Course overview

Childhood trauma is a prevalent problem. In Australia, four out of ten students have been exposed to traumatic events. Young people who face traumatic events when they are still developing emotionally and mentally may suffer lasting damage. Children and adolescents with adverse experiences such as abuse, violence, displacement, and neglect can find it difficult to make friends, concentrate in classrooms, and respond to fast-paced changes. Left unaddressed, trauma may push children to social disengagement and school failure.

Guided by social justice and practice architecture theory, the Graduate Certificate of Education (Trauma-Responsive Education) (TRE) provides participants with the skills and understandings necessary to create safe and trusting learning environments for all students, including those impacted by trauma. Educators are often the first responders to children with traumatic experiences and, with the relevant knowledge and skills, they can play critical roles in creating a safe and supportive learning environment. With deep understandings of events, experiences, and effects of trauma, educators will respond effectively to the specific needs and conditions of trauma-impacted children and adolescents. This course offers theoretical insights and practical strategies that enable participants to design and enact trauma-responsive care and learning experiences.
The course consists of four units:

1. Trauma and Trauma-Responsive Practices. This unit Offers multidisciplinary accounts events, experiences, and effects of trauma; and presents strategies for recognising and responding to needs and conditions of traumatised children as well as individuals exposed to secondary trauma.
2. Trauma and Learning. This unit focuses on how traumatic experiences of violence, displacement, neglect, and abuse affect the learning experiences and attainment of children.
3. Refugee Trauma and Education. This unit closely examines the effects of forced displacement and its implications for educational provisions and engagement.
4. Trauma Responsive Educational Practice Inquiry. This unit prepares participants to investigate what trauma-responsive practices look like, what assumptions and values underpin the practices, and what needs to change and why.

In each of these units, the assessment tasks are designed for participants to demonstrate their learning through critical appraisal of policies, practices, and scholarly sources, with a focus on application to real-world contexts.

Course structure

To complete the Graduate Certificate of Education (Trauma-Responsive Education), students must attain 4 credit points.

The course comprises a total of 4 credit points including:

• 4 credit points of core units (ETR701, ETR702, ETR703, ETR704)
• AAI018 Academic Integrity (0-credit-point compulsory unit)

Students are required to meet the University's academic progress and conduct requirements

Intakes by location

The availability of a course varies across locations and intakes. This means that a course offered in Trimester 1 may not be offered in the same location for Trimester 2 or 3. Check each intake for up-to-date information on when and where you can commence your studies.

Additional course information

Course duration - additional information

Course duration may be affected by delays in completing course requirements, such as accessing or completing work placements.

Mandatory student checks

Any unit which contains work integrated learning, a community placement or interaction with the community may require a police check, Working with Children Check or other check.

Workload

Students will on average spend 150-hours over the teaching period for each credit point undertaking required teaching, learning and assessment activities.

Participation requirements

Reasonable adjustments to participation and other course requirements will be made for students with a disability. More information available at Disability support services.

Entry requirements

Entry will be based on performance in:

• Bachelor Degree or higher OR
• two years relevant work experience OR 
• evidence of academic capability judged to be equivalent

For more information on the Admission Criteria and Selection (Higher Education Courses) Policy visit the Deakin Policy Library.

Deakin University offers admission to postgraduate courses through a number of Admission categories. To be eligible for admission to this program, applicants must meet the course requirements.

All applicants must meet the minimum English language requirements.

Please note that meeting the minimum admission requirements does not guarantee selection, which is based on merit, likelihood of success and availability of places in the course.

For more information on the Admission Criteria and Selection (Higher Education Courses) Policy visit the Deakin Policy Library

Recognition of prior learning

If you have completed previous studies which you believe may reduce the number of units you have to complete at Deakin, indicate in the appropriate section on your application that you wish to be considered for credit transfer. You will need to provide a certified copy of your previous course details so your credit can be determined. If you are eligible, your offer letter will then contain information about your credit transfer. Your credit transfer is formally approved prior to your enrolment at Deakin during the Enrolment and Orientation Program. You must bring original documents relating to your previous study so that this approval can occur.

You can also refer to the Recognition of Prior Learning System which outlines the credit that may be granted towards a Deakin University degree.

Career outcomes

This Graduate Certificate of Education (Trauma-Responsive Education) is intended for educators, carers, humanitarian professionals who work in educational settings. The course equips participants with the knowledge, skills, and professional dispositions required for meaningfully supporting trauma-impacted children and adolescents. Graduates will be able to put their expertise into practice in a range of contexts, including schools, early childhood education and care centres, refugee resettlement settings, and other social services.