Graduate Certificate of Education (Mental Health)

Explore the evolution of Mental Health and how you can help make a difference.

The Graduate Certificate of Education (Mental Health) takes a Design Thinking approach to analyse issues and challenges faced by persons with mental health challenges

The Graduate Certificate of Education (Mental Health) focuses on problem-solving, informed by advanced theoretical knowledge, from a person first perspective. The person first approach allows situations to be tackled from the perspective of the individual, and by doing so shifts the focus from a passive acceptance from the person at the centre of the issue to a more active role where their individual needs are actively considered.

Students will attain advanced knowledge and skills in supporting individuals with Mental Health challenges, in particular, the three most prominent issues facing contemporary educators, Anxiety, Depression and Eating Disorders; and the Learning stream, which provides educators with advanced knowledge and skills in supporting individuals with a range of mental health challenges. Each of these areas of mental health addresses challenges and issues faced by mainstream teachers in 21st Century educational practice. This course offers a model of support and flexible tailored learning to suit individual student needs. You will advance your understanding of Mental Health, and be able to apply positive support skills directly into a range of educational environments.

Graduates of the Graduate Certificate of Education (Mental Health) can progress to further postgraduate studies in related fields of education or allied health. They can also advance their career in advisory roles to schools or specialised roles in education resource teams.

N.B. This is not an accredited Australian Initial Teacher Education course and therefore does not qualify the student to teach in Australia.


Key Study Outcomes:

About the School

This course is delivered by Torrens University Australia Ltd, ABN 99 154 937 005, RTO 41343, CRICOS 03389E.

Read more about Torrens University Australia

Torrens University Australia

Course Delivery

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Workload and Assessment

No. of timetabled hours per week:

It is expected that each subject, whether studied online or on-campus, will involve a combined total of 120 hours of structured and self-directed learning, which equates to approximately 10 hours a week for subjects over 12-week trimesters.

Typical assessment includes:

Assessments within the Graduate Certificate of Education (Mental Health) vary in submission outcome, including (but not limited to):

  • Reflective journal/Blog

  • Portfolio

  • Report/Essay

  • Presentation/Pitch

  • Research

  • Collaboration/Facilitation of discussion

  • Negotiated tasks

  • Scenario responses

  • Problem based tasks

Subject Information

Students are introduced to a range of Mental Health conditions, understanding the complexity and interrelatedness between the challenges associated within each. The person first approach is used in this subject to introduce the problem solving skills required when supporting an individual with Mental Health conditions. Students interact with a range of experiential perspectives of Mental Health, using interviews and scenarios to develop the person first approach. A range of perspectives, experiences, challenges and aspirations in the Mental Health community creates a platform for students to examine both the community and their own bias, prejudice and assumptions. Further, the range of carers involved in Mental Health conditions is considered for a deeper awareness of the impact of the conditions.

Mental Health across the globe now changes rapidly with significant leaders in the field. Students will use a lateral thinking approach following the person first and lifespan understanding to identify the future of Mental Health conditions and education. This in depth forecast enables students to critically examine global education practices, perceptions and the range of supports available to individuals and their carers in a schooling context. In this subject, students will appraise current Mental Health supports in schools and in turn, further develop or recreate these supports by utilising the knowledge and understanding developed over the course.

Students once again explore bias, prejudice and stereotyping and examine their level of comfort in relation to supporting a range of Mental Health conditions in the classroom and the school community. Understanding the varying roles of carers forms a crucial component to broaden students’ ability to apply the knowledge and skills developed in this course.

This subject explores the history of Mental Health, through to the awareness in the present day. An examination of the current knowledge and application in a range of life experiences enables students to formulate ideas regarding the impact of Mental Health. From diagnosis to schooling, communication, health, accessibility and finance, the experience for an individual varies. Further, the carer component of this subject evolves in terms of challenges and specific needs.

In this subject students will analyse a variety of examples of innovative educational practice (including, for example, practices relating to the support of students with additional educational needs), critically examine the meaning of innovation and debate whether innovation can be quantified and measured. Students will be supported to identify problems/issues within education practice and will utilise tools and thinking processes designed to assist in the generation of innovative solutions. Finally, students will explore evaluation methodology as a means of analysing innovation outcomes relevant to their professional context in a systematic way.

Design thinking is an approach to innovation that involves identifying ‘problems’ or issues in a particular context, considering those who have a stake in these problems/issues, and designing a range of possible solutions that are then tested and refined in practice. In this subject, students will explore the concepts and processes of design thinking, including the origins of design thinking and its use across a range of disciplines and contexts. Following these general processes, students will then engage in a design thinking process to identify and address an issue within their own professional context. Through this design thinking process, students will engage in reflection and analysis of their professional skills, knowledge, and judgement, and ultimately arrive at an advanced understanding of their roles as innovators and leaders in education.

This subject challenges students to engage with a diverse range of educational technologies, with a view to critically examining the relevance and application of such technologies within their professional context. More broadly, students will engage critically with the discourses surrounding technologies in education, refining their skills of critique and analysis to articulate the principles through which educators might make informed decisions about the effectiveness and appropriateness of specific technologies for learning. The subject will provide students with the opportunity to consider specific technologies that are relevant for their professional setting, for example technologies to engage students with Autism, and/or technologies relevant to the teaching of particular disciplines.

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