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This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
This unit introduces students to theories, models and neurobiology of trauma-informed counselling. Within the ethical and legal framework of trauma-informed practice, students will learn how to recognise a range of trauma symptoms and explore evidence-based interventions for assessment, planning, treatment and evaluation. Historical and intergenerational trauma will be introduced, highlighting the value of these concepts in understanding the social and emotional wellbeing of Aboriginal and Torres Strait Islander people and communities. Emphasis is placed on developing the self-awareness of the counsellor, including the personal impact of working with trauma, and the importance of self-advocacy, professional supervision, reflective practice and self-care.
Students undertake this unit in an accelerated delivery mode over 6 weeks.
On completion of this unit students should be able to:
Students will engage in learning experiences through ECUs LMS as well as additional ECU l
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.
| Type | Description | Value |
|---|---|---|
| Poster | Visual presentation (neurobiology of trauma) | 30% |
| Case Study | Case study analysis | 30% |
| Exercise | Trauma interventions and reflection | 40% |
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
COU6507|1|1
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
This unit introduces students to theories, models and neurobiology of trauma-informed counselling. Within the ethical and legal framework of trauma-informed practice, students will learn how to recognise a range of trauma symptoms and explore evidence-based interventions for assessment, planning, treatment and evaluation. Historical and intergenerational trauma will be introduced, highlighting the value of these concepts in understanding the social and emotional wellbeing of Aboriginal and Torres Strait Islander people and communities. Emphasis is placed on developing the self-awareness of the counsellor, including the personal impact of working with trauma, and the importance of self-advocacy, professional supervision, reflective practice and self-care.
Students undertake this unit in an accelerated delivery mode over 6 weeks.
On completion of this unit students should be able to:
Students will engage in learning experiences through ECUs LMS as well as additional ECU l
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.
| Type | Description | Value |
|---|---|---|
| Poster | Visual presentation (neurobiology of trauma) | 30% |
| Case Study | Case study analysis | 30% |
| Exercise | Trauma interventions and reflection | 40% |
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
COU6507|1|2