In this section
Orientation (first year only):
Thursday 27 February and Friday 28 February
Semester 1 (12 teaching weeks):
Monday 2 March to Sunday 31 May
Easter Non-Teaching Week: Friday 10 April to Sunday 19 April
Results release date: Friday 10 July
Semester 2 (12 teaching weeks):
Monday 27 July to Sunday 25 October
Non-Teaching Week: Monday 28 September to Sunday 4 October
Results release date: Friday 4 December
Key University Dates
You will have enrolled in the course as a part-time or
Note however, that you may increase or decrease your
study load to suit changed circumstances. It’s vital that you consult the course
co-ordinator to be sure you have explored all your options.
Course work and independent learning will take
approximately 10 hours per week, per subject.
Students who have competed the graduate certificate may
also advance to the graduate diploma.
The Graduate Diploma and Graduate Certificate in Adolescent
Health and Wellbeing are 100% online and can be undertaken from anywhere in the
world. Masters subjects are offered in a variety of on-campus modes through the
School of Population Health, including week-long blocks and weekends. Online
subject alternatives should be explored with the course co-ordinator.
A downloadable version of the course structure is
two streams: health promotion and oncology. For both you
must satisfactorily complete two core subjects and two specialisation subjects
(50 points). Additional course information can be found here.
You must satisfactorily complete eight subjects: four core
and four electives (100 credit points). Additional course information can be
completing the Graduate Diploma in Adolescent Health and Wellbeing, you must
satisfactorily complete 5 subjects and a minor thesis (200 credit points).
Additional course information can be found here.
In years 3 and 4 you will construct a study plan to suit your research interest
with the support of the course co-ordinator.
Electives may be methodology based or content based
depending on the focus of the minor thesis. Examples of methodology electives
Health Program Evaluation 1
Health Program Evaluation 2
Qualitative Research in Public
enquiries or clarification about the course or enrolment process, please email Dr Ani Wierenga on email@example.com.
YOUNG PEOPLE IN
introduces and critiques the concepts ‘adolescence’ and ‘health’, and examines
various frameworks for understanding the phenomenon of adolescent development.
The diversity of adolescent experience is explored, and the impact of various
socio-environmental contexts of adolescence on young people’s health and wellbeing
PRACTICE IN CONTEXT
asks students to examine the assumptions, values, experiences, skills, forms of
knowledge and broader influences on your work with young people. The subject is
structured into four connected modules that build on each other across the
semester: Reflective practice; Working with resilience; Working with other
professionals; Being resilient.
CONTEXT OF ADOLESCENTS
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.
HEALTH PROMOTION AND
explores key practices, principles and frameworks for health promotion and
community capacity building aimed at enhancing the health and wellbeing of
young people. Participants will be encouraged to develop a more systematic
approach to health promotion practice, particularly in identifying adolescent
health needs and in planning, implementing and evaluating health promotion
approaches relevant to particular communities/ settings.
SEXUALITY AND SEXUAL HEALTH
This subject explores two main themes: 1. The social
construction of sexuality - how our understandings of sexuality are developed
in socio-cultural contexts; and 2. Sexual health - how it is defined and
measured, what factors contribute to it, and practical issues to consider when
interacting with adolescents and trying to have an impact on their sexual
health and wellbeing.
To date, international adolescent health has been
addressed with the confines of specific issues such as sexual reproductive
health or HIV and AIDS. This subject provides a comprehensive picture of
emerging health issues for adolescents in developing countries whilst
maintaining a strong focus on sexual and reproductive health inclusive of HIV
and AIDS. Topics include: sexual and reproductive health programming
initiatives, HIV and AIDS, key stages of adolescent health and development,
socio-cultural determinants in adolescent health, drug and alcohol use and
VULNERABLE YOUNG PEOPLE
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. The impact of risk and protective factors on adolescent health
and well-being will be examined including factors operating at individual,
family and community levels.
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.
MENTAL HEALTH AND
introduces conceptual frameworks for understanding mental health in young
people and the importance of social contexts for mental health. The subject
analyses the emotional dimensions of mental health and assists professionals to
recognise emotional distress of a young person and ways that it can be
CANCER CARE AND
successful treatments and improved survival rates for adolescents and young
adults with cancer has led to the need for better management of the many
complex issues arising out the experience of cancer for this group. A better
appreciation and understanding of the psycho-social dimension of a young
person’s life and cancer experience has emerged, and with this the need for new
skills and approaches to care.
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
HEALTH MINOR THESIS
of this subject is to develop independent research skills, including design and
implementation, and the analysis and interpretation of data that informs our
understanding of young peoples’ health and well-being. This process involves
exploring a research question and establishing a rationale for the enquiry,
refining the aims and objectives, identifying the relevant theoretical and/or
conceptual frameworks, and resolving the appropriate methodological approach to
satisfy the aims and objectives.
SOCIAL RESEARCH DESIGN
will give students an understanding of the principles underlying social
research. The topics covered will be relevant for students interested in social
research specifically, and for health research students who want to learn about
qualitative and quantitative research as it applies to social health research.
will give students an understanding of, and experience in, Community-Based
Participatory Research (CBPR). CBPR is a collaborative approach to research
that emerges from the interests or problems of a specific group or community,
and is enacted through a specific set of social values.
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.
provides an extension of studies in health program evaluation introduced in
Health Program Evaluation 1. It focuses on issues relating to the selection and
development of a preferred evaluation approach for a particular health program
or policy. While it does so from an applied, practical perspective, key
theoretical underpinnings of different evaluation approaches are also examined.
RESEARCH IN PUBLIC HEALTH
This subject will introduce students to
qualitative research in public health - both the principles underlying design
and the strengths and weaknesses of different qualitative methodologies. It
will cover a range of methods, such as individual interviews, group interviews,
visual and participatory methods. Students will learn how to design, plan and
evaluate qualitative research as sources of evidence in public health.
requirements are as follows:
can be granted by the subject co-ordinator in extenuating and unforeseen
There may be
unexpected circumstances that significantly affect your studies, or you may have
acute or ongoing health issues or official commitments that require study
adjustments. It is vital to discuss any issue seriously impacting on your
progress with the course coordinator, as soon as they arise.
two types of support categories available and it’s important to understand the
difference between them.
consideration applications are made directly to the university. Please visit
the University website
for additional information.
application for Special Consideration does not mean that the application has
automatically been approved.
for Special Consideration will not be considered:
submitted past the due date without an extension may incur a penalty, with a
loss of marks.
has been granted an extension, but is not submitted by the agreed date, likewise
may incur a penalty.
assignments will be returned to you electronically via the relevant My Grades
page of the LMS subject. Your overall subject mark will be available via
the Student Portal.
possible to withdraw from a subject after commencement. Before you apply to
withdraw from a subject, it is recommended that you discuss your options with
the course co-ordinator to ensure that all options have been explored.
Deadlines apply for withdrawing from subjects:
the University website
for additional information.
possible to withdrawn from a course. Before you apply to withdraw from a
course, it is recommended that you discuss your options with the course
co-ordinator to ensure that course withdrawal is your best option. Please visit
the University website
for additional information.
request a Leave of
Absence (LOA) (before census only) from the course. Be sure to discuss your
options with the course co-ordinator.
University of Melbourne has a student
information website which includes information on subject grades,
timetables, library details, financial support and handbooks.
Dr Ani Wierenga
Academic Coordinator, Adolescent Health and Wellbeing
T +61 (0)3 93456676