EUN651 Introduction to Trauma-Aware Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN651 |
|---|---|
| Corequisite(s): | EUN652 |
| Equivalent(s): | EUZ651 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $289 |
| Domestic tuition unit fee | $1,608 |
| International unit fee | $2,172 |
Unit Outline: Flexible Period - 03A 2025, Online (Start Date: 24 Feb 2025)
| Unit code: | EUN651 |
|---|---|
| Credit points: | 6 |
| Co-requisite: | EUN652 |
| Equivalent: | EUZ651 |
Overview
In this unit, you will begin to build your knowledge and understanding of important research, key theories and concepts relating to trauma-aware education. You will work with peers to consider the implementations of this theory and research and to identify ways to strengthen educational policies and practices that better respond to the holistic needs of children and young people. This unit is designed to be studied at the beginning of your specialisation as it provides foundational information for the remaining units in the Graduate Certificate and Master of Education course. The unit may also be studied as a single option unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a body of knowledge including recent developments in the field of trauma-aware education (CLO 1.1).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of trauma-aware education (CLO 2.1).
- Demonstrate technical and communication skills to evaluate, analyse and theorise about developments that contribute to professional practice or scholarship in trauma-aware education. (CLO 2.4)
- Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO 3.1).
Content
The unit will introduce:
- Research and evidence explaining the impact that living with the outcomes of complex trauma can have on the education experience of children and
- Practical approaches and strategies to enhance developmental resilience for children and adolescents who have experienced complex trauma through informed practice in schools and early childhood education and care services.
Learning Approaches
Throughout this unit, you will learn through engaging in on-line lectures and activities. You will be required to understand, critically reflect and apply the presented content to your own practice and the broader education context.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in discussion forums and activities (on-line or face-to-face) with academics and peers that contribute to your understanding and skill development. This will include learning tasks to provide you with early feedback for your successful completion of two components of your assessment task (Individual Student Support Plan and review of school behaviour management policy).
Assessment
Overview
There is one assessment task for this unit, that comprises three practical elements. You will submit a portfolio including: a) a completed “Individual Student Support Plan”, b) a brief review of a school behaviour management policy and c) a plan for professional development for school personnel. This assessment task is designed for you to demonstrate your learnings and skills through reflection and application to real world contexts.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Portfolio
You will submit a portfolio including: a) a completed “Individual Student Support Plan”, b) a plan for professional development for school personnel, c) a review of a school behaviour management policy. This assessment task is designed for you to demonstrate your learnings and skills through reflection and application to real world contexts.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to internet
Resources
Readings will be made available through QUT Readings and will be accessible through the QUT Library.
Resource Materials
Prescribed text(s)
Howard, J. A. (2022). Trauma-aware education: Essential information and guidance for educators, education sites and education systems. Australian Academic Press
Recommended text(s)
Howard, J.A. (2013). Distressed or deliberately defiant: Managing challenging student behaviour due to trauma and disorganised attachment. Brisbane: Australian Academic Press.