EDUC4845 Creating Calmer Classrooms: A Trauma Sensitive Approach

2020

4.5

Non Semester
1 x 4-day intensive workshop per semester

Semester
1 x 3-hour workshop weekly

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 BEDECSEBDS-B Education (Early Childhood & Special Ed), B Disability Studies
1f Admission into BEDPRSEBDS-B Education (Primary R-7 & Special Ed), B Disability Studies
1g Admission into BEDMSSEBDS-B Education (Middle & Secondary/Special Ed), B Disability Studies
1h Admission into BEDSBA-Bachelor of Education (Secondary), Bachelor of Arts
1i Admission into BEDSBHS-Bachelor of Education (Secondary), Bachelor of Health Sciences
1j Admission into BEDSBSC-Bachelor of Education (Secondary), Bachelor of Science
1k Admission into BEDPRBGSC-Bachelor of Education (Primary), Bachelor of General Science
1l Admission into BEDECBSE-Bachelor of Education (Early Childhood), Bachelor of Special Education
1m Admission into BEDPRBSE-Bachelor of Education (Primary), Bachelor of Special Education
1n Admission into BEDSBSE-Bachelor of Education (Secondary), Bachelor of Special Education
1o Admission into BEDPR-Bachelor of Education (Primary)
1p Admission into BECE-Bachelor of Early Childhood Education - Birth to 8
1q Admission into BISEEC-Bachelor of Inclusive and Specialised Education (Early Childhood)
1r Admission into BISEP-Bachelor of Inclusive and Specialised Education (Primary)
1s Admission into BISES-Bachelor of Inclusive and Specialised Education (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 or 1n or 1o or 1p or 1q or 1r or 1s))

EDUC9845 has been successfully completed

This topic offers a trauma-sensitive approach to support early years, primary, secondary and special education teachers to create positive learning environments to enhance the wellbeing of students with trauma backgrounds. Students will have the opportunity to learn about and experience a range of strengths based, solution focused and supportive environmental strategies and activities such as, empathic listening, movement, narrative, therapeutic story writing and telling, sand tray and other sensory, expressive, artistic and movement activities to reduce stress, build resilience and address obstacles to learning, engagement and participation for this group of students. Students will be provided with case study examples to demonstrate how these activities can be supported through creating area of sanctuary, from rooms, to classroom corners in early years, primary, secondary and special education settings.

This topic will assist preservice teachers to increase their knowledge of trauma sensitive and inclusive pedagogies suitable for vulnerable students. It aims to provide evidence-based guidance from the field about practical ways teachers:

• Can create safe, welcoming and aesthetic spaces to support student wellbeing and engagement

• Get on the wavelength of vulnerable and sensitive students through developmentally appropriate expressive and relational activities

• Connect with families and caregivers

• Work collaboratively with colleagues

• Consider their own wellbeing and self-care.

On completion of this topic, students will be expected to be able to:

1. Develop awareness of the developmental needs of vulnerable children and young people and their carers or family

2. Develop understandings about the challenges faced by vulnerable students, and their parent-caregivers

3. Identify effective ways to provide calm and welcoming learning and supportive environments in which vulnerable young people can experience safety, belonging, consistency and predictability

4. Identify a range of strengths based, creative, expressive and non-verbal approaches that can assist young people to communicate and express their feelings safely and appropriately

5. Apply a chosen approach (for example therapeutic story writing, expressive arts, sandtray, movement) to a case study student relating to current or future setting

6. Develop an understanding of a range of self-care strategies to support the wellbeing of self and colleagues working with vulnerable young people.