Dr Alexandra Bloch-Atefi
Phone: 8313 6228
Email: alexandra.bloch-atefi@adelaide.edu.au 

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.

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 Australia

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.

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 University of Adelaide’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.

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.

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.

Detail is provided on MyUni.

Full attendance is required at all workshop sessions.

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

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.

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.

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
https://www.adelaide.edu.au/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.