EUB003 Managing Challenging Student Behaviours Related to Complex Trauma

Unit Outline: Flexible Period - 03A 2024, Online (Start Date: 26 Feb 2024)

Overview

This unit is designed to develop your understanding and skill in neuroscience-informed support and education of students who are living with the outcomes of complex childhood trauma (abuse, neglect, family violence, etc). New teachers often deem student behaviour to be one of the most confronting aspects of their new careers. The behavioural concerns presented by students who are living with the outcomes of complex trauma can be significant, persistent and unresponsive to more traditional approaches to behaviour management. By examining the impact of complex trauma on the developing brain and nervous system, you'll develop your understanding of why and how these behaviours occur and explore approaches and strategies recommended to address short and longer-term concerns for students. You'll be informed and prepared for the times you are responsible for the learning and well-being of these students whilst minimising any negative impact on your own well-being or teaching practice.

Learning Outcomes

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

1. Demonstrate your knowledge and understanding of physical, social and intellectual development and characteristics of students who are living with the outcomes of complex trauma and how these may affect behaviour and learning. (Relates to CLO 1)
2. Synthesise various knowledges to create secure, supportive, caring, inclusive and positive learning environments for students who are living with the outcomes of complex trauma. (Relates to CLO 3)
3. Reframe the challenges presented by students who are living with the outcomes of complex trauma - into opportunities for your own capacity building, resilience, and learning. (Relates to CLO 7)

Content

Learning Approaches

The unit has a blended learning design that provides engagement options for students. Throughout this unit, you will learn through engaging in on-line lectures, activities and tutorials to develop your knowledge, skill and capacity for working with students who are living with the outcomes of complex trauma.  

Feedback on Learning and Assessment

You will engage in exercises during workshops that will provide you with formative feedback to inform your summative assessment. You will receive written feedback on your summative assessment items in addition to rubics referring to criteria.

Assessment

Overview

Drawing from your reading and learnings from EUB003:

1. You will write a review of two student cases from a number that are provided. Each case involves a student who has been impacted by complex trauma. You will identify and explain possible challenges that these students could be facing in their educational contexts and recommend trauma-aware ways to enhance their educational experiences.
2. You will write an essay that advocates for trauma-aware practice in schools or early childhood services.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Case Studies

Drawing from your reading and learnings from EUB003, you are to write a review of two student cases from a number that are provided. Each case involves a student who has been impacted by complex trauma. You will identify and explain possible challenges that these students could be facing in their educational contexts and recommend trauma-aware ways to enhance their educational experiences.

This is an assignment for the purposes of an extension.

Assessment: Essay

Drawing from your reading and learnings from EUB003, you are to write an essay that advocates for trauma-aware practice in schools or early childhood services.

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

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.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties 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

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.

Risk Assessment Statement

There are no identified physical risks associated with completion of this unit. However, the content of the unit may cause some emotional distress for students who have a sensitivity to engaging with content regarding complex childhood trauma, including personal experience. The unit coordinator is available to discuss such concerns with individual students.