JSB224 Understanding Trauma in Criminology
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: | JSB224 |
|---|---|
| Prerequisite(s): | 96 credit points of previous study |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $2,124 |
| Pre-2021 CSP student contribution | $996 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $3,204 |
| International unit fee | $4,572 |
Unit Outline: Semester 1 2025, Kelvin Grove, Internal
| Unit code: | JSB224 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | 96 credit points of previous study |
| Coordinator: | Jodi Death | jodi.death@qut.edu.au |
Overview
This subject addresses the ways in which trauma is important to theory and practice in criminal justice and social justice discourse. Trauma informed practice is explored in ways that introduce students to theory and skills in order to inform their engagement with policy and practice and expand their understanding of professional work in criminal justice. This is particularly important in understanding intergenerational trauma in Indigenous communities. This subject will build on understanding gained in core units to help prepare for careers working in criminal justice agencies and policy development in criminal justice related fields.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain and apply the terms, concepts, theories and policies in trauma informed practice (Discipline Knowledge, Professional Ethics - 1.1, 1.2, 1.4, 2,2)
- Discuss the history of trauma informed practice and the current influences on trauma theory and practice (Discipline Knowledge, Professional Ethics - 1.1, 1.2, 1.4, 2,2)
- Locate and critically discuss policies and programs that relate to individuals who have experienced trauma, as well as assess the impact of policies and programs that are intended to benefit individuals within criminal justice and related agencies. (Critical Thinking and Basic Research Skills, Problem Solving - 4.1, 4.2, 5.1, 5.2)
Content
This unit provide students with an understanding of theories of trauma, trauma informed practice in criminal justice related fields, and the impact of trauma on specific populations that are likely to encounter the criminal justice system.
Module 1: Understanding Trauma Theory
Module 2: Trauma Informed Practice
Module 3: Impacts of Trauma on Specific Populations
Learning Approaches
This unit will be offered to both internal and online students.
Internal mode delivery is via a two-hour lectorial and one hour of online learning tasks. Online mode delivery is via the lecture podcast and one hour of online learning tasks. The lectorial will introduce students to the theory, context and information for each topic and provide critical discussion points and activities. Assessment items will provide students with an opportunity to develop key skills that will be required for those pursuing a career in fields that require an understanding of trauma and the political, social and policy contexts that organisations whose clients have experienced trauma exist in. Authentic problem-based learning and case studies will be featured in the learning and teaching approaches utilised in this unit.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the semester, which may include:
- worked examples, such as verbal feedback in class, personal consultation
- in writing, e.g. criteria sheets, written commentary
- to individual students, either in written form or in consultation
- to the whole class
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
From the perspective of a professional (Police, Corrections, Victim Assist) and drawing on one of the case studies provided, students will complete a guided exercise that identifies possible causes of trauma for the client in that case, possible outcomes of that trauma, and a brief case plan which accounts for trauma informed practice.
This is an assignment for the purposes of an extension.
Assessment: Practice Proposal
Writing from the perspective of a key organisation (for example Police, Corrections, Courts, Victim Assist) students will write a practice proposal on the implementation of best practice in trauma informed care within that organisations. Students will chose to focus on one activity undertaken in that organisation – examples include trauma informed interviewing, (cross) examination of witnesses, and evidence gathering.
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.
Resources
Students will be provided with access to readings through QUT readings. There is no allocated text.
Unit Outline: Semester 1 2025, Online
| Unit code: | JSB224 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | 96 credit points of previous study |
Overview
This subject addresses the ways in which trauma is important to theory and practice in criminal justice and social justice discourse. Trauma informed practice is explored in ways that introduce students to theory and skills in order to inform their engagement with policy and practice and expand their understanding of professional work in criminal justice. This is particularly important in understanding intergenerational trauma in Indigenous communities. This subject will build on understanding gained in core units to help prepare for careers working in criminal justice agencies and policy development in criminal justice related fields.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain and apply the terms, concepts, theories and policies in trauma informed practice (Discipline Knowledge, Professional Ethics - 1.1, 1.2, 1.4, 2,2)
- Discuss the history of trauma informed practice and the current influences on trauma theory and practice (Discipline Knowledge, Professional Ethics - 1.1, 1.2, 1.4, 2,2)
- Locate and critically discuss policies and programs that relate to individuals who have experienced trauma, as well as assess the impact of policies and programs that are intended to benefit individuals within criminal justice and related agencies. (Critical Thinking and Basic Research Skills, Problem Solving - 4.1, 4.2, 5.1, 5.2)
Content
This unit provide students with an understanding of theories of trauma, trauma informed practice in criminal justice related fields, and the impact of trauma on specific populations that are likely to encounter the criminal justice system.
Module 1: Understanding Trauma Theory
Module 2: Trauma Informed Practice
Module 3: Impacts of Trauma on Specific Populations
Learning Approaches
This unit will be offered to both internal and online students.
Internal mode delivery is via a two-hour lectorial and one hour of online learning tasks. Online mode delivery is via the lecture podcast and one hour of online learning tasks. The lectorial will introduce students to the theory, context and information for each topic and provide critical discussion points and activities. Assessment items will provide students with an opportunity to develop key skills that will be required for those pursuing a career in fields that require an understanding of trauma and the political, social and policy contexts that organisations whose clients have experienced trauma exist in. Authentic problem-based learning and case studies will be featured in the learning and teaching approaches utilised in this unit.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the semester, which may include:
- worked examples, such as verbal feedback in class, personal consultation
- in writing, e.g. criteria sheets, written commentary
- to individual students, either in written form or in consultation
- to the whole class
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
From the perspective of a professional (Police, Corrections, Victim Assist) and drawing on one of the case studies provided, students will complete a guided exercise that identifies possible causes of trauma for the client in that case, possible outcomes of that trauma, and a brief case plan which accounts for trauma informed practice.
This is an assignment for the purposes of an extension.
Assessment: Practice Proposal
Writing from the perspective of a key organisation (for example Police, Corrections, Courts, Victim Assist) students will write a practice proposal on the implementation of best practice in trauma informed care within that organisations. Students will chose to focus on one activity undertaken in that organisation – examples include trauma informed interviewing, (cross) examination of witnesses, and evidence gathering.
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.
Resources
Students will be provided with access to readings through QUT readings. There is no allocated text.