EUN112 Child and Adolescent Development and Trauma Awareness
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: | EUN112 |
|---|---|
| Prerequisite(s): | Admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), or EU50 Master of Teaching (Secondary). |
| Antirequisite(s): | EUN102 and EUN252 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,216 |
| International unit fee | $4,344 |
Unit Outline: Semester 1 2025, Kelvin Grove, Internal
| Unit code: | EUN112 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), or EU50 Master of Teaching (Secondary). |
| Anti-requisite: | EUN102, EUN252 |
| Coordinator: | Rebecca Spooner-Lane | rs.spooner@qut.edu.au |
Overview
This introductory unit provides you with knowledge about major theories of child and adolescent development as well as the theory and neuroscience underpinning complex trauma (abuse, neglect, family violence etc) on the experience of learners. The unit focuses on a range of developmental theories from birth to adolescence. Through engagement with relevant theories and research, you will develop the ability to analyse and synthesise ideas about child and adolescent development and the impact of complex trauma on children and adolescents' behaviour and learning. This foundational knowledge will be applied in curriculum units throughout your degree program that focus on how teachers interpret and respond to a child/adolescent's individual characteristics and abilities in the planning and implementation of appropriate educational opportunities.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss major theories and processes of child and adolescent development and how the early years of life provide the blueprint for future development, health and learning achievement (CLO 1).
- Reflect critically on the ways in which educational theory and research informs and impacts understanding about child and adolescent development and trauma-aware teaching practice (CLO 2).
- Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments (CLO3).
- Reframe challenges as opportunities for capacity building and learning (CLO 6).
- Engage ethically and respectfully with learners, colleagues, parents/carers, external professionals and community representatives from diverse backgrounds (CLO 7).
- Communicate professionally about the individual needs of learners (CLO8).
Content
This unit introduces a range of theoretical perspectives on child and adolescent development using a biopsychosocial model. This unit examines:
- key theories of child and adolescent development, including physical, social and intellectual development and how these may affect learning
- key theories of oral language development
- biological, psychological and socio-environmental influences on child and adolescent development and learning
- protective factors (e.g., peers, family, teachers, community) and risk factors (e.g., trauma, stress, abuse, neglect, exposure to domestic and family violence)
- knowledge of the theory and neuroscience underpinning complex trauma, the impact of complex trauma on the behaviours and schooling experiences of students
- trauma-aware teaching, student support and crisis-management.
- tools to be emotionally and professionally resilient when facing challenges that may present when working with students living with the outcomes of complex trauma
- identifying appropriate external professionals and community representatives to support teaching practice
Learning Approaches
This unit engages you in practical application experiences such as real-world case studies which require you to interpret, analyse and synthesise concepts from theory, research and practice. The unit adopts a blended learning approach to cater to internal and online students, which includes a a face-to-face or online lecture and tutorial content, augmented with online learning materials. On-campus workshops provide the opportunity to collaborate with peers and teaching staff, with online materials supporting autonomous engagement with unit content.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- informal feedback provided through in-class and online discussions
- feedback on your summative assessment task
- annotations on your assessment submission that support understanding about how you met the assessment criteria
- grading against criteria sheet guidelines.
Assessment
Overview
This unit comprises two (2) summative assessment tasks: (1) a case study focusing on child and adolescent development; and (2) a case study focusing on trauma-aware practice.
To support these tasks, formative assessment processes will occur within the context of workshop activities and through academic feedback, peer feedback, and online discussions.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Child and Adolescent Development Case Study
Drawing from your reading and learning in this unit, you will examine one case study relevant to your education degree (early childhood, primary or secondary).
- Draw from child and adolescent development research and theory to explain the extent to which the learner in your chosen case study is meeting age-appropriate norms or milestones. Explain the educational challenges that the learner is experiencing and discuss teaching approaches or strategies to further enhance the learner's growth and development.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 6, 7, 8
APST: 1.1, 1.2, 1.3, 3.7, 7.4
Assessment: Trauma-Informed Case Study
Based on your learnings from EUN112, you are to review three student case studies. Each case involves a student who has been impacted by complex trauma. Identify and explain possible challenges each student could be facing in their context. Recommend trauma-informed approaches to enhance their educational experience.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 7, 8
APST: 1.1, 1.2, 7.3, 7.4
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.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
Bergin,C. C., Bergin, D.A., Walker, S., Daniel, G., Fenton, A., Subban, P. (2023). Child and adolescent development for educators (2nd ed). Melbourne, Victoria:Cengage Learning Australia.
Howard, J. A. (2022). Trauma-aware education: Essential information and guidance for educators, education sites and education systems. Australian Academic Press
Reference book(s)
Howard, J.A. (2013). Distressed or deliberately defiant: Managing challenging student behaviour due to trauma and disorganised attachment. Brisbane: Australian Academic Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Child and Adolescent Development Case Study, Trauma-Informed Case Study - Understand how students learn
Relates to: Child and Adolescent Development Case Study, Trauma-Informed Case Study - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Child and Adolescent Development Case Study
3 Professional Practice: Plan for and implement effective teaching and learning
- Engage parents/carers in the educative process
Relates to: Child and Adolescent Development Case Study
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Trauma-Informed Case Study - Engage with professional teaching networks and broader communities
Relates to: Child and Adolescent Development Case Study, Trauma-Informed Case Study
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4, Child and Adolescent Development Case Study - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Child and Adolescent Development Case Study, Trauma-Informed Case Study
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5 - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4, Child and Adolescent Development Case Study - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Child and Adolescent Development Case Study, Trauma-Informed Case Study
Unit Outline: Semester 1 2025, Online
| Unit code: | EUN112 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), or EU50 Master of Teaching (Secondary). |
| Anti-requisite: | EUN102, EUN252 |
Overview
This introductory unit provides you with knowledge about major theories of child and adolescent development as well as the theory and neuroscience underpinning complex trauma (abuse, neglect, family violence etc) on the experience of learners. The unit focuses on a range of developmental theories from birth to adolescence. Through engagement with relevant theories and research, you will develop the ability to analyse and synthesise ideas about child and adolescent development and the impact of complex trauma on children and adolescents' behaviour and learning. This foundational knowledge will be applied in curriculum units throughout your degree program that focus on how teachers interpret and respond to a child/adolescent's individual characteristics and abilities in the planning and implementation of appropriate educational opportunities.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss major theories and processes of child and adolescent development and how the early years of life provide the blueprint for future development, health and learning achievement (CLO 1).
- Reflect critically on the ways in which educational theory and research informs and impacts understanding about child and adolescent development and trauma-aware teaching practice (CLO 2).
- Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments (CLO3).
- Reframe challenges as opportunities for capacity building and learning (CLO 6).
- Engage ethically and respectfully with learners, colleagues, parents/carers, external professionals and community representatives from diverse backgrounds (CLO 7).
- Communicate professionally about the individual needs of learners (CLO8).
Content
This unit introduces a range of theoretical perspectives on child and adolescent development using a biopsychosocial model. This unit examines:
- key theories of child and adolescent development, including physical, social and intellectual development and how these may affect learning
- key theories of oral language development
- biological, psychological and socio-environmental influences on child and adolescent development and learning
- protective factors (e.g., peers, family, teachers, community) and risk factors (e.g., trauma, stress, abuse, neglect, exposure to domestic and family violence)
- knowledge of the theory and neuroscience underpinning complex trauma, the impact of complex trauma on the behaviours and schooling experiences of students
- trauma-aware teaching, student support and crisis-management.
- tools to be emotionally and professionally resilient when facing challenges that may present when working with students living with the outcomes of complex trauma
- identifying appropriate external professionals and community representatives to support teaching practice
Learning Approaches
This unit engages you in practical application experiences such as real-world case studies which require you to interpret, analyse and synthesise concepts from theory, research and practice. The unit adopts a blended learning approach to cater to internal and online students, which includes a a face-to-face or online lecture and tutorial content, augmented with online learning materials. On-campus workshops provide the opportunity to collaborate with peers and teaching staff, with online materials supporting autonomous engagement with unit content.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- informal feedback provided through in-class and online discussions
- feedback on your summative assessment task
- annotations on your assessment submission that support understanding about how you met the assessment criteria
- grading against criteria sheet guidelines.
Assessment
Overview
This unit comprises two (2) summative assessment tasks: (1) a case study focusing on child and adolescent development; and (2) a case study focusing on trauma-aware practice.
To support these tasks, formative assessment processes will occur within the context of workshop activities and through academic feedback, peer feedback, and online discussions.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Child and Adolescent Development Case Study
Drawing from your reading and learning in this unit, you will examine one case study relevant to your education degree (early childhood, primary or secondary).
- Draw from child and adolescent development research and theory to explain the extent to which the learner in your chosen case study is meeting age-appropriate norms or milestones. Explain the educational challenges that the learner is experiencing and discuss teaching approaches or strategies to further enhance the learner's growth and development.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 6, 7, 8
APST: 1.1, 1.2, 1.3, 3.7, 7.4
Assessment: Trauma-Informed Case Study
Based on your learnings from EUN112, you are to review three student case studies. Each case involves a student who has been impacted by complex trauma. Identify and explain possible challenges each student could be facing in their context. Recommend trauma-informed approaches to enhance their educational experience.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 7, 8
APST: 1.1, 1.2, 7.3, 7.4
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.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
Bergin,C. C., Bergin, D.A., Walker, S., Daniel, G., Fenton, A., Subban, P. (2023). Child and adolescent development for educators (2nd ed). Melbourne, Victoria:Cengage Learning Australia.
Howard, J. A. (2022). Trauma-aware education: Essential information and guidance for educators, education sites and education systems. Australian Academic Press
Reference book(s)
Howard, J.A. (2013). Distressed or deliberately defiant: Managing challenging student behaviour due to trauma and disorganised attachment. Brisbane: Australian Academic Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Child and Adolescent Development Case Study, Trauma-Informed Case Study - Understand how students learn
Relates to: Child and Adolescent Development Case Study, Trauma-Informed Case Study - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Child and Adolescent Development Case Study
3 Professional Practice: Plan for and implement effective teaching and learning
- Engage parents/carers in the educative process
Relates to: Child and Adolescent Development Case Study
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Trauma-Informed Case Study - Engage with professional teaching networks and broader communities
Relates to: Child and Adolescent Development Case Study, Trauma-Informed Case Study
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4, Child and Adolescent Development Case Study - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Child and Adolescent Development Case Study, Trauma-Informed Case Study
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5 - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4, Child and Adolescent Development Case Study - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Child and Adolescent Development Case Study, Trauma-Informed Case Study
Unit Outline: Summer 1 2025, Online
| Unit code: | EUN112 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), or EU50 Master of Teaching (Secondary). |
| Anti-requisite: | EUN102, EUN252 |
Overview
This introductory unit provides you with knowledge about major theories of child and adolescent development as well as the theory and neuroscience underpinning complex trauma (abuse, neglect, family violence etc) on the experience of learners. The unit focuses on a range of developmental theories from birth to adolescence. Through engagement with relevant theories and research, you will develop the ability to analyse and synthesise ideas about child and adolescent development and the impact of complex trauma on children and adolescents' behaviour and learning. This foundational knowledge will be applied in curriculum units throughout your degree program that focus on how teachers interpret and respond to a child/adolescent's individual characteristics and abilities in the planning and implementation of appropriate educational opportunities.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss major theories and processes of child and adolescent development and how the early years of life provide the blueprint for future development, health and learning achievement (CLO 1).
- Reflect critically on the ways in which educational theory and research informs and impacts understanding about child and adolescent development and trauma-aware teaching practice (CLO 2).
- Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments (CLO3).
- Reframe challenges as opportunities for capacity building and learning (CLO 6).
- Engage ethically and respectfully with learners, colleagues, parents/carers, external professionals and community representatives from diverse backgrounds (CLO 7).
- Communicate professionally about the individual needs of learners (CLO8).
Content
This unit introduces a range of theoretical perspectives on child and adolescent development using a biopsychosocial model. This unit examines:
- key theories of child and adolescent development, including physical, social and intellectual development and how these may affect learning
- key theories of oral language development
- biological, psychological and socio-environmental influences on child and adolescent development and learning
- protective factors (e.g., peers, family, teachers, community) and risk factors (e.g., trauma, stress, abuse, neglect, exposure to domestic and family violence)
- knowledge of the theory and neuroscience underpinning complex trauma, the impact of complex trauma on the behaviours and schooling experiences of students
- trauma-aware teaching, student support and crisis-management.
- tools to be emotionally and professionally resilient when facing challenges that may present when working with students living with the outcomes of complex trauma
- identifying appropriate external professionals and community representatives to support teaching practice
Learning Approaches
This unit engages you in practical application experiences such as real-world case studies which require you to interpret, analyse and synthesise concepts from theory, research and practice. The unit adopts a blended learning approach to cater to internal and online students, which includes a a face-to-face or online lecture and tutorial content, augmented with online learning materials. On-campus workshops provide the opportunity to collaborate with peers and teaching staff, with online materials supporting autonomous engagement with unit content.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- informal feedback provided through in-class and online discussions
- feedback on your summative assessment task
- annotations on your assessment submission that support understanding about how you met the assessment criteria
- grading against criteria sheet guidelines.
Assessment
Overview
This unit comprises two (2) summative assessment tasks: (1) a case study focusing on child and adolescent development; and (2) a case study focusing on trauma-aware practice.
To support these tasks, formative assessment processes will occur within the context of workshop activities and through academic feedback, peer feedback, and online discussions.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Child and Adolescent Development Case Study
Drawing from your reading and learning in this unit, you will examine one case study relevant to your education degree (early childhood, primary or secondary).
- Draw from child and adolescent development research and theory to explain the extent to which the learner in your chosen case study is meeting age-appropriate norms or milestones. Explain the educational challenges that the learner is experiencing and discuss teaching approaches or strategies to further enhance the learner's growth and development.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 6, 7, 8
APST: 1.1, 1.2, 1.3, 3.7, 7.4
Assessment: Trauma-Informed Case Study
Based on your learnings from EUN112, you are to review three student case studies. Each case involves a student who has been impacted by complex trauma. Identify and explain possible challenges each student could be facing in their context. Recommend trauma-informed approaches to enhance their educational experience.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 7, 8
APST: 1.1, 1.2, 7.3, 7.4
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.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
Bergin,C. C., Bergin, D.A., Walker, S., Daniel, G., Fenton, A., Subban, P. (2023). Child and adolescent development for educators (2nd ed). Melbourne, Victoria:Cengage Learning Australia.
Howard, J. A. (2022). Trauma-aware education: Essential information and guidance for educators, education sites and education systems. Australian Academic Press
Reference book(s)
Howard, J.A. (2013). Distressed or deliberately defiant: Managing challenging student behaviour due to trauma and disorganised attachment. Brisbane: Australian Academic Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Child and Adolescent Development Case Study, Trauma-Informed Case Study - Understand how students learn
Relates to: Child and Adolescent Development Case Study, Trauma-Informed Case Study - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Child and Adolescent Development Case Study
3 Professional Practice: Plan for and implement effective teaching and learning
- Engage parents/carers in the educative process
Relates to: Child and Adolescent Development Case Study
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Trauma-Informed Case Study - Engage with professional teaching networks and broader communities
Relates to: Child and Adolescent Development Case Study, Trauma-Informed Case Study
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4, Child and Adolescent Development Case Study - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Child and Adolescent Development Case Study, Trauma-Informed Case Study
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5 - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO4, Child and Adolescent Development Case Study - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Child and Adolescent Development Case Study, Trauma-Informed Case Study - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Child and Adolescent Development Case Study, Trauma-Informed Case Study