Bachelor of Counselling and Psychotherapy

Study Mode: On-Campus, Distance Learning
Campus Locations: Adelaide, Brisbane, Melbourne, Sydney, Perth (domestic students only)
Attendance Mode: Full-time, Part-time

CRICOS Code: 094685K
AQF Level 7

Counselling and Psychotherapy is professionally regarded as the most sophisticated approach to clinical practice with clients. It is a multidisciplinary approach, which means it is a psychotherapy that considers equally the biological, cultural, sociological, psychological, philosophical, spiritual, and psychodynamic factors when working with people. While the course therefore draws from all these diverse fields, it is in teaching the integration of these disciplines that makes the Ikon syllabus on par with the most advanced and up-to-date research and practice in psychotherapy available today.

Key Information

T1 22 Application Close Date: Friday 28 January 2022

AWARD

Bachelor of
Counselling and Psychotherapy

DURATION

3 years full-time (or part-time equivalent)

INTAKES

February
May
August

CAMPUSES

Adelaide
Brisbane
Melbourne
Perth
Sydney

STUDY MODE

Overview

 

The Bachelor of Counselling & Psychotherapy is designed to provide graduates with a broad and coherent body of knowledge relating to the field of psychotherapy, with a specific emphasis to embed a conceptual framework and model of psychotherapeutic practice for the ‘whole person’.

This degree provides you with the practical skills and theoretical foundation you need to integrate Psychotherapy into your existing vocation or to establish a new career as a private practitioner. This unique course is inclusive of traditional healing methods and incorporates, in a live fashion, cutting edge science.  You will learn to assist your clients in moving forward in a healing and holistic sense.

Through your personal experiential learning and personal development, you will learn the skills to personally engage with each and every client. You will learn various approaches and techniques and most importantly learn to adapt and utilise your knowledge and approach to the needs of your client with a unique and specialised Mind, Body and Spirit approach.

At Ikon, we place a huge emphasis on Psychotherapy (understanding one’s self) as well as giving you the skills to be both an excellent theoretical practitioner and a wonderful human. We recognise that with just the theoretical knowledge alone, you are likely to have a limited capacity to make a great counsellor.

This course meets the required guidelines as specified by the Australian Qualifications Framework (AQF), and the Tertiary Education Quality and Standards Agency (TEQSA).

This qualification is FEE-HELP approved for eligible applicants.

#FindYourWhy with Ikon

Face to face delivery is an essential part of quality learning. Ikon’s experienced teaching staff will support you during your studies and share a variety of real-life approaches and experiences to help you develop your professional skills, and feel confident and career-ready, upon completion of your course.

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Smaller class sizes creating a dynamic and supportive learning environment for students

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A journey that mixes theory with experiential processes to ensure students obtain a deeper understanding of what is being taught

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Student support through the entire lifecycle of your learning, with our dedicated team of Student Counsellors and Academic staff

Course Structure

What will I learn?

  • A holistic approach, involving sophisticated notions of integration relating to people and problems.
  • A focus on people in their dynamic and multidimensional lives.
  • A strong emphasis on creating competence in understanding and applying new and viable practices and theories in mental health, including current controversies and emerging technologies (e.g. consciousness research, transpersonal perspectives and psychobiology).
  • Excellence in the ability to effectively manage encounters with clients and other professionals through establishment of competence in fundamental communication and counselling skills.
  • A sharply honed attention to critical and philosophical analysis of the foundations of psychotherapeutic and disciplinary knowledge, theories and assumptions. Learning how to think clearly, to reason and also appreciating clinical intuition and insight.
  • An emphasis on personal and professional development through engagement with supervision, self-reflective and insight generating processes. This facilitates a sophisticated comprehension of the relationship between the professional as a person, the practice of psychotherapy, and the engagement of clients.

Study Sequence

The course consists of 24 subjects including three elective subjects, plus a 240-hour placement. You must successfully complete all subjects to graduate with the Bachelor of Counselling and Psychotherapy (144 credit points).

Each academic year consists of three study periods called trimesters. Each trimester consists of twelve weeks of teaching plus one exam week.

A full-time study load is typically nine subjects per year.
A part-time study load is typically five subjects per year.

Click here to see a typical full-time study plan

 

Delivery & Workload

Course delivery for the Bachelor of Counselling and Psychotherapy is a combination of on-campus lectures, tutorials, out of class self-directed study and workplace learning.

You should allow for 3 hours per subject for on-campus lectures and tutorials. For each subject, you should then spend approximately 10 hours per week for self-directed study to complete prescribed readings, practice skills, research, study and complete assessments.

Interested in studying this course online? Click here to learn more about our distance learning options.

Subjects

Year 1

PSYC102 Introduction to Integrative Psychotherapy   

In this subject students will explore the intellectual foundations of integrative approaches to Psychotherapy. This subject will develop an intellectual foundation for integrative world views exploring the ontological assumptions of various approaches to psychotherapy. This subject will demonstrate the historical development of integrative psychotherapy and its role in the current psychotherapeutic landscape.  This subject will explore the problems and modes of integrative thinking in psychotherapy and develop a foundational view of integrative psychotherapy that will be used throughout the degree. 

PSYC103 Models of Therapeutic Practice 1 

Students will develop a working understanding of a number of the principal paradigms that promote growth, healing and psychotherapeutic change. Students will learn to recognise major theoretical perspectives, concepts and explanatory frameworks employed within psychotherapy. There will be a central focus on how to compare therapies with respect to their conceptual and theoretical structure, evidential basis, conditions of application (problem- and client-types) and philosophical assumptions. The models studied are all contextualised within an integrative case formulation framework, and are considered as different metaphors for the organisation of mind. 

PSYC801 Integrative Systems of Health and Wellbeing 

This subject focuses on developing competence in understanding and integrating contemporary and classical views on the nature of health and wellbeing and draws upon current debates and practices concerned with the complex mind-body relationship, consciousness and states of consciousness and therapeutic interventions within psychotherapy, medicine, psychiatry, neurosciences and ethnomedicine. In addition, these elements of an integrative approach are supported and expanded by critical, analytical perspectives on culture, social and political structures and dynamics in the definition of health and wellbeing and systems of intervention. 

PSYC105 Models of Therapeutic Practice 2  

In this subject students will develop a working understanding of a number of other principal paradigms that promote growth, healing and psychotherapeutic change, that augment their understanding gained in the Models of Therapeutic Practice 1 subject. Students will learn to recognise major theoretical perspectives, concepts and explanatory frameworks employed within psychotherapy. There will be a central focus on how to compare therapies with respect to their conceptual and theoretical structure, evidential basis, conditions of application (problem- and client-types) and philosophical assumptions. The models studied are all contextualised within an integrative case formulation framework.  

PSYC104 Case Conceptualisation 1  

This subject is an introduction to case management and conceptualisation. Students will examine the foundations of the case conceptualisation process to enable them to progressively map and work with the varied elements of a client’s experience. Conceptualisation frameworks will be introduced that enable students to integrate a range of appropriate theories and techniques. An integrative approach will be developed in order to reflect contemporary developments in research, theory and practice in an interdisciplinary framework. 

PSYC802 Integrative Psychotherapy in Practice 1 

In this subject students will be introduced to the fundamental theory and practice that underlies effective psychotherapeutic practice.  Students will be encouraged to reflect on the role of psychotherapy in society.   They will reflect on their own acculturation and the ways in which this might influence their practice.  Students will be introduced to the notion of relationality, and explore why it is foundational to the therapeutic change process.  

At a practical level, students will witness demonstrations of certain key therapeutic skills essential to effective psychotherapy, and also engage in exercises designed to develop these basic skills. In addition to a strong emphasis on skills-based learning this subject will focus on the areas such as: therapeutic relationship building, communication, empathy and transference / counter-transference issues. 

PSYC106 Integrative Psychotherapy in Practice 2  

In this subject student’s will deepen their understanding of relationality as a foundational aspect of the therapeutic change process and to skills required to facilitate effective psychotherapy and support the therapeutic change process. This subject has a strong emphasis on the practice of inter-personal psychotherapy, it draws together the content of all previous subjects in practice and application. Students will utilise experiential methods, including, triads and role-play to develop the basic concepts, techniques and practical skills required in psychotherapy, including conceptualisation in practice. 

SOSC801 Ethics and Politics in Psychotherapy  

This subject has as its focus the knowledge and skills required to practice as a psychotherapist within the designated professional ethical, legal and professional standards as set down by the peak accrediting bodies within the field of psychotherapy/arts psychotherapy. The subject requires the student to examine their own personal values and belief systems as a foundation for the development of professional ethical practice.  

The ethical, political and legal context of psychotherapeutic practice will be explored through case studies, professional situations and duty of care issues in contemporary therapy practice. There is emphasis on the personal and professional competencies and attributes required to practice ethically and legally as a therapist including self-reflection of the practitioner’s own values. Skill development includes understanding of how to work with confidentiality, informed consent, themes of power, and practice boundaries. 

SOSC804 Foundations of Scholarly Practice  

This subject explores with students the foundations of scholarly practice in higher education and its role in supporting a humanistic liberal arts education.  Students will develop an understanding of how scholarly practice contributes to the development and organization of self and mind. The subject introduces, places into context, and develops skills in listening and speaking; reading and writing; reasoning, argumentation, and communication; the schematics of thought; reflective and reflexive thinking; metacognition and the development of self; communication and community; and the scientific method; and explanation of international and Australian trends to enable successful engagement in scholarly practice as a higher education student.  

Year 2

Altered State Techniques in Psychotherapy

This subject concerns state-specific knowledge and techniques that derive from research on the nature of consciousness and states of consciousness. Specifically, it focuses on the ways in which human resources such as knowledge insight, health enhancement, problem-solving and self-realisation may be accessed through a range of states of consciousness, including those central to hypnosis, meditation, focusing and psychospiritual experience accessed in cultural medicine. The subject emphasises skill development in using Ericksonian-styles of state-change, Gendlin’s focusing and recent developments in the use of mindfulness and Zen meditation formats in psychotherapy, medicine and psychiatry. These techniques, along with related methods, are placed in an integrative psychotherapeutic context.

Altered State Techniques in Psychotherapy

This subject concerns state-specific knowledge and techniques that derive from research on the nature of consciousness and states of consciousness. Specifically, it focuses on the ways in which human resources such as knowledge insight, health enhancement, problem-solving and self-realisation may be accessed through a range of states of consciousness, including those central to hypnosis, meditation, focusing and psychospiritual experience accessed in cultural medicine. The subject emphasises skill development in using Ericksonian-styles of state-change, Gendlin’s focusing and recent developments in the use of mindfulness and Zen meditation formats in psychotherapy, medicine and psychiatry. These techniques, along with related methods, are placed in an integrative psychotherapeutic context.

Treatment of Grief and Loss in Psychotherapy

This subject will enable students to develop both a sound understanding and familiarity with the techniques of case management concerning central issues around grief, loss and trauma in the psychotherapeutic process. This will involve acquisition of skills, knowledge and an understanding of appropriate interventions for different grief, loss and trauma contexts and presentations. The subject will also focus on the cultural, sociological, and ethical aspects of working with these themes.

Please select “Electives” above below for available Elective subjects. Elective selection can differ depending on availability.

Understanding Systems in Psychotherapy

This subject will take a systems lens to psychotherapy focusing on the person: environment approach. Students will be introduced to General Systems Theory (GST) as the foundation for understanding
the different systems that impact an individual’s wellbeing. The exploration of a systems approach will be undertaken within the philosophy of phenomenology. This subject will build on the knowledge of groups already covered in the course and provide a bridge between the introductory subject of Integrated Systems of Health and Wellbeing and the Eco-psychotherapy subject.

Students will be introduced to the historical, as well as the contemporary, understanding and application of systems approaches in psychotherapy. The subject will commence with an exploration of broad eco-systems approach and move through a range of systems such as social/cultural/political systems, community/neighbourhood/tribal systems, family systems, couple systems and finally link to the earlier subject on individual psychobiological systems. The subject will focus on developing theoretical understanding and an application of a systems approach to psychotherapy practice.

Life Span Development

This subject explores the complex topic of human development as it pertains to psychological practice. The subject will explore development from a multidisciplinary perspective examining evolutionary biology, cultural evolution, embryology, attachment, psychology of temperament, classical developmental models such as those put forward by Erikson and Piaget as well as this, the subject will explore post biographical aspects of development exploring the work of Daniel P Brown and Ken Wilber to offer insight into the development of the human mind as outlined in eastern approaches and practices. The subject concludes with examination of the future of human development focusing upon topics of the individual, the collective and issues pertaining to extension.

Psychotherapy & the Body in the Treatment of Trauma

This subject will introduce students to the core concepts and practices which focus on dealing with the notions of self, agency, autonomy, identity and narrative as they appear in psychotherapy. This subject draws from an interdisciplinary perspective in order to enable students to understand how these critical aspects of human experience maybe considered and worked with in a clinical setting.

This subject is divided into two distinct phases. The first is theory based and draws from philosophy of mind, neuroscience, neuropsycho-pathological studies and cognitive science. The second draws these into clinical relevance by engaging these ideas alongside the practices of narrative therapy, self-psychology and mentalization based psychotherapy.

Narrative, Identity and Integrative Processes

This subject will introduce students to the core concepts and practices which focus on dealing with the notions of self, agency, autonomy, identity, and narrative as they appear in psychotherapy. This subject draws from an interdisciplinary perspective in order to enable students to understand how these critical aspects of human experience may be considered and worked within a clinical setting. This subject is divided into two distinct phases. The first is theory-based and draws from philosophy of mind, neuroscience, neuro-psycho-pathological studies and cognitive science. The second draws these into clinical relevance by engaging these ideas alongside the practices of narrative therapy, self-psychology and mentalisation-based psychotherapy.

Case Conceptualisation 2

In this class students will return to a formal focus on clinical thinking and clinical skills. This subject is designed as a seminar to allow students to workshop clinical matters drawn from live clinical cases. In this class, the teacher or students will workshop a case demonstrating a clear integrative conceptualisation and treatment plan. Any clinical issues or skill deficiencies that arise will then be workshopped and practiced in class. This class is designed to further prepare students for their clinical placement.

Year 3

Please select “Electives” above below for available Elective subjects. Elective selection can differ depending on availability.

Please select “Electives” above below for available Elective subjects. Elective selection can differ depending on availability.

Introduction to Research Methods

The best way to learn how to do research is to do research.

The goal of this subject is to introduce students to the research process—identifying a study question, selecting a study approach, designing a study and collecting data, analysing the data, and reporting the findings.

Clinical Supervision 1

As practicum subjects prepare students with placements that parallel the clinical situations they are likely to encounter in their professional lives, it is crucial that students fully understand the role of supervision and engage with the process. Supervision will provide a safe, supportive space for students to critically reflect on their practice in light of the skills and knowledge covered in the course. There is a strong emphasis on students establishing effective self-care techniques into their practice.

Practicum 1 (120 hours) 

Supervised therapeutic work with clients as a ‘therapist in training’ is an essential part of the Bachelor of Arts Therapy. The Practicum subjects are delivered sequentially, within one placement setting, alongside the Clinical Supervision subject in the last trimester of second year. This will enable students to immerse themselves in their practice experience and develop safe and professional practice within a placement setting. A dedicated Placement Team will support students throughout their placement experience. Placement opportunities will be drawn from a variety of settings, including the opportunity for students to work with adults, children and groups.

Practicum 2 (120 hours) 

Supervised therapeutic work with clients as a ‘therapist in training’ is an essential part of the Bachelor of Arts Therapy. The Practicum subjects are delivered sequentially, within one placement setting, alongside the Clinical Supervision subject in the last trimester of second year. This will enable students to immerse themselves in their practice experience and develop safe and professional practice within a placement setting. A dedicated Placement Team will support students throughout their placement experience. Placement opportunities will be drawn from a variety of settings, including the opportunity for students to work with adults, children and groups.

Electives

The following subjects are available to be studied as Electives, where available throughout the course:

Introduction to Drama Therapy

This subject provides a firm introduction to dramatherapy utilising the core processes that inform this modality. Students will consider their dramatic histories before using role, story, projective techniques and a range of dramatic processes to further their dramatic development. Students will have an opportunity to reflect upon their experiences and conceptualise how the theatre arts may be used to explore and achieve therapeutic goals.

Introduction to Dance Movement Therapy

This subject provides an overview of the foundational concepts and practices of Dance Movement Therapy (DMT), which is understood as the relational and therapeutic use of dance and movement to further the physical, emotional, cognitive, social and cultural functioning of a person (www.dtaa.org.au).

In common with other arts therapies modalities, DMT focuses on individual expressivity within therapeutic practice. It draws on the use of a range of theoretical premises from psychology and psychotherapy to support this. DMT differs from other arts modalities in that it uses the body as the prime instrument of creative expression, with dance and movement its main medium. DMT practice is centred on the essentialness of dance, aesthetics and the body-mind-feeling framework for better understanding of human health and wellbeing. It works to establish and develop therapeutic relationship through additional concepts that include kinaesthetic empathy, presence, attunement, witnessing and intersubjectivity.

Students will engage primarily in experiential learning to explore these core theoretical underpinnings and related embodied therapeutic processes. They will develop an awareness of themselves as embodied beings through engagement in improvised movement, the principal dance modality of DMT.

Introduction to Voice and Sound Therapy

Sound therapy is a relatively new healing technique that employs the vibrations of the human voice to go beyond relaxation and foster healing. This subject will prepare students to understand the history, foundations, and some of the key concepts of voice and sound therapy. Some sound therapists use external instruments, such as tuning forks or singing bowls. However, there is no tool more powerful for healing than the human voice. Students will engage in experiential work to explore how to free the voice and use it to fully express themselves in all aspects of their life. Through sound therapy, you just might be able to find the authority of your own true voice – and self.

Psychotherapy with Young People

This subject has as its focus the knowledge and skills required to apply psychotherapy/arts psychotherapy to working with young people. The subject requires the student to develop an understanding of child and adolescent development, concerns facing young people in today’s society, common issues that young people may bring to therapy, best practice engagement strategies for working with young people in a therapeutic context and processes in working with this specific population group. This subject provides students with the opportunity to understand how art-based engagement activities can be used to effectively build rapport and positive therapeutic relationships with young people.

There is also an emphasis on the personal and professional competencies and attributes required to work effectively with children and young people. Skill development also includes understanding of how to work with relevant legislation, confidentiality, informed consent and duty of care with children and young people under the age of 18, and also how to effectively engage families, parents and caregivers in therapeutic process.

Psychotherapy with People with Addictive Behaviours

This subject has as its focus on the knowledge and skills required to apply psychotherapy/arts psychotherapy to working with addictive behaviours. The subject will support students to understand what constitutes addiction, with a focus on both substance and behavioural addictions.

This subject enables students to develop a holistic understanding of addiction incorporating biological, psychological, emotional and spiritual dimensions. Additionally, students will be introduced to the predisposing, precipitating and perpetuation factors which may be contributing to the emergence and maintenance of addiction, the Stages of Change process, and the micro (individual and family) and macro (community, societal, legal and systemic) factors which can impact on working with clients’ lived experience of addiction. The subject requires the student to develop an understanding of, best practice engagement strategies for working with addictive behaviours in a therapeutic context. There is also emphasis on the personal and professional competencies and attributes required to work effectively with addictive behaviours. Skill development also includes understanding how to work with relevant legislation to ensure that Duty of Care obligations are being upheld and to work with carers, families and other service providers to ensure quality therapeutic engagement.

Psychotherapy with People with Disabilities

In this subject, students will acquire knowledge and skills for working with and alongside people with disability within psychotherapeutic / arts psychotherapeutic contexts.

Students will explore how the diverse, complex experiences of people with disability can be understood from multiple perspectives, and how their stories are told and re-told in different settings and in a variety of ways. Such acts of telling and retelling can be healing experiences, political expressions (‘the personal is political’), and/or instruments for social action and change.

This subject addresses the personal and professional competencies and attributes required to work effectively with children, adolescents and adults with disability. They include understanding how to work with relevant legislation; the complexities of interdisciplinary team work; ethical professional client-centred writing; and engaging with families, parents and caregivers in the therapeutic process.

Eco-Psychotherapy

This subject will introduce students to the emerging field of eco-psychotherapy – exploring both theory and practice.

The subject will be run as a five-day experiential intensive, with one half-day session in the weeks before the intensive, and one half-day session in the weeks following the intensive.

Art and Social Change

In this subject students will explore the interplay between community arts, outsider arts, arts and health and Arts Therapy.

Students will examine the motives, benefits and disadvantages of politically and socially challenging forms of artistic expression such as graffiti, tattoos and comics. Throughout this subject there with be a strong focus on students developing cultural, psychosocial and disability awareness and exploring how they react personally to themes of diversity.

Indigenous Approaches to Wellbeing 

In Australia we are living in a land that is suffused by the rich cultural traditions of indigenous people whose sense of wellbeing is inexorably linked to the wellbeing of country. Indigenous approaches to wellbeing are holistic incorporating physical, social, emotional and cultural health of both individuals, the broader community and the country itself. Local aboriginal elders will be involved in the teaching of this subject and assist students to explore the political and personal implications of incorporating this holistic understanding of health and wellbeing into their personal life and therapeutic work.

Dreams and Symbols in Psychotherapy

This subject is concerned with developing an understanding of the symbol and dream producing resources of the human psyche. In particular, the subject focuses on the capacity of the dreaming function to access and mobilise resource systems to engage with problem solving, stress reduction, knowledge and understanding, change management and psychological development. The unit explores experiences gained in the dreaming, liminal, conscious imaging and metaphor states of consciousness. Skill development is directed towards using various methods to access this domain, including Jungian, Gestalt, shamanic and archetypal processes, in both individual and group settings. These methods are developed as part of an integrative psychotherapeutic skill set.

Eastern Practice and Western Psychology

This subject will develop the themes of growing up and waking up. The subject runs in a intensive format following a structured program of personal reflection, practice and lectures. The subject explores themes of organization of mind through understanding the research and practices that help facilitate individual organisation of mind. This subject will begin by addressing early developmental factors in the formation of mind and move to include transpersonal psychology and eastern philosophy and practices.

Integrative Systems of Health and Wellbeing 2

This subject focuses on deepening competence and understanding in the topics of health and wellbeing as they pertain to psychotherapy. This subject follows on from Health and Wellbeing one, which explored the nature of health and wellbeing and various debates in the field. In health and well being two, students will focus on the mind-body relationship problem as outlined in contemporary inter-disciplinary thinking and research, focusing particularly on how the mind-body problem influences psychological treatment.

Students will explore bottom-up movement-based practices in conjunction with top-down meditative practices as a key to their experiential learning. In addition, these elements of an integrative approach are supported and expanded upon by critical, analytical perspectives on culture, social and political structures and dynamics in thinking about health and wellbeing, and various systems of intervention in psychotherapeutic practice.

Career Opportunities

The Bachelor of Counselling and Psychotherapy prepares graduates for an exciting career as counsellors or psychotherapists with the skills to attend to the needs of clients in a variety of professional settings, ranging from mental health organisations and agencies through to private practice. 

Professional Accreditation

This course is approved by the Australian Counselling Association (ACA). Graduates will be eligible for Level 2 membership with the possibility of increasing membership levels after acquiring the appropriate amount of professional development and experience. Please visit the ACA website for specific details.

Admission Criteria

 

Ikon has a range of admission pathways available to students of all circumstances and academic backgrounds:

  • Australian Year 12 Secondary School Certificate with a minimum ATAR 60
  • Completion of a VET qualification at Diploma level or higher
  • Completion (or partial completion) of a higher education qualification

Applicants may also gain entry in recognition of their work and life experience. You must be at least 21 years of age at course commencement and provide a written admission statement of 300-500 words explaining how the knowledge, skills and personal qualities you’ve gained through your experiences will help you succeed in your studies at Ikon. For more information about writing your admissions statement click here.

All applicants must participate in an admissions interview.

International applicants, and any applicants who did not complete their previous study in English, must evidence a minimum IELTS Overall Score of 6.0 with no band less than 6.0.

You should choose the admission pathway most relevant to your academic background. To discuss the best pathway for your circumstances, please contact Admissions at 1300 000 933 or via email at admissions@ikon.edu.au.

 

For more information see:

Application Process
Domestic Student Admission Policy
Student Profile Table

Recognition of Prior Learning (RPL)

 

Recognition of Prior Learning is an assessment process used to determine the extent to which a student has achieved the learning outcomes of a subject from earlier learning, experience or achievements. Where equivalence of prior learning can be established, the student is exempt from attending that particular subject in order to complete their course.

You may apply for course credit towards the Bachelor of Counselling and Psychotherapy in recognition of prior learning which may result in course credit and exemption from that subject. For more information on the application process, see the Recognition of Prior Learning & Credit Policy or contact Admissions at 1300 000 933 or admissions@ikon.edu.au.

 

Pathways

Exit Pathway

Students who successfully complete the first year of the Bachelor of Counselling and Psychotherapy and decide they do not wish to continue their degree studies may exit with the nested award of Diploma of Counselling and Psychotherapy.

Students who successfully complete two years of the Bachelor of Counselling and Psychotherapy and decide they do not wish to continue their degree studies may exit with the nested award of Associate Degree of Counselling and Psychotherapy.

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