EDUC4845 Creating Calmer Classrooms for Students with Trauma Related Emotional and Behavioural Difficulties

2018

4.5

1 x 4-day intensive workshop per semester

1 Admission into BEDPRBA-Bachelor of Education (Primary), Bachelor of Arts
1a Admission into BEDMSSBA-B Education (Middle & Secondary Schooling), B Arts
1b Admission into BEDMSSBHS-B Education (Middle & Secondary Schooling), B Health Sciences
1c Admission into BEDMSSBSC-B Education (Middle & Secondary Schooling), B Science
1d Admission into BEDECBA-Bachelor of Education (Early Childhood), Bachelor of Arts
1e Admission into MTPR-Master of Teaching (Primary)
1f Admission into MTS-Master of Teaching (Secondary)
1g Admission into BEDECSEBDS-B Education (Early Childhood & Special Ed), B Disability Studies
1h Admission into BEDPRSEBDS-B Education (Primary R-7 & Special Ed), B Disability Studies
1i Admission into BEDMSSEBDS-B Education (Middle & Secondary/Special Ed), B Disability Studies
1j Admission into BEDJPBSC-Bachelor of Education (Junior Primary/Primary), Bachelor of Science
1k Admission into BEDSBA-Bachelor of Education (Secondary), Bachelor of Arts
1l Admission into BEDSBHS-Bachelor of Education (Secondary), Bachelor of Health Sciences
1m Admission into BEDSBSC-Bachelor of Education (Secondary), Bachelor of Science
2 EDUC3640 - Professional Experience: Year 3B (Early Childhood)
2a EDUC3641 - Professional Experience: Year 3B (Primary R-7)
2b EDUC3642 - Professional Experience: Year 3B (Middle and Secondary Schooling)
2c EDUC9232 - Professional Experience 1 (Primary R-7)
2d EDUC9233 - Professional Experience 1 (Secondary)
Must Satisfy: ((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m) and (2 or 2a or 2b or 2c or 2d))

EDUC9845 has been successfully completed

This topic addresses the effects of trauma, abuse, loss and early attachment on learning and relationships for vulnerable young people with trauma-related emotional and behavioural difficulties in our educational settings as well as their families and the education and other professionals who work with them. Holistic ways to connect across boundaries and develop a positive, trusting and safe relational field to assist in working with vulnerable young people, families and colleagues will be considered. Students will have the opportunity to learn about and experience a range of supportive strategies and activities such as, dialoguing , empathic listening, mindfulness techniques, movement, solution focused counselling, storytelling and expressive, artistic and movement activities to reduce stress, build resilience and address obstacles to learning, engagement and participation for this group of students.

This topic aims to both increase knowledge about the impact of trauma on learning and to provide practical ways to assist pre-service teachers to connect with learners with trauma related difficulties and their families, work collaboratively with colleagues and consider their own wellbeing. This knowledge and developing relational competence will assist in the development of calm, supportive and inclusive learning environments and school communities.

Students will be able to:

• develop an understanding of the needs of traumatised young people and their carers or family
• develop an understanding of ways the experience of trauma and disrupted attachment can impact on learning
• proactively Identify and address possible obstacles to learning, engagement and participation for vulnerable young people
• identify ways to provide calm learning environments in which vulnerable young people can experience safety, belonging, consistency and predictability
• draw on a range of creative and expressive approaches to reduce stress, build resilience to enable young people to communicate and express their feelings safely and appropriately
• practically apply a framework for understanding and responding to trauma particular education settings
• develop self care strategies to support the wellbeing of self and colleagues working with vulnerable young people