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Not currently available in 2015

Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Intermediate

Former School/College

Former School of Education

Unit aim

This unit investigates the issues related to student welfare, wellbeing and discipline and will assist teachers to create the conditions necessary for effective social inclusion, student participation and engagement. Supporting students to develop social and conflict resolution skills and to manage interactions with peers and adults and the importance of early intervention will be included in this unit. It will specifically focus on creating positive learning environments for students with additional social and emotional needs diagnosed on the Autism Spectrum; with a variety of mental health conditions including; childhood and adolescent bipolar and depression, schizophrenia and anxiety; and/or significant intellectual disabilities. The role of effective whole school welfare and anti-bullying polices will also be explored.

Unit content

  • Creating positive learning environments – classrooms
  • Designing Positive approaches to Student Welfare
  • Understanding mental health conditions
  • Developing social and emotional competence in students with mental health conditions
  • Developing Social competence in students with Autism
  • Spectrum Disorders
  • Developing social competence in students with high support needs

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

GA1: , GA2: , GA3: , GA4: , GA5: , GA6: , GA7:
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 understand the importance of mental health and wellbeing, its impact on learning and development, and the significant contribution early childhood and educational services can make to improving children’s mental health.
2 create opportunities for school students to develop and practise social and emotional skills in their daily interactions with teachers and peers
3 design an effective learning environment for students needing additional social and emotional support.
4 explain the importance of establishing rules and routines and the impact of incentives vs sanctions.
5 develop specific strategies to help students needing additional social and emotional support to access the curriculum, manage their own stressful reactions and modify their behaviours.
6 identify the characteristics of an effective whole school well-being program and present as a case study.
7 conduct professional conversations with relevant professionals and families when seeking support , advice or referring students for specialist treatment.

On completion of this unit, students should be able to:

  1. understand the importance of mental health and wellbeing, its impact on learning and development, and the significant contribution early childhood and educational services can make to improving children’s mental health.
    • GA7:
  2. create opportunities for school students to develop and practise social and emotional skills in their daily interactions with teachers and peers
    • GA6:
  3. design an effective learning environment for students needing additional social and emotional support.
    • GA7:
  4. explain the importance of establishing rules and routines and the impact of incentives vs sanctions.
    • GA4:
  5. develop specific strategies to help students needing additional social and emotional support to access the curriculum, manage their own stressful reactions and modify their behaviours.
    • GA4:
  6. identify the characteristics of an effective whole school well-being program and present as a case study.
    • GA4:
  7. conduct professional conversations with relevant professionals and families when seeking support , advice or referring students for specialist treatment.
    • GA6: