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Masters and Graduate Diploma,Certificate in Adolescent Health and Welfare

• Why do a course in Adolescent Health and Welfare?
• How will the course benefit ME?
• How long will the course take?
• Study Modes
• What is Flexible Learning?
• Course Structure & Pathways
• Subject Outlines
  • Core subjects
  • Selective subjects - Masters only
  • Elective subjects - all courses
  • Elective subjects - Masters only
• What are the fees?
• Commonwealth Supported Places CSP
• HELP (Higher Education Loan Programme)
• What are the course admission requirements and how do I apply?
• International Students
• Scholarships and Funding Options
• Course Information Night
• Semester Dates 2010
• Contact

Why do a course in Adolescent Health and Welfare?

Of all the age groups in Australia, young people are the only group whose health has not improved over the past three decades.  The Centre for Adolescent Health recognises that a key way to improve young people's health and wellbeing is to enhance the capabilities of practitioners who work with young people.

The Masters and Graduate Diploma/Graduate Certificate is offered by the Centre for Adolescent Health through the Department of Paediatrics, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne.  This relationship creates a unique opportunity for students to engage in an academic program, for which they receive a qualification and to be involved with the Centre, which is at the forefront of responses to adolescent health and wellbeing issues. 

The course is offered in flexible learning mode and is specifically designed to meet the professional development needs, goals and interests of participants who work with young people in different disciplines and community service settings.  The course also provides an attractive pathway for graduates interested in working with young people in an adolescent health and welfare related field.  

How will the course benefit ME?

The Masters and Graduate Diploma/Certificate in Adolescent Health and Welfare course offers a multi-disciplinary forum where you can:

• share knowledge and build professional learning networks;
• address the importance of the developmental, social and environmental contexts that impact on young peoples lives and gain critical insight into the underlying causes of adolescent health problems;
• build a repertoire of professional capabilities for implementing effective programs and practices in the settings where young people live, work, learn and play and in the health care settings where young people are likely to be seen;
• experience broad and inclusive content that links theory with practice;
• engage with recognised experts in adolescent health research and practice;
• study areas of particular interest to you.

You will be encouraged to explore a range of theoretical, policy, research and practice perspectives and to use these insights to develop enhanced prevention and intervention strategies when working with young people, families, communities and other agencies.

The Royal Australian College of General Practitioners have recognised the course as Continuing Medical Education for General Practitioners.

The program articulates with the Community Access Program at the University of Melbourne.

How long will the course take?

You can choose to enrol in the course as a part-time or full-time student.

• The Masters course is offered full time for the first year and part time for two years or part time over 4 years
• The full-time Graduate Diploma course is offered over one year
• The part-time Graduate Diploma course is offered over two years
• The part-time Graduate Certificate course is offered over one year
• Course work and independent learning will take approximately 5-10 hours per week, per subject (part-time) and 10-20 hours per week (full-time).

Study modes

The Masters and Graduate Diploma/Certificate program is offered in flexible learning mode to meet the needs of students located in metropolitan, regional and remote areas of Australia. 
The Masters program has a variety of subjective and elective subjects to suit students that are offered on campus in block and weekly modes as well as via distance. Please note that some subjects are only available in certain modes. 
Most subjects in this course combine distance learning with opportunities for group learning and interaction through 'optional' on-campus subject tutorials, informal learning group meetings/online discussion forums and/or seminars with course lecturers.  The program provides a supportive learning environment that encourages interaction, mentoring support and professional networking.

All students are required to attend a two day residential workshop program (February) prior to the commencement of the course each year (i.e. one per year for part-time students).  At the commencement of the masters study (2nd year full time and 3rd year part time students) a half day introduction is held at the University of Melbourne. The residential program is designed to introduce key adolescent health themes and flexible learning requirements and to create opportunities for students to interact with other students and the course team.

• Students enrolled in subjects that include online learning requirements will participate in practical 'getting started with online learning' workshops as part of the on-campus residential workshop program.
• Depending on student numbers/interest, some elective subjects may be offered in on campus 'block' mode.

Masters subjects are offered in a variety of modes with further information under Subject Outline and Course Structure

The learning and assessment approaches used in the course aim to encourage active learning and application of new adolescent health knowledge and skills in 'real world' settings, relevant to your professional practice. The Masters minor thesis subject is undertaken in the final year of study.

What is Flexible Learning?

Flexible learning combines distance education with on campus study. The courses are primarily distance education with one subject in the Graduate Certificate/Diploma offered on line via the internet. The other distance education subjects are hard copy and are given to students prior to the commencement of the semester (or at residential workshops). Distance subject students communicate with their coordinators via residential workshops, phone, email, face to face and through 'optional' on-campus subject tutorials.

Two elective subjects in the second year of the Graduate Diploma are offered in February as on campus, block subjects over 4 or 5 days.
Masters subjects are offered in a variety of modes from distance, block on campus, and weekly lectures during the semester at the University of Melbourne.

For information on the mode of delivery for each subject go to Subject Outlines below

Course Structure and Pathways

The Courses are designed to allow for multiple entry and exit pathways.

For those who require limited core knowledge in adolescent health and welfare the Graduate Certificate is a one year part time 4 subjects option

For those who require more knowledge in particular areas of adolescent health & welfare the Graduate Diploma is over 2 years part time or one year full time. There are 8 subjects to complete, 2 per semester.

For those who wish to fully explore the theoretical, research theories and knowledge the Masters program over 3 or 4 years part time is your option. Enrolling in the Masters also allows you to exit earlier should your  educational goals change with either the Graduate Certificate (after first year), the Graduate Diploma after 2 years part time or continue with the Masters over 3 or 4 years.

Graduate Certificate in Adolescent Health and Welfare Course - course code 135
The Graduate Certificate course requires successful completion of the following Four Core Subjects:

Young People in Context (12.5cp)
Professional Practice in Context (12.5cp)
Socio-Environmental Contexts of Adolescence (12.5cp)
Health Promotion and Young People (12.5cp)

Course Total: 50 credit points

Graduate Diploma in Adolescent Health and Welfare course - code 123 - Course Structure Flow Chart
The Graduate Diploma requires successful completion of Four Core Subjects and Four Elective subjects (from a choice of six elective options).

* Elective subject will not run with insufficient student numbers enrolled

Course Total: 100 credit points

Master of Adolescent Health and Welfare - course code J12
Course structure flow chart. Details of selective, elective and thesis subjects can be found in Subject Outlines and below.

Course Total: 200 credit points

The University of Melbourne's Post Graduate Handbook can also provide further information if required.

Subject Outlines

Core Subjects

571-817 Young People in Context (offered via distance learning)
This subject introduces and critiques the concepts adolescence and health, and examines various frameworks for understanding the phenomenon of adolescent development.  The diversity of the adolescent experience is explored, and the impact of various socio-environmental contexts of adolescence on young peoples health and wellbeing is identified

571-818 Professional Practice in Context (offered via distance learning on line)
This subject begins by examining the underlying assumptions, values, experiences, skills, forms of knowledge and broader contexts that impact on and inform students professional practice approach in working with young people.  Using critical incidents and case studies as a starting point, students will explore some of the key frameworks and interventions for working with young people to improve health outcomes.  These include: risk and resiliency frameworks; effective practice strategies; approaches to crisis intervention; and issues related to professional role boundaries, ethical practice and cross-sectoral networking.  Students will be required to draw on theoretical perspectives and ideas from contemporary research as well as insights generated through critical reflection, online discussions and collaborative problem-solving.  Through this critical enquiry process, it is expected that students will further develop their understandings of their own practice and change and develop aspects of that practice.

571- 869 Socio-Environmental Contexts of Adolescence (offered via distance learning)
This subject investigates how social determinants and social worlds affect the health and wellbeing of young people and examines social life from historical, global and cultural perspectives. Students will draw on a diversity of theoretical perspectives to analyse how society operates and how social changes influence the health, wellbeing and behaviours of young people. Throughout this subject, particular emphasis is placed on examining and explaining social and health inequalities.  Issues of gender and popular culture and concepts related to social networks, social capital, social cohesion and social control are explored. The relationship between micro and macro views of society (micro-macro linkage), and the relationship between social structures, institutions and human agency are investigated with reference to contemporary adolescent health issues.  Approaches to interventions focussing on changing social contexts will be critically examined.

571- 870 Health Promotion and Young People (offered via distance learning)
This subject explores key practices, principles and frameworks for health promotion and community capacity building aimed at enhancing the wellbeing of young people.  Participants will be encouraged to develop a more systematic approach to health promotion practice, particularly in undertaking needs-assessments, and in planning and implementing collaborative health promotion approaches.  These approaches will take into account the setting and diversity within communities.  A range of evaluation processes will be considered with particular emphasis on participatory approaches, engagement of young people and critical questioning of what counts as evidence.  Participants will be encouraged to build on their existing repertoire of communication strategies with a focus on developing advocacy and engagement strategies.

571-681 Adolescent Health Minor Thesis - Masters only
10,000 - 12,000 words
The purpose of this subject is to develop the critical disciplines of research methodology and to arm students with the necessary knowledge and skills to analyse and interpret research that informs our understanding of young peoples health and well-being. The aim is also to provide students with the skills needed to design, implement and communicate the findings of research that will contribute to more effective program delivery to young people, within and across different sectors.  

This subject will provide participants with the critical skills needed to design their research project, including the research questions, a rationale - why is it worth studying this question/area, the aims and objectives of the research; identification of theoretical/conceptual frameworks to be used as well as relevant bodies of literature; methodology - how will the problem be investigated and why is this the best design. On completion of the minor thesis, students will have:

• Read and written about their specific area of research interest;
• Defined a research problem or issue;
• Developed understandings of research approach(es) and techniques that are relevant to the proposed project;
• Written a detailed research proposal;
• Conducted a thorough literature review;
• Selected an appropriate research design;
• Justified appropriate methods for data analysis;
• Demonstrated skill in using appropriate methods;
• Demonstrated skill in interpreting the data in such a way that has relevance for youth health policy or practice;
• Demonstrated skill in writing up the results.

Methods of study may include policy analysis, theoretically-based studies as well as methods based on the collection and analysis of interview or survey data, or as determined by both the student and the supervisor. In this unit students will have a supervisor appointed, work with the supervisor to develop a research proposal, enhance their ability to plan and conduct research in a specific methodological framework, explore current literature relating to their proposed research topic, and prepare an application for human research ethics approval.
There is no prepared content in this unit. It is a research unit in which students, in consultation with an appointed supervisor, carry out research tasks to develop new knowledge (content) themselves. From time to time, supervisors will provide students with appropriate readings to support their research. Supervisors are appointed by the co-ordinator in consultation with the student.

Students will be assigned a supervisor in the year they begin their thesis.

Selective subjects - Masters only (choose one of these). Check mode of delivery as not all are offered in multiple modes

505-969 Epidemiology & Analytic Methods I (offered on campus block mode)
This subject provides an introduction to epidemiological and biostatistical concepts and methods, and their application in the assessment and management of health issues in a range of clinical and population-based settings. Methods are taught in an applied context to enhance core skills and develop an awareness of current issues in epidemiological research and practice. Subject content includes an introduction to disease causation and measures of population health, including disease burden and the distribution of disease determinants. This subject also introduces basic demography, including population structure and sampling methods, and introduces students to epidemiological research study designs. Key skills covered include how to set up datasets, tabulate, graph and explore health data and carry out basic descriptive analyses using the Stata statistical software package.

505-509 Health Program Evaluation 1 (offered on campus weekly classes and via distance) 
This subject examines the diverse purposes health program evaluations can serve and the wide range of environments in which health program evaluations are conducted.  Using Australian and overseas evaluation examples, students gain an overview of conceptual and methodological issues in the key evaluation approaches.  The three major stages in the conduct of an evaluation are covered: planning and negotiating the terms and design of the evaluation; data collection and analysis; and the provision of findings.  Each stage is considered through example and critique of those examples, with opportunities to apply these skills in the development of an evaluation plan for a real, work-based program.  The limitations of evaluation in assisting decision-making are examined.

505-921 Principles of Qualitative Research Design (offered on campus February block mode)
This subject will give students an understanding of the principles underlying good research. Although the focus of this subject will be on qualitative research in health, the topics covered will be relevant for both students interested in qualitative research more generally, and health research students who want to combine qualitative and quantitative research.  The first sections of this subject will concentrate on research design and process and the final sections will discuss ethics in research.  The sessions on research design and process will provide both theoretical background and practical advice for doing research.  In the sessions on ethics in research areas to be covered will include the rationale for formal ethical review of research involving humans and details of the ethics committee process, as well as more general discussion of basic ethical principles in research, and issues particularly relevant to qualitative and document-based research.  The subject will draw on different disciplines to highlight different disciplinary approaches to designing and formulating research projects.

460 646 Research Methods in Education (offered on line and on camous Summer, sem 1 & sem 2)
The subject is divided into two parts, Part A and Part B. In Part A, students undertake a common course of study. In Part B, students select one module of study relevant to their proposed thesis topic under the direction of their supervisor. These modules are listed below under Part B. Some Part B modules are only available in semester one. For full details about the delivery on this subject go to webraft.its.unimelb.edu.au/485646/pub/ Both Part A and Part B must be undertaken in the same semester.
Part A Topics include: research methodologies in education; literature reviews; design decisions in relation to the collection and analysis of quantitative and qualitative data; ethical issues in educational research; becoming a critical reader of educational research.
Part B The Part B modules available include Qualitative Methods, Quantitative Methods, Researching Teaching and Learning, Researching Language and Literacy Education and Researching Workplace Education. Note that not all Part B modules are offered every semester.

Elective Subjects - all courses (not all elective subjects may be on offer each semester or by all modes of study)

571- 819 Mental Health and Young People (offered via distance learning)
General overview of adolescent mental health including history and epidemiology of mental illness, consumer and carer perspectives, mental health disorders prevalent in adolescence, assessment and management, interventions eg. Psychotherapy and psychosocial rehabilitation, mental health services available for adolescents and mental health promotion.

571-821 Adolescent Sexuality & Sexual Health (offered on campus in February block mode)
This subject is run in collaboration with Melbourne Sexual Health Centre. The aim of this subject is to improve workers understanding of sexual health issues for young people and strategies to improve youth sexual health. The subject will consider the major sexual health issues for adolescents, epidemiology of adolescent sexual behaviours, developmental issues associated with sexual health and sexual diversity. Effective interventions which promote youth sexual health will be considered.

571- 831 Drug Issues (offered via distance learning)
This subject enables students to build a framework for analysing and responding to the complex issues pertaining to young people and drug use. This involves the examination of prevalence rates and current trends in drug use among adolescents in the contemporary Australian context and an analysis of the dominant perspectives that influence policy makers, treatment providers, media outlets, families and young people themselves. Students will draw on a diversity of theoretical frameworks and current research to tease out the key determinants of adolescent drug use and develop the skills to define and identify hazardous or problematic drug use.  Finally, students will explore a range of effective responses in the fields of prevention, health promotion and treatment that can be utilised to assist young people to avoid harm and initiate and maintain change. For example - harm minimisation, net harm analysis, stages of change and relapse prevention models and motivational interviewing.

505-901 International Adolescent Health (offered on campus in February block mode)
To date, international adolescent health has been addressed within the confines of specific issues such as reproductive health or HIV. This subject provides a comprehensive picture of emerging health issues for adolescents, focusing on young people from developing countries. Topics include: key stages of adolescent health and youth development; adolescent needs assessment; socio-cultural issues in adolescent health; key issues in adolescent health including HIV/AIDS, alcohol, tobacco and other drug use, mental health, nutrition, sexual and reproductive health and risk taking behaviours.
For further information about this elective option please go to: www.aihi.unimelb.edu.au/academic.html

571- 820 Young People at Risk (offered via distance learning)
This subject begins with an exploration of the concept of at risk as it applies to young people, and the use and purpose of such a categorisation by relevant services and through policy.  A life-course approach is used to examine the impact of risk factors and behaviours in earlier years on adolescent health and wellbeing including for example, grief and loss, trauma, abuse and mental illness.  Students will examine contemporary innovative services and intervention approaches to working with young people at risk, and explore how different agencies and sectors have developed effective approaches to working collaboratively.  Key management, supervision, legal and self-care issues will be considered, and how these can be effectively incorporated into professional practice.

571- 827 Adolescent Health Project (offered via distance learning)
In this subject, participants will draw on ideas from research, along with theoretical frameworks and strategies explored during the course to develop and review a critical inquiry project relevant to their professional practice workplace/setting that influences outcomes for young people.  Participants will be supervised through each stage of the project and will be required to present their findings, perspectives and reflections to different audiences using appropriate media.

Elective subjects - Masters only

505-922 Research Methods in Social Health (offered on campus block mode)
Students will be provided with practical training in various research methods, and with training in the development of a research protocol for the topic to be undertaken in the minor research thesis. Students will be expected to participate in exercises designed to enhance skills and techniques. They will also be expected to participate in the analysis and criticism of each other’s research proposal, providing feedback in the refinement of the research design.

505-970 Epidemiology & Analytical Methods 2 (offered on campus block mode)
This subject consolidates the basic principles covered in 505-969 Epidemiology and Analytic Methods 1 and develops a more substantial understanding of epidemiological research, and in particular of the key concepts and methods of statistical inference used in basic epidemiological analysis. These ideas will be illustrated primarily through the exploration of methods for the design and analysis of randomised controlled trials. Students are introduced to analytic methods for comparison of means and proportions between groups and to tests of association using the Stata statistical software package.

505-904 Health Program Evaluation 2 (offered on campus weekly classes and via distance) 
This subject provides an extension of studies in Health Program Evaluation introduced in Health Program Evaluation 1. Its focus is particularly on issues relating to the selection & development of the preferred program evaluation approach for a particular health program. It does so from an applied, practical perspective with the view that students completing the subject should be able to apply the necessary skills in making this selection to a moderately advanced level. Epistemological issues concerning the construction of knowledge as they apply to the practice of evaluation will be explored. The implications for the utilisation and take-up of the findings of evaluation studies will be considered at length. Different types of study design (in conjunction with relevant data analysis issues) for different types of health programs will be described and will include clinical treatment programs, health promotion programs and innovative service delivery programs in primary care. Students will be given an exercise in selecting an evaluation approach and study design type for a program at the stage when a tender to evaluate it has been advertised. A large-scale and complex health program evaluation will be considered and will form the basis for student discussion of all issues that form the focus of the subject. Practical issues around project management & research funding on the one hand and higher degrees & careers in research on the other will also be discussed.

505-915 Promoting Mental Health (offered on campus block mode)
This optional subject introduces students to the emerging models of mental health promotion, incorporating prevention, early detection and early intervention. The subject also introduces students to the concept of risks and protective factors, provider interventions, community interventions including strengthening community action and participation, and prevention of relapse and disability. Underpinning this is an integrative perspective between social systems, mainstream health and specialist mental health service systems.

505-548 Australian Health Systems (offered two x two day block on campus)
This subject will provide students with the knowledge and analytical frameworks about the social dynamics of those institutions and structures that constitute Australian health systems. The subject will enhance students’ ability to undertake critical policy analysis. Issues that will be addressed will include, but may not be exclusive to: the theoretical and institutional context of health policy and public policy; Federalism and intergovernmental relations in health; health financing systems; health workforce supply and policy; policy making structures and processes in health; critical themes in contemporary policy including population health policy, Indigenous health policy, primary health care policy, research, health information systems, complementary health systems and evidence based policy. Upon completion of the subject, students should be able to apply the critical analysis of health policy to health policy development and evaluation.

• View Other possible Masters elective to choose from.
• Also, go to the Fac Education for more masters elective choices within existing Masters in Education

What are the fees?

Commonwealth Supported Places (CSP) available in 2010

Cost for 1 year full time (2 years part time) will be approximately $7,400 in total.
Please watch this space for further updates.

Full student fees without CSP but eligible for FeeHELP are:
Graduate Certificate in 2010 is $6,125.
Graduate Diploma in 2010 is $12,250.
The total student contribution for the whole Masters program in 2010 is around $25,000.

For International fees go to the University of Melbourne website

There are a limited number of scholarships available in 2010. For further information on these contact Andrea Krelle on 03 9345 6676 or email: andrea.krelle@mcri.edu.au

Fees are payable in instalments at the beginning of each semester. The HELP loan scheme is also available (see below)

Higher Education Loan Programme (FeeHELP):

Please refer to Going to uni - postgraduate for information on Commonwealth Student Loans in 2010.

What are the course admission requirements and how do I apply?

An undergraduate degree in education, teaching, youth work, health science, health/welfare-related disciplines and sociology. Limited places are available for those without tertiary qualifications but with significant relevant work experience, however, on top of the application form, you must provide the following documentation to be considered:

1)     A cover letter detailing how your background prepares you to undertake the course, particularly in terms of your aspirations with respect to working with young people,and the particular skills and qualities you bring to your work;
2)     Evidence of any study, training or professional learning you have undertaken (especially post-school learning requiring assessment);
3)     Two samples of relevant documents you have written to demonstrate your communication skills (e.g., a policy statement, report, evaluation or program proposal); and
4)     A confidential reference supplied by your work manager/supervisor (see link, below)

Application form
Confidential Reference Form

Please send completed application forms to:
Attn. Jen Mainland
Medicine, Dentistry and Health Sciences
MDHS Student Centre
Medical Building
University of Melbourne VIC 3010

Applications officially close on November 30th 2009 (as opposed to incorrectly advertised October date) for commencement in late February/March the following year.

International students

You are considered an international student if you are not an Australian or New Zealand citizen or Australian permanent resident.  
Your application is made directly to the University of Melbourne or through one of the University's overseas representatives.  There are various methods for applying for a postgraduate course if you are an international student.

Please refer to the Information for International Students pages on the University of Melbourne website for further guidelines.

As mentioned the course is flexible learning (combining distance and on campus study); As an international student you will be required to attend the orientation workshop for your first year of study. All other orientations and study sessions are optional. You will only require a visitors visa for orientation attendance. 

If you wish to continue with the Masters in Adolescent Health and Welfare you will be required to become an international student and live in Australia.

International students can find out about scholarships offered to postgraduate students through the scholarships office: International Students Scholarship Information.

Please email Lara Cullen with any enquiries in regards to international study at lara.cullen@rch.org.au

Scholarships and Funding Options

Silk Miller Scholarship
The Rotary Club Central Melbourne Sunrise, the Victorian Police and the Centre for Adolescent Health offer a partial scholarship to a current member of the Victorian Police in memory of Rod Miller and Gary Silk. For further information on the Silk Miller Scholarship contact Catherine Gatt on 9247 5306 or email catherine.gatt@police.vic.gov.au

Mary-Ann Hope Scholarship
The Department of Education & Early Childhood Development offers 1 x 50% scholarships per year to a Victorian Secondary School Nurses. Nurses must have been in the position for over 24 months.
There are also, 4 x Mary Anne Hope Grants each year to undertake a single subject within the Graduate Diploma fully funded. Nurses must have been in the position 12 months.
For further information on Mary-Ann Hope Scholarships contact Andrea Krelle on 03 9345 6676 or email: andrea.krelle@mcri.edu.au . Alternatively, contact your area Secondary School Nurse Manager.

International students can find out about scholarships offered to postgraduate students through the scholarships office: International Students Scholarship Information.

There may also be sponorship available for remote, disadvanged students in 2010. For information contact Andrea Krelle 03 9345 6676 or andrea.krelle@mcri.edu.au

Course Information Night

Wednesday 14th October 2009 from 6 - 8pm.

Ella Latham Foyer, Level 1, Royal Children's Hospital, Flemington Road, Parkville. VIC 3052

For further information contact Lara Cullen (03) 9345 6671 or lara.cullen@rch.org.au

Semester Dates 2010

Key University Dates click   here

Orientation Dates:
First Years: Thursday 18th February and Friday 19th February 2010
Second Years: Wednesday 17th February 2010

Summer Semester, 2010:
Tuesday 4th January - Sunday 21st February

Semester 1, 2010:
Monday 1st March - Sunday 30th May  
Mid-Semester Break: Good Friday 2nd April - Sunday 11th April

Semester 2, 2010:
Monday 26th July - Sunday 31st October
Mid Semester Break: Monday 20th September - Sunday 3rd October

Contact

For further information, please contact:

Manager Practice & Learning
Andrea Krelle
Tel:  +61 (0) 3 9345 6676
Email: andrea.krelle@mcri.edu.au
Fax: +61 (0) 3 9345 6730

Administrator Practice and Learning
Lara Cullen
Tel: +61 (0) 3 9345 6671
Email: lara.cullen@rch.org.au
Fax: +61 (0) 3 9345 6671