Two major areas will be examined: a) issues relating to the development of health promotion and preventative heath policy relating to the abuse of drugs. This will cover current debates relating to harm minimisation and associated legal and ethical considerations regarding illicit substances; and b) an examination and analysis of the varying approaches to treatment and rehabilitation for drug addiction. The unit will introduce students to current debates relating to public health policy approaches to addiction giving due consideration to the complications of illegality. Students will be required to report on the value and effectiveness of current harm minimisation practices; e.g., needle sharing programs, needle injecting facilities, methadone maintenance. Students will be asked to examine and report on the practical effectiveness and moral and ethical considerations surrounding the operation of such programs and possible alternatives. In the second half of the unit students will consider the effectiveness and community acceptance of the various established rehabilitation and treatment programs. This will include research into programs such as Alcoholic and Narcotic Anonymous, Therapeutic Communities, and the range of professionally-based therapeutic counselling approaches. The role of health professionals in these programs will also be examined.

In this unit, students will be introduced to the concept of recovery for people diagnosed with mental illness and to the goals, values and guiding principles of psychiatric rehabilitation. Rehabilitation interventions that have demonstrated efficacy in promoting recovery by reducing barriers to participation will be presented. Practices that aim to address the culture of stigma and low expectations by society of people with mental ill health will be examined. Local and international research underpinning best practice in rehabilitation management and service delivery will be reviewed and consumer perspectives and experiences explored.

Exposure to traumatic events such as natural disasters, assaults and road accidents are relatively common in Australia. This unit examines the causes and consequences of posttraumatic stress disorder. Students will learn about the nature of traumatic stressors and the course of PTSD reactions. Major evidence-based approaches to treatment and rehabilitation are examined with interventions for both acute and persisting forms of the disorder being presented.

This unit introduces students to issues relating to the management of public offenders for both adults of young offenders. Students will consider the major theories of criminality and their implications for rehabilitation in correctional settings. They will examine and comment on the different approaches to males/females/young offenders. Attention will be paid to incarceration policy and issues relating to those with mental health problems and with problems of substance dependence. Students will also be introduced to the range of correctional alternatives within and outside jails, e.g., community service options, weekend jail, work release and probation and parole, etc. In addition, students will examine the role of professionals in and out of jails. They will examine and assess the role of health professionals in the area of substance use, mental health, physical health conditions and social disadvantage, within the jail system and the ethical issues surrounding these services. Also covered will be the role of health service professionals working with offenders in non­jail programs: e.g., probation and parole, community service and civil rehabilitation.