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.
Learning outcomes and graduate attributes
| 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. | Cultural competence | ||||||
| 2 | create opportunities for school students to develop and practise social and emotional skills in their daily interactions with teachers and peers | Communication and social skills | ||||||
| 3 | design an effective learning environment for students needing additional social and emotional support. | Cultural competence | ||||||
| 4 | explain the importance of establishing rules and routines and the impact of incentives vs sanctions. | Knowledge of a discipline | ||||||
| 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. | Knowledge of a discipline | ||||||
| 6 | identify the characteristics of an effective whole school well-being program and present as a case study. | Knowledge of a discipline | ||||||
| 7 | conduct professional conversations with relevant professionals and families when seeking support , advice or referring students for specialist treatment. | Communication and social skills | ||||||
Teaching and assessment
Fee information
Domestic
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2017 Commonwealth Supported only. Student contribution band: 1
Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees
International
Please check the international course and fee list to determine the relevant fees.