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Located 14 kilometres east of Melbourne City, the Elgar campus can be found on Elgar Rd in Box Hill.

Located 14 kilometres east of Melbourne City, the Nelson campus is the second location in Box Hill situated on Whitehorse Road.

Located 15 kilometres east of Melbourne City, the Whitehorse campus can be found on Whitehorse Road in Box Hill.

Our CBD campus is co-located with the Centre for Adult Education in the heart of Melbourne&rsquo;s Central Business District.

Our Lakeside Lilydale campus serves the local community as an active learning centre with a range of vocational and higher education courses. The campus is also home to the Yarra Ranges Tech School.

Diploma of Mental Health

Diploma of

Mental Health

This unit describes the skills and knowledge required to advocate and ensure that government, community and organisational systems broadly support and uphold human rights.
This unit applies to workers in a health, community services or advocacy settings who undertake a leadership role in influencing social and system changes. Workers at this level will also advocate for change and continuous improvement at the organisational level to improve client outcomes and service quality.

This unit describes the skills and knowledge required to establish and work within the current context, philosophy and values of the alcohol and other drugs (AOD) sector.
This unit applies to workers who come into contact with clients affected by alcohol and other drugs.

This unit describes the skills and knowledge required to prepare for and conduct assessments of alcohol and other drugs (AOD) clients to determine eligibility, service requirements and referral needs. This includes knowledge of factors affecting assessment for a range of different client groups including different genders, youth, older people, mandated and voluntary clients, Aboriginal and/or Torres Strait Islander people and those from culturally and linguistically diverse backgrounds.
This unit applies to people involved in the assessment of clients with AOD issues using established organisation or jurisdictional AOD assessment tools.

This unit describes the skills and knowledge required to confirm, conduct and monitor intervention strategies to address alcohol and other drugs (AOD) issues.
This unit applies to workers who provide support to people with AOD issues within the scope of an established individual treatment plan. Interventions would be ongoing and be conducted under the guidance of a supervisor.

This unit describes the skills and knowledge required to work collaboratively with clients to establish treatment goals, and to develop and evaluate individual treatment plans to meet those goals.
This unit applies to workers who develop treatment plans with, and for, clients with alcohol and other drugs (AOD) issues on the basis of an existing assessment and within established organisation guidelines. Depending on the context, development of the plan may be autonomous or collaborative. Workers may or may not be the person conducting the assessment.

This unit describes the skills and knowledge to identify and manage immediate suicide risk and work with the individual to achieve safe outcomes. It includes the requirements for developing a clear safety plan for addressing any immediate danger to the person at risk or others, mobilising access to emergency medical help when needed and facilitating links with further support.
This unit applies to people in formal helping roles in any community service context. Suicide safety may involve face-to-face, telephone or remote contact with the person involved.

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.
This unit applies to all workers.

The unit describes the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander cultural safety issues in the workplace, model cultural safety in own work practice, and develop strategies to enhance cultural safety.
This unit applies to people working in a broad range of roles including those involved in direct client service, program planning, development and evaluation contexts.

This unit describes the skills and knowledge required to promote the principles of recovery oriented practice, and to establish and confirm self-directed recovery relationships with people with mental illness.
This unit applies to work with people living with a mental illness in a range of community services work contexts.

This unit describes the skills and knowledge required to work collaboratively in providing services to implement a range of strategies as part of recovery oriented service provision for people with mental illness.
This unit applies to work with people living with mental illness in a range of community services work contexts.

This unit describes the skills knowledge required to work collaboratively with the care network and other potential services for a person with mental illness. This work provides a recovery oriented practice approach, involving a variety of health and community service professionals working collaboratively with the person and their care network.
This unit applies to work with people living with mental illness in a range of community services work contexts.

This unit describes the skills and knowledge required to assess capacity to support people with co-existing mental health and alcohol and other drugs issues and to work collaboratively to provide support and facilitate links to other services.
This unit applies to work with people with co-existing mental health and alcohol and other drugs (AOD) assessments in a range of community services work contexts.

This unit describes the skills and knowledge required to develop and conduct early intervention, health prevention and promotion programs focussing on mental health and wellbeing.
This unit applies to work with people with mental illness in a range of community services work contexts.

This unit describes the skills and knowledge required to identify and respond to issues of complexity when supporting people living with mental illness and their care networks. The unit is based on a strengths-based approach and acknowledges that complexity is not a characteristic of an individual. Complexity may be impacted by a range of interactions between the worker, the organisation and the environmental context.
This unit applies to work with people living with mental illness in a range of community services work contexts.

This unit describes the skills and knowledge required to work collaboratively with individuals to assess, promote and review all aspects of wellbeing.
This unit applies to work with people living with mental illness in a range of community services work contexts.

This unit describes the skills and knowledge required to support a person living with mental illness to develop recovery wellness plans and advanced directives. These plans outline the person&rsquo;s preferences and plans to maintain wellness and to direct actions and support strategies should they become unwell.
This unit applies to work with people with mental illness in a range of community services work contexts.
Use of the term &lsquo;advanced directive&rsquo; may vary between states and territories.

This unit describes the skills and knowledge required to promote trauma informed care, and to develop strategies to address people&rsquo;s specific trauma needs. Trauma informed care involves providing services that are informed by the knowledge and understanding of the impact of trauma, in particular interpersonal violence and varying service practice to reduce the likelihood of re-traumatisation.
This unit applies to work with people with mental illness in a range of community services work contexts.

This unit describes the skills and knowledge required to establish the information need, gather information and critically analyse the information for relevance to own work.
This unit applies to health and community service workers who need to research existing&nbsp;information to support and improve their work practice. It does not cover primary research.

This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.
This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.

This unit describes the skills and knowledge required to establish, maintain and evaluate work health and safety (WHS) policies, procedures and programs in the relevant work area, according to WHS legislative requirements.
This unit applies to workers who have responsibility for WHS as part of their role, including workers with obligations under WHS legislation, persons conducting a business or undertaking (PCBUs), or their officers (as defined by relevant legislation).

Diploma of Community Services

This unit of competency describes the skills and knowledge required to function independently and to plan and undertake community work and associated services.

Certificate IV in Youth Work

Certificate IV in

Youth Work

This unit describes the skills and knowledge required to communicate effectively with young people (aged 12 to 25 years) in work roles with a specific focus on young people.

This unit describes the skills and knowledge required to work in the youth work context and focuses on historical and contemporary youth sector practices and understanding of the current status of young people.

This unit describes the skills and knowledge required to assist young people to identify the challenges and opportunities in their lives and to work towards their goals on an individual or group level.
This unit applies to work undertaken in all youth work roles where the young person is the primary client.

This unit describes the skills and knowledge required to provide guidance and role models to young people and their families to maintain positive and supportive relationships, while identifying problems and establishing goals for change based on maintaining support from family and the general community.
This unit applies to community services work in a range of contexts.

Certificate IV in Mental Health

Certificate IV in Disability

Disability

Certificate IV in Community Services

Bachelor of Community Services

Bachelor of

This unit assists students to gain an advanced theoretical knowledge of the role of government, community groups and aid organisations in building capacity and providing domestic community services, supports, and international aid. Students will examine the nature of social disadvantage and marginalisation of groups such as women, refugees, persons with disabilities, unemployed, homeless, elderly and Indigenous Australians. Examples of innovative community development programs in public housing, disadvantaged areas and cultural communities will be studied. This unit also explores practices such as collaboration, advocacy and strategic community planning in improving support provision combined with building the capacity of marginalised groups.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks 40%; Project 30%; Essay 40%

This unit provides students with a thorough overview of family violence in an Australian context. The content prepares the learner to encounter and respond safely and effectively in a community service role. It addresses critical topics such as drivers of family violence, risk factors, complex assessments, responding effectively to disclosures, identifying red flags, safety planning and avoiding collusion when working with people who enact harm. The unit will also address legal reporting responsibilities, making appropriate referrals in the Victorian family violence sector, and importantly, self-care for workers. Students will engage with topics both theoretically as well as practically through the use of case studies and the completion of the MARAM (Family Violence Multi-Agency Risk Assessment and Management Framework) comprehensive risk assessment forms.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks 40%; Written report 30%; Written exam 30%

This unit prepares students to undertake a case management role within community services contexts. It examines the processes involved to establish sound case work management, including legal and ethical considerations, working with clients to set goals, effective communication and risk management. Undergraduates are provided with an introduction to appropriate information sharing, strategies for referral and the use of community resources. Mandatory and best practice protocols for documentation and reporting will be introduced. The importance of identifying role boundaries, including conflict of interest, is examined through case studies. Duty of care is discussed within the context of complex or high risk situations, such as working with protective and custodial agencies and cases with high public or political sensitivity. The importance of considering family structures and dynamics, and the differences in these between cultures, especially the Australian Indigenous community is emphasised in the case management context.
Subject contact hours (per week): 3h/wk Prerequisites: CST101 Assessment: Tutorial tasks 40%; Case study 30%; Portfolio 30%

This unit will advance and create knowledge to promote and improve the safety and wellbeing of children, young people, families and communities. Using a critical inquiry approach, students will evaluate current legislative, ethical and best practice requirements of working in child protection. They will build their capabilities in integrating theories of child development, trauma, evidence-based practice and major models to lead practice and service delivery in Child Protection. Using a case study approach, students will prepare a case for the Children&rsquo;s Court to facilitate the &ldquo;Child&rsquo;s Voice&rdquo; in child protection practice and management.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks 40%; Written essay 30%; Written exam 30%

This unit advances theoretical and practical perspectives to enable effective and high level communication in a range of settings. It addresses the complex nature of communication and processes. Skills for developing interpersonal relationships and rapport, including the importance of non-verbal communication, are demonstrated and workshopped. The unit addresses the specific communication needs of several relevant client groups, including people with intellectual or physical disabilities, children and families under stress, clients affected by drugs and/or alcohol, and people from diverse cultural backgrounds including Indigenous Australians. Leadership, conflict resolution and negotiation skills are also developed and advanced. Practical skills for delivering information in written form and managing meetings are developed.
Subject contact hours (per week): 3h/wk Corequisites: CST101 Assessment: Tutorial tasks 40%; Project 30%; Paper 30%

This unit considers the parameters of difference within the human context and what it means to be in a minority group within a society. Students will examine the impact of culture on effective delivery of community services, in areas such as communication, social relationships, attitudes towards community service intervention, and other culturally specific issues. Students establish strategies for working with cultural groups in the provision of services such as working with remote Indigenous communities. Concepts surrounding cultural safety include understanding of affirmative action, and the need for establishing culturally specific services in addition to mainstream services. Challenging cross-cultural constructs are studied though case studies that include working with refugees and Indigenous Australian culture and history. There will be a specific focus on delivery of services for Indigenous Australians and their communities, with attention to the development of culturally sensitive practices. The place of Australian Indigenous-specific services will be examined along with other cultures.
Subject contact hours (per week): 3h/wk Corequisites: CST101 Assessment: Tutorial tasks 40%; Report 30%; Essay 30%

This unit develops the student&rsquo;s understanding of the legislative, regulatory and theoretical requirements that underpin all community services. The intent of relevant acts of legislation will be explored as a framework for understanding the regulatory provisions for delivery. The unit considers the philosophy of ethics from a variety of perspectives as well as principles of ethical actions including autonomy, non-maleficence and beneficence. It develops in students skills in managing ethical dilemmas in professional and organisational practice, including factors associated with confidentiality, risk of harm, corruption and malpractice.
Subject contact hours (per week): 3h/wk Prerequisites: CST101 Assessment: Tutorial tasks 40%; Reflective analysis 30%; Exam 30%

In this unit students will examine and analyse theories and issues of leadership and management in the dynamic community services sector. The unit requires students to engage with and reflect on the meaning of leadership in the context of their own professional practice, ethics and identity and relationships. The unit explores contemporary issues regarding leadership and change, and the implications for management. It extends the theoretical informants related to a range of organisational demands and higher-level approaches to management in the community services sector. Particular emphasis will be on human resources and management challenges specific to community services. The unit aims to enhance managerial competence through applied management principles and practices that create sound and effective management of service organisations.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks 40%; Self-assessment matrix 30%; Written essay 30%

The unit will examine the impact of the welfare state, and the role and responsibilities of families and communities in supporting development of groups and individuals. Students will explore the range of community sector organisations that operate in Australia, sources of funding provided by local, state and federal governments, and the challenges associated with increasing competition for funding between organisations in the community sector. An analysis of the social inequality of difference, whether by culture, gender, age, social mobility, unemployment, and the inequitable distribution of access to wealth, employment opportunities, health services and education across Australia will lead into an exploration of community welfare in practice. This will include how various government and non-government agencies respond to issues of difference and social disadvantage. Students will also research the political influences on the community sector including economic rationalism and the privatisation of health and education. The strategic direction of government policy will be explored.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks 40%; Written report 30%; Essay 30%

This unit supports the development of academic skills and aims to assist students understand the expectations required for studying at an undergraduate level. The focus will be upon developing and extending learning, research skills, academic writing and referencing. Learners will be supported to extend their self-directed skills, such as time management and goal setting. Teaching of critical evaluation of literature will include strategies to research key literature, develop literature reviews and analyse authors&rsquo; arguments. Students will be encouraged to plan and structure essays with an emphasis on clarity and purpose in their writing.
Subject contact hours (per week): 3h/wk Assessment: Tutorial tasks 40%; Essay 30%; Literature Review 30%

This unit orientates students to the Alcohol and Other Drugs (AOD) and Mental Health Sectors. Students will gain high level skills in assessing the needs of clients with complex AOD and mental health issues using a variety of assessment tools, in an evidence-based practice context. They will gain an understanding of the interrelated nature of dual diagnosis, and will develop tools to address challenges related to clients with complex needs. Practices such as assessment, referral, models of rehabilitation, and networking with other services to improve outcomes will be examined and practiced. There will be a focus on providing integrated services that address multiple presenting needs.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks 40%; Assignment 30%; Written Essay 30%

This unit will take an interdisciplinary and intersectional lens in its exploration of gender studies, examining the paradigms that hold sway in the current socio-political climate. Restrictive discourses which contribute to the marginalisation and disenfranchisement of non-normative persons and communities as well as the ones that offer more liberating notions of gender, boy sexuality identity are explored.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks 40%; Literature review 30%; Written analysis 30%

This unit develops an understanding of working within a range of group settings. It establishes skills and knowledge for effectively planning and facilitating discussions, group activities, debriefing and support groups. Students will examine the common stages of group progression, and barriers to achieving effective outcomes. They will learn to adjust interpersonal styles to match group needs and dynamics. Practical skills for leading a group through these stages will focus on resource development, goal setting, managing individual problems within a group setting and facilitation styles. Group work in specific community services contexts, including drug and alcohol work, counselling, family conferences, training and recreation will be explored.
Subject contact hours (per week): 3h/wk Prerequisites: CST101 Assessment: Tutorial tasks 40%; Group activity 30%; Development plan 30%

Practicum is the practical demonstration of the understanding of the theoretical components of the course work. Throughout the sequence of the practicum the Bachelor of Community Services student is to demonstrate increasing skill and leadership in the delivery of the community services programs. Throughout the practicum the student will demonstrate increasing knowledge and application of community services work. They will also demonstrate purposeful engagement with clients and understanding of the multiple roles involved in providing community services. The application of sound ethical practice is reflected through their own practice as a key focus of the practicum.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Evidence of Professional Reflective Portfolio and completion of 200 hours of practical placement.

Practicum is the practical demonstration of the understanding of the theoretical components of the course work. Throughout the sequence of the practicum the Bachelor of Community Services student is to demonstrate increasing skill and leadership in the delivery of the community services programs. Throughout the practicum the student will demonstrate increasing knowledge and application of community services work. They will also demonstrate purposeful engagement with client and understanding of the multiple roles involved in providing community services. The application of sound ethical practice is reflected through their own practice as a key focus of the practicum. Prerequisites: CST101 Transition to Higher Education Assessment: Evidence of Professional Reflective Portfolio and completion of 200 hours of practical placement.

This unit provides an introduction to developmental psychology and an understanding of what drives or motivates human behaviour. Students will explore the theories that underpin an understanding of human development across the lifespan, including theories of attachment, cognitive and social development in the context of socio-cultural frameworks. Examination of developmental, psychological and cognitive disorders will provide a more complex understanding of human behaviour as relevant to the social services field. Students will analyse a range of strategies for supporting client behaviour across various circumstances.
Subject contact hours (per week): 3h/wk Prerequisites: CST101 Assessment: Tutorial tasks 40%; Portfolio 30%; Essay 30%

This unit addresses modalities and theories behind conducting an individual assessment where multiple and complex issues are present. Students will examine several kinds of assessment, including intake, domain-based, norm-based and competency-based assessment. Modalities including strength-based assessment are used to identify the client&rsquo;s range of diverse needs. Students analyse appropriate language and interpersonal skills related to the assessment process. Analysis of the most effective and least restrictive strategies to enhance the client&rsquo;s learning and well-being is explored. There will be a strong focus on identifying potential risk.
Subject contact hours (per week): 3h/wk Prerequisites: CST101 Transition to Higher Education Assessment: Tutorial tasks 40%; Written essay 30%; Written report 30%

This unit aims to introduce students to the sociological theoretical foundations of historical and contemporary community services work. The evolution of community services work will be examined through key themes of self- identity, empowerment, social justice and equity. An understanding of critical concepts that continue to shape attitudes and service provision of community services will be expanded. The role of these themes in community services work will be developed through an understanding of building social capital within Australian and global contexts. Students will be encouraged to form a community of learners to assist their studies, to share experiences, develop critical reflective skills and form industry networks.
Subject contact hours (per week): 3h/wk Prerequisites: CST101 Assessment: Tutorial tasks 40%; Presentation 30%; Exam 30%

This unit examines the interface of sociological aspects of ageing to lead advocacy and practice in aged care whilst exploring the global demographic phenomenon of an ageing population and examining sociological theories of ageing and their implication on culture, society and social changes. Further examination into the effects of ageing will be explored in regard to retirement policies, status, and family relationships. The study of hegemony as a result of institutionalised ageism and the negative cultural representation of older adults will demonstrate issues such as major barriers for greater social inclusion for older citizens. Further examination of topics in social sustainability, age, identity, demographic change, generational identity and collective memory will be explored. Students will examine and critique social attitudes towards ageing and the impacts of ageism, this will involve reflecting on their own views, values and beliefs. The final assessment enables practice of skills in critical analysis and advocacy, interpreting policy and practice on ageing and analyse ageism in the public domain, such as news, current affairs, entertainment media, government policy, gerontological literature, research and public debate.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks 40%; Written essay 30%; Written report 30%

This unit provides an overview of youth work principles, values, ethics, models and practice in both Australian and a global perspective. This unit explores the meaning and different concepts of youth and adolescence, their identity formation within welfare and wellbeing and describes the contemporary socio-economic and political context of adolescent welfare due to social structures and processes. It locates young people's experience in a context of social change, investigating the interface of Youth Work and Community Service in practice whilst exploring how political, economic, social and digital technologies influence both social possibilities (e.g., broader access to information and services, new types of self-expression, new forms of social connectedness, etc.) and social problems (e.g., privacy, security, online hate crimes, etc.) in the current century. On completion of this unit students will have developed knowledge, skills, attitude and capabilities to work with young people as the primary consideration within a young person&rsquo;s social context.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks 40%; Written essay 30%; Project 30%

Accredited Community Services Courses | Box Hill Institute

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Support the lives of others in a range of health, community and early childhood settings. Browse our range of community service courses on offer at Box Hill Institute. 

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Box Hill Institute are a leading Victorian provider of TAFE courses, vocational training and international degrees in Melbourne CBD, Box Hill and Lilydale.

Box Hill Institute

 | Box Hill Institute

<h2>On Demand Webinar: Community Services</h2>
A career in community services offers meaningful, challenging and rewarding work that makes a positive difference to people&rsquo;s lives. Australia&rsquo;s social assistance/community services sector is experiencing the fastest growth in jobs, with the Victorian government investing significantly in training to meet the changing health needs of its population. 
This is creating many new career opportunities. As a community service professional you can work across a range of service delivery roles including mental health, aged care, disability, social work, and health and welfare management. You will learn the skills and knowledge to provide support to people in need of assistance and how to link clients to appropriate services and government departments. Register now and have the webinar delivered straight to your inbox if you&rsquo;re interested in working in community services.

Qualifications	Delivery Mode	National Code
Diploma of Mental Health		CHC53315
Diploma of Community Services		CHC52015
Certificate IV in Youth Work		CHC40413
Certificate IV in Mental Health		CHC43315
Certificate IV in Disability	Traineeship	CHC43115
Certificate IV in Community Services		CHC42015
Bachelor of Community Services		BCSV2
Bachelor of Community Services (International)		BCSV2

Community Services

The community services sector