精东传媒app

This course develops your awareness of the nature of risk and the protective factors that impact children鈥檚 social and emotional wellbeing and mental health. Children are being challenged to live with complexity, uncertainty and diversity, more than ever before, and an increasing number are showing signs of distress and trauma. You will learn how to respond to children showing signs of distress, in particular distress related to bullying or cyberbullying, with the aim of being able to play a crucial role in promoting the welfare and wellbeing of your students and local communities.

In this course you will participate in a range of learning activities that develop your knowledge of warning signs of mental health problems and/or illness, and the curriculum and pedagogical approaches you can employ to promote wellbeing. You will investigate trauma-informed learning and develop your awareness of the signs of domestic and family violence; and awareness and understanding of the prevention of child sexual abuse. You will be introduced to a health promotion model that will allow you will explore practical and innovative ways to promote health-enhancing cultures in your classrooms. You will also have opportunity to reflectively explore the implications of teacher wellbeing and health in learning communities.

On completion of this course students should be able to:

1. outline the rationale for continued professional learning especially in relation to teacher wellbeing and health promotion to improve learning for all with connection to the Australian Professional Standards for Teachers (APST 6.4);
2. apply a broad range of concepts and strategies that support child wellbeing and mental health promotion and intervention through the application of the Australian Student Wellbeing Framework (ASWF) (APST 4.4);
3. identify, describe and analyse risk and protective factors that may contribute to child wellbeing, especially in relation to the identification of potential domestic and family violence and child sexual abuse (APST 4.4);
4. demonstrate knowledge and understanding of strategies for differentiating teaching that considers the wellbeing and safety of all children from a trauma informed learning perspective and reflects curriculum and legislative requirements (APST 1.5, 4.4)
5. outline the role of social and emotional learning in the promotion of wellbeing, including a critical discussion on the role of the teacher in the promotion of social and emotional wellbeing within learning programmes (APST 3.2, 4.4);
6. demonstrate appropriate cognitive, literacy and communication skills, including spelling, grammar, punctuation and APA referencing.