EUN686 The Science of Complex Trauma

Unit Outline: Semester 1 2026, Online

Overview

In this unit, you will deepen your knowledge of important theories and research on the biology and neurobiology of child and adolescent development, the impact of complex trauma on development and functioning, and the intergenerational transmission of trauma. You will apply these insights to educational settings, including early childhood education and care, as well as primary and secondary schooling. By examining the implications for educational policies and practices, you will develop skills to translate scientific findings and effectively communicate key learnings to colleagues.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Integrate and translate knowledge of the science explaining the impacts of complex trauma on learners and to educational practice.
2. Reflect on your understanding of the science of trauma-aware education to inform the professional practice of self and others.
3. Create and present visual resources to communicate the science of complex trauma and trauma aware education to specialist audiences in professional contexts.
4. Source and evaluate scholarly literature on the science of complex trauma and trauma-aware education.

Content

Learning Approaches

In this unit you will learn by engaging in the following:

• lectures (online)
• tutorials (online)
• online learning materials
• peer and group discussions

This unit employs interactive and discussion-based learning, and critical reflection on the intersection of theory, practice and the broader education context.

Feedback on Learning and Assessment

Assessment

Overview

There are two assessments in this unit:

1. Reflection - In this task you will reflect on your learnings regarding the science of complex trauma and how it will influence your work as a professional.

2. Translating the Science Presentation - In this task you will draw on the science covered in this unit and translate it in a way that is helpful to your professional colleagues.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Reflection: How the science informs my practice

You will write a reflection about the science of complex trauma and how it will influence your work as a professional. Your reflection will be informed by unit learning activities, scholarly literature and your regular participation in discussions with peers. Excerpts from your discussions with peers will be used as evidence in your reflection.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Translating the Science

You will design a visual resource that translates an aspect of the science covered during the unit. You will share the resource and explain the science during a pre-recorded presentation. You will deliver the presentation as if you are presenting to colleagues in your work context.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

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

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.

Risk Assessment Statement

Content in the Trauma-Aware Education units can include some topics or learning activities that might prove to be emotionally uncomfortable or potentially distressing to some students, particularly if they have lived experience of trauma. Teachers will embed processes to minimise the likelihood of this occurring, and students will be encouraged to take some time away from learning engagement if needed, to process their responses. Students will also be provided with information on how to access further support if needed.

Course Learning Outcomes

EU60 Graduate Certificate in Education

1. Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
   Relates to: ULO1, Translating the Science
2. Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
   Relates to: ULO2, Reflection: How the science informs my practice, Translating the Science
3. Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
   Relates to: ULO3
4. Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
   Relates to: ULO4, Reflection: How the science informs my practice
5. Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
   Relates to: Translating the Science

EU74 Master of Education

1. Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
   Relates to: ULO1, Translating the Science
2. Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
   Relates to: ULO2, Reflection: How the science informs my practice, Translating the Science
3. Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
   Relates to: ULO3
4. Apply theories and research methods to ethically explore educational issues/phenomena and practices.
   Relates to: ULO2, ULO4, Reflection: How the science informs my practice
5. Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
   Relates to: Translating the Science