PUB HLTH 7033 - Trauma-informed counselling for CALD and Indigenous populations
North Terrace Campus - Semester 2 - 2023
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General Course Information
Course Details
Course Code PUB HLTH 7033 Course Trauma-informed counselling for CALD and Indigenous populations Coordinating Unit Public Health Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 Hours per week Available for Study Abroad and Exchange N Restrictions Master of Counselling and Psychotherapy (MCP) or the Graduate Certificate in Trauma Counselling (the Program proposal for the latter is currently being developed for APEAC and Academic Board approval) Course Staff
Course Coordinator: Mrs Annemarie Klingenberg
Dr Alexandra Bloch-AtefiCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1 Understand that impacts of systemic and intergenerational trauma are central to developing cultural responsiveness and to work effectively with Indigenous people and CALD clients 2 Understand the impact of privilege, colonialism, oppression and racism on personal experiences and the need to consider these impacts when developing guidelines for trauma treatment. 3 Critically appraise the role of Indigenous cultural healing modalities in trauma recovery and apply these in collaboration with the individual, family and community. 4 Understand and apply principles of cultural responsiveness and cultural safety and how these relate to trauma recovery when working with Indigenous people and CALD clients 5 Apply the principles of culturally responsive practice when working with diverse populations who have experienced trauma and understand how to create culturally safe environments 6 Utilise culturally sensitive concepts of trauma such that graduates will gain specific skills that enables them to respond to trauma in individuals and communities. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 4, 5 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
3, 5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
6 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
N/A Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1-6 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1-6 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
N/A Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Dudgeon, P., Milroy, H., & Walker, R. (Eds.). (2014).Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice. Canberra, Australia: Commonwealth of AustraliaRecommended Resources
Brown, L. S. (2008). Cultural competence in trauma therapy: Beyond the flashback. American Psychological Association.
Hinton, D. E., & Good, B. J. (Eds.). (2016). Culture and PTSD: Trauma in global and historical perspective. University of Pennsylvania Press.
Selected online resources, including journal articles and reading lists will be disseminated via MyUni. Students may also be listed as a cohort within the Whole of Counselling Program MyUni site (PUB HLTH 003) which provides resources targeting and designed for academic writing in a counselling context.Online Learning
MyUni
MyUni is used extensively for announcements, discussion boards, recordings of seminar/workshops and practicals, external web-links, readings, details of assignments, as well as online quizzes and essay submission. Material will be sequentially released in line with the teaching and learning activities in each week. MyUni is accessible from the 成人大片’s home-page: www.adelaide.edu.au
You will need your student login name and a password.
If you do not have access, then either you are not enrolled or the administrators of MyUni do not know of your enrolment. Please call Ask Adelaide on 8313 5208 (University extension 35208) or the IT help desk on 8313 3000 (University extension 33000) for assistance with MyUni difficulties.
Course materials will be placed on MyUni. Note also that Announcements about a course are often made on the relevant page of the MyUni site for the course. For example, notifications of a change in lecture venue, updates on availability of course material etc. will be made on the MyUni site.
Computers
General information about University computer laboratories is available at /technology/your-tools/academic/student-computer-suite
Email
We assume that students access e-mail and that their address is the 成人大片 student address that was assigned on enrolment. This is of the form: firstname.lastname@student.adelaide.edu.au A notice to a student by e-mail is considered to have been received and read by the student unless there is a transmission error and the postmaster bounces the message back to us. As discussed above, the Announcements page of the MyUni site for this course will also display relevant notices from time to time, so it is essential that students check their student e-mail and to log on to MyUni
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Learning & Teaching Activities
Learning & Teaching Modes
The aim of this course is to enable students to develop a clear understanding of the guidelines and principles of culturally responsive and safe trauma counselling and how to apply them when working with diverse populations who have experienced trauma. Students will be encouraged to reflect on the impact of privilege, colonialism, oppression, and racism on personal experiences.
During the class sessions, didactic material and experiential learning are integrated to introduce theoretical and practical concepts and illustrate their use. Scaffolded skill learning in groups with formative feedback provided by the lecturer/tutor will form a significant part of the face-to-face learning.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
In general, we recommend that students spend 3 hours of independent study for every contact hour. This includes reading the set text, wider reading, preparing answers to workshop questions, and making progress with assignments.Learning Activities Summary
No information currently available.
Specific Course Requirements
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Learning Outcome Class participation Summative 10% 1, 2, 6 Group presentation Summative 20% 3, 4, 6 Written case study Summative 30% 3, 5 Reflective journal Summative 40% 1, 2, 3
Assessment Related Requirements
The weekly workshops are will contain a mix of small group discussion, role play, reflection and other workshop activities as well as didactic material to introduce theoretical, practical and reflective components. Student learning relies on student attendance and participation at all workshop sessions and will incur a 10% participation grade to reflect the important of this.Assessment Detail
Participation (Weighting 10%): Students will attend and engage in workshop activities, demonstrating
respectful engagement and cooperation with their lecturers and fellow students, and completion of practicebased
learning tasks. Further opportunities to demonstrate participation will be available through contribution to
online discussion via the Discussion Board on MyUni.
Group presentation – Case conference (Weighting 20%): Students will be allocated into clinical teams to
discuss and formulate a healing approach for a First Nation or CALD client experiencing trauma based on the
principles of culturally responsive counselling.
Case Conceptualisation - 1500 word Written paper (Weighting 30%): Based on a video recording of a
counselling session, students will create a case conceptualisation employing a CALD / Indigenous healing
practice trauma framework.
Reflective journal & 1000 word summary (Weighting 40%): 10 journal entries required to capture students’
learnings in regards to trauma-informed counselling with diverse populations. Journal entries can take the form
of poetry, visual, art-based material or recordings of music material, movement, dance, or a combination of
these. Following the completion of the 10 entries, a 1,000 word written summary will draw together the key
learning, discoveries, and growth.Submission
Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.
Only the Course Co-ordinator(s) may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify
the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.
Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.
All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.
Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process
/student/grievance/. Students who are not satisfied with a partiular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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