In this section
Orientation (first year only):
Thursday 25 February and Friday 26 February
Semester 1 (12 teaching weeks):
Monday 1 March to Sunday 30 May
Easter Non-Teaching Week: Friday 2 April to Sunday 11 April
Results release date: Friday 9 July
Semester 2 (12 teaching weeks):
Monday 26 July to Sunday 24 October
Non-Teaching Week: Monday 20 September to Sunday 26 September
Results release date: Friday 3 December
Key University Dates
You will have enrolled in the course as a part-time or full-time student.
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 available
There are 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
You must satisfactorily complete eight subjects: four core and four electives (100 credit points). Additional course information can be found
After 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 include:
Community-Based Participatory Research POPH90201
Health Program Evaluation 1 POPH90058
Health Program Evaluation 2 POPH90090
Qualitative Research in Public Health POPH90231
For further enquiries or clarification about the course or enrolment process, please email Dr Ani Wierenga on
YOUNG PEOPLE IN CONTEXT
This subject 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
PROFESSIONAL PRACTICE IN CONTEXT
This subject 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.
SOCIO-ENVIRONMENTAL CONTEXT OF ADOLESCENTS
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.
HEALTH PROMOTION AND YOUNG PEOPLE
This subject 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.
ADOLESCENT 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.
GLOBAL CHALLENGES IN ADOLESCENT HEALTH
This subject focuses on four key health issues of global significance for young people: sexual and reproductive health; mental health - including suicide prevention; alcohol and substance use; and violence. The subject explores the extent, impact, causes
and responses to these issues across different cultures and in societies characterised by varied levels of economic development. In examining these key health concerns, the subject engages with cross-cutting issues shaping adolescent health and wellbeing globally such as: inequity; disability and
inclusion; displacement; and gender identities and relations.
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. 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.
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.
MENTAL HEALTH AND YOUNG PEOPLE
This subject 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 YOUNG PEOPLE
Increasingly 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.
ADOLESCENT HEALTH PROJECT
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.
ADOLESCENT HEALTH MINOR THESIS
The purpose 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.
PRINCIPLES OF SOCIAL RESEARCH DESIGN
This subject 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.
COMMUNITY-BASED PARTICIPATORY RESEARCH
This subject 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.
HEALTH PROGRAM EVALUATION 1
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.
HEALTH PROGRAM EVALUATION 2
This subject 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.
QUALITATIVE 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.
Assignment requirements are as follows:
Extensions can be granted by the subject co-ordinator in extenuating and unforeseen circumstances.
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.
There are two types of support categories available and it’s important to understand the difference between them.
Special consideration applications are made directly to the university. Please visit the University
websitefor additional information.
An application for Special Consideration does not mean that the application has automatically been approved.
Applications for Special Consideration will not be considered:
Work submitted past the due date without an extension may incur a penalty, with a loss of marks.
Work that has been granted an extension, but is not submitted by the agreed date, likewise may incur a penalty.
Your marked 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.
It is 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:
Please visit the University
websitefor additional information.
It is 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
websitefor additional information.
You may request a
Leave of Absence (LOA) (before census only) from the course. Be sure to discuss your options with the course co-ordinator.
The 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
Centre for Adolescent Health
T +61 (0)3 93456676