Course Title: Work effectively in trauma informed care

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: HWSS6021C

Course Title: Work effectively in trauma informed care

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4352 - Certificate IV in Youth Work

Course Contact: Dianne Mackay

Course Contact Phone: +61 3 9925 54454

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Alex Dinsdale

Iren Citler

Nominal Hours: 40

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

In this course you will explore the knowledge and skills required by individuals to practice trauma informed care.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCPW404A Work effectively in trauma informed care


1. Work effectively from a trauma informed care perspective

Performance Criteria:

1.1  Create safe environments and relationships with those affected by trauma
1.2  Apply the key principles and practices of trauma informed care
1.3  Respond appropriately to disclosures of trauma
1.4 Respond appropriately to expressions of trauma
1.5   Identify resources and strengths within individuals who have experienced trauma
1.6  Identify resources and supports within the community for people who have experienced trauma


2. Utilise self-care strategies

Performance Criteria:

2.1. Apply self-care strategies in managing re-traumatisation
2.2 Apply self-care strategies in managing vicarious trauma


3. Contribute to the continuous improvement of trauma informed care in services

Performance Criteria:

3.1 Reflect upon own practice and work environment to embed trauma informed care and practice in service delivery
3.2 Identify barriers to implementing trauma informed care and practice and refer to appropriate/ senior personnel
3.3 Participate in organisation policy development on trauma informed care according to job role
3.4 Identify and participate in strategies to enhance service delivery of trauma informed care
3.5 Respond to stakeholder feedback on trauma informed care service delivery

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.

Details of Learning Activities

Learning activities for this course will include

  • group work
  • media clips
  • class discussion

Teaching Schedule

Please refer to the class timetable in respect to the following schedule of activities:

Class 1
• Introduction
• Assessment Outline
• What is trauma
• Vicarious Trauma
• Self-Care
• Reflective Practice

Class 2
• Self-Care plan presentation and discussion
• Basic principles of Trauma informed Practice
• Understanding Trauma based behaviours
• Strength Based Practice

Class 3
• Basic Theory –
• Attachment Theory
• Object relations Theory
• Psychological Wellness Theory
• Trauma Neurobiology – Bruce Perry

Class 4
• The Therapeutic Environment
• Building Therapeutic Relationships
• Using Therapeutic Language

Class 5
Case Study Presentation and assessment – See Assessment tool for further info.

Learning Resources

Prescribed Texts


Other Resources

Additional resources will also be available ‘Blackboard’. A set of readings will be made available to you including journals and texts that may support you in the program.

GUSS Skills Central ( is a site developed specifically for students in the School of Global, Urban and Social Studies at RMIT. It provides links to a range of resources for supporting student work on assessments and negotiating university studies more generally.

Overview of Assessment

Assessment for this course is based on completing the following tasks:

  • A personal Self-care plan (in class)
  • A therapeutic Care case study (in  class)

Assessment Tasks

There are two assessment tasks for this course and both will be completed during class time.

1. Personal Self-Care Plan Due date: 7 September 2015

•Students are required to complete a personal self-care plan
•Self-care plan will be based on theory and activities learnt during class as well as the template outline below.
•Students are able to present their plan as a written, printed or electronic file.
•This assessment will be given at the end of the workshop unit on Self-Care and personal values
•For a satisfactory result, evidence for all aspects of the Elements must be supplied by the student. If the student does not supply sufficient evidence, or it is not satisfactory, the student will resubmit for assessment within one week.
•These instructions will be explained in class and a template will be provided to assist students in approach to task.

2. Therapeutic Care Case Study 13 October 2015

•Students will work in groups for this assessment
•Students will assess the Case Study and develop a supporting therapeutic intervention for the young person involved
•Students will present their case plan in class and receive feedback from assessor and other students
•Students will be required to assess the case plan for identifiers of trauma based behaviour
•The case plan should demonstrate an understanding of how to respond appropriately to expressions of trauma
•The Presentation should demonstrate how students can work effectively in teams
•The presentation should demonstrate an understanding of creating safe environments and relationships
•The Case plan should demonstrate an understanding of barriers to implementing trauma informed care
•The Case plan should demonstrate an understanding of reflective practice

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant course. These are available from the Program Co-ordinator

Other Information

Assessment Tasks Submission Cover Sheet
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.
It is strongly advised that you attend all workshops in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your competency. Information regarding student feedback can be found at:;ID=9pp3ic9obks7
Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. The Student progress policy can be found at:;ID=vj2g89cve4uj1
Special consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Information regarding application for special consideration can be found at:;ID=g43abm17hc9w
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For more information on this policy go to Academic Integrity Web site:;ID=kw02ylsd8z3n

• A Police Check and a Working With Children Check are required to do this course and must be shown to staff before placement can commence and be counted towards your hours. 

Course Overview: Access Course Overview