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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, which houses the Centre for Adult Education, is situated 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.

Vocational Education & Training Delivered to Secondary Students (VDSS) 

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Diploma of Community Services

Diploma of

Community Services

Certificate IV in Mental Health Peer Work

Certificate IV in

Mental Health Peer Work

Certificate IV in Mental Health

Mental Health

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 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 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.

Certificate IV in Disability Support

Disability Support

Certificate IV in Community Services

Certificate III in Individual Support (Ageing and Disability)

Certificate III in

Individual Support (Ageing and Disability)

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 30%; 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: CST101A Assessment: Tutorial tasks 40%; Case study 30%; Portfolio 30%

This unit provides an opportunity to further students&rsquo; core skills for counselling and change work with opportunities for feedback and practical application of skills. Current counselling theories and models are explored and trialled in a workshop setting. Students will develop a greater understanding of the theories and interventions of counselling theory and practice, as well as becoming aware of the influence of the counsellor on the counselling process and outcomes. Examination of the counselling practice required for groups and individuals with more complex counselling needs such as children, adolescents and families will be identified and practiced.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks and activities 40%; Essay 30%; Report 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 provides the opportunity for students to examine a range of literature to provide a sound basis of understanding of any particular chosen field of practice within a community service. This will inform their research as a method to develop a project with a focus to increase community awareness and emphasise a positive representation of their particular area of delivery, leading to enhanced outcomes for clients. Creative use of marketing tools such as social media are used to disseminate the community message.&nbsp; The project will provide reflection for learners on indicators of success and community feedback.
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Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Literature review 20%; Promotional campaign 40%; Report 40%

This unit introduces students to an understanding of human rights and the community service worker&rsquo;s responsibility to ensure that the human rights of clients are upheld.&nbsp; Students will develop an understanding of the links between human rights, health, wellbeing, concepts of power and empowerment, the need for protection of the rights of vulnerable groups, including women and children, people living with disabilities and mental health consumers. Advocacy theories and the framework for practitioner advocacy of social change will also be explored.&nbsp; Students will consider how partnerships with family, social networks and organisational bodies such as government departments, commissioners, ombudsman, guardianship boards and mental health tribunals can strengthen professional capacity to protect rights.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks and activities 40%; Report 30%; Case study 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: CST101A Transition to Higher Education 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: CST101A 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: CST101A 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%

This unit considers reflective practice within the context of a community services framework. It provides learners with an understanding of the relevance of reflective practice for professional activity, by calling critical attention to applicable values and theories in the community services environment, and examining professional practice reflectively and reflexively. It offers students strategies and tools for lifelong learning that contribute to continuous development of professional capability in the sector. Students are asked to consider &nbsp;the &nbsp;meaning &nbsp;and &nbsp;implication &nbsp;of &nbsp;reflective &nbsp;professional &nbsp;practice &nbsp;in &nbsp;the &nbsp;context &nbsp;of &nbsp;their &nbsp;own &nbsp;and others&rsquo; professional contribution to community services.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks and activities 40%; Literature Review 30%; 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 acquaints learners to adaptations utilised when working with individuals and groups online. Students will familiarise themselves with various technological mediums commonly utilised in online counselling. Strong emphasis will be placed on the learner&rsquo;s ability to articulate ethical concerns in online counselling including issues of jurisdiction, competence, informed consent, confidentiality, record-keeping, and supervision. Students will also examine and become familiarised with ways to build rapport and engage clients, facilitate groups, as well as mitigating risk.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks and activities 40%; Essay 30%; Recorded session 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 extends the student&rsquo;s knowledge of the theoretical concepts and perspectives that underpin the disability field both in Australia, and in a global context. Students are encouraged to adopt an understanding of the current approaches and models used in contemporary practice. This knowledge enables them to apply exemplary practice models to work in the disability field. Concepts that are studied include the social model of disability, advocacy, empowerment, social justice, human rights, anti-discrimination, the dignity of risk, and community integration using strengths-based and family-centred practice.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks and activities 40%; Essay 30%; Report 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: CST101A 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.
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.

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: CST101A 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: CST101A 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: CST101A Transition to Higher Education Assessment: Tutorial tasks 40%; Presentation 30%; Exam 30%

This unit will explore trauma theory and the application of this knowledge in the field of community services. It will consider various models and ideas which culminate to form an integrated and context sensitive approach to trauma informed practice. The models and practices examined will be found to be transferable across the wide range of community services and client groups.
Subject contact hours (per week): 3h/wk Prerequisites: CST101A Transition to Higher Education Assessment: Tutorial tasks and activities 40%; Case Study 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

As a mature age student, Emma Hopkins-Curry fulfilled her ambition to earn a degree that makes a difference for the community. With recognition of her diploma and certificates, she embarked on two years of full-time study in the Box Hill Institute Bachelor of Community Services program. Now, she works as a Youth AOD Outreach Worker and has the opportunity to make a positive impact daily.

Jo began by studying a Certificate IV in Youth Work at Box Hill Institute and became so engaged with the topic that she continued on to a Diploma of Youth Work and is now completing a Bachelor of Community Services. Jo said, &ldquo;When I began studying, I was certain that I only wanted to obtain the certificate and get straight into my career. Again, throughout my Diploma I was certain I wanted to obtain this and begin working as soon as possible. But I loved learning and studying the content and I made the decision to continue onto the Bachelor of Community Services.&rdquo; Jo said the course is challenging but it provides a broad knowledge of the community services sector, &ldquo;Community services can reveal sad stories at times and the statistics have really surprised me throughout the course. The best piece of advice I have ever received is, &lsquo;Don&rsquo;t take work home with you; leave it at work/school&rsquo;. This is easier said than done but once you learn how to do this, it is the best thing you&rsquo;ll ever do,&rdquo; she said. Jo&rsquo;s passion lies in Youth Work and she would love to become a Youth Worker.