Unit rationale, description and aim
Youth workers often engage with marginalised and at-risk young people, many of whom have experienced trauma. To work effectively and safely, they require a strong foundation in key concepts, principles, and theories that inform their practice.
This unit introduces students to Trauma-Informed Practice, equipping them with the knowledge to understand, recognize, and respond to the effects of trauma in young people’s lives.Students will explore frameworks that emphasise physical, psychological, and emotional safety while fostering young people’s sense of control and empowerment. The unit examines various forms of trauma, including individual, social, collective, and intergenerational experiences. Through a case management approach, students will develop an understanding of trauma-informed behaviors in young people and learn how to adapt their practice to provide appropriate support.
This unit aims to enhance students' ability to create safe, empowering environments that promote healing and resilience in the young people they work with.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the impact of trauma on young people's de...
Learning Outcome 01
Explain the significance of trauma-informed approa...
Learning Outcome 02
Design culturally responsive youth work practices ...
Learning Outcome 03
Demonstrate trauma informed assessment, planning, ...
Learning Outcome 04
Content
Topics will include:
- Definition and principles of trauma-informed care
- Prevalence and types of trauma (individual, social, collective, intergenerational)
- Understanding the impact of trauma on adolescent development
- Neurobiological and Psychological Effects of Trauma
- Creating Safe and Supportive Environments in Youth Work settings
- Principles of physical, emotional, and psychological safety
- Culturally responsive and inclusive trauma-informed practice
- Risk, Safeguarding, and Ethical Considerations
- Case Management and Collaborative Practice
- Assessment tools for identifying trauma-related needs
- Developing support plans and referral pathways for additional services
Assessment strategy and rationale
The assessment tasks in this unit are designed to develop both knowledge and practical skills in trauma-informed and culturally responsive youth work. They encourage students to think critically, apply trauma-informed principles, and engage in reflective practice.
Assessment 1: The written piece on culturally responsive trauma informed practice in Youth Work fosters cultural competence, critical reflection, and an appreciation of diverse worldviews, essential for inclusive youth work practice.
Assessment task 2 – Trauma Assessment and Intervention Case Studies builds skills in analysis, problem-solving, and the practical application of trauma-informed approaches to real-world cases, reinforcing the importance of contextual and individualized care.
The final assessment task 3 - Trauma-Informed Youth Work Program Design moves beyond theory by challenging students to design a comprehensive trauma-informed program. This assessment promotes applied learning and creativity, enabling students to develop practical, evidence-based interventions that can be implemented in youth work contexts.
Overview of assessments
Assessment Task 1: Written Piece Culturally Resp...
Assessment Task 1: Written Piece
Culturally Responsive Trauma Informed Practice in Youth Work
Students will write an essay on how cultural diversity shapes trauma responses and healing practices.
40%
Assessment Task 2: Written Piece Trauma Assessme...
Assessment Task 2: Written Piece
Trauma Assessment and Intervention Case Studies
This assignment requires students to apply their theoretical knowledge to practical scenarios, demonstrating their capacity to assess trauma and implement trauma-sensitive interventions.
30%
Assessment 3: Tutorial Presentation Trauma info...
Assessment 3: Tutorial Presentation
Trauma informed group work program
Students will develop a trauma informed group work program for young people, enhancing their readiness for professional practice.
30%
Learning and teaching strategy and rationale
The teaching and learning strategy for this unit emphasises practical, hands-on learning grounded in trauma-informed practice. The unit uses active learning methods such as collaborative group work, role-playing, case study analysis, and problem-solving activities to help students engage deeply with key concepts.
These interactive tutorials create opportunities for students to explore trauma-informed approaches in realistic scenarios, fostering both critical thinking and practical skill development. Lectures provide the foundational knowledge, introducing essential theories, frameworks, and evidence-based strategies related to trauma and its impact on young people. They also support students in analysing real-world examples and connecting theory to practice.
This integrated approach ensures that students not only understand trauma-informed principles but can also apply them confidently and sensitively in youth work settings.
Representative texts and references
Asmundson, G. J. G., & Afifi, T. O. (Eds.). (2020). Adverse childhood experiences : using evidence to advance research, practice, policy, and prevention. Academic Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013197626202352
Atkinson, J. (2002). Trauma Trails, Reconstructing Song Lines: The Transgenerational Effects of Trauma in Indigenous Australia. Spinifex Press.
Blake, J., Thomas, H. J., Mathews, B., Lawrence, D. M., Haslam, D. M., Higgins, D. J., Malacova, E., Erskine, H., & Scott, J. G. (2025). Childhood experiences of domestic violence and its association with mental disorders and health risk behaviours. British Journal of Psychiatry. https://doi.org/10.1192/bjp.2025.10362
Brotherton, G & Cronin, M 2013, Working with vulnerable children, young people and families, Routledge.
Child Safety Commissioner, 2009, From isolation to connection: A guide to understanding and working with traumatised children and young people, www.kids.vic.gov. [https://www.vgls.vic.gov.au/client/en_AU/search/asset/1161276/0]
Corcoran, J., & Wolk, C. B. (Eds.). (2023). Child and adolescent mental health in social work : a casebook. Oxford University Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013381717902352
Davey, J., & Bigmore, J. (2009). Introducing child care social work : contemporary policy and practice (1st ed.) https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012888177502352
Frankel, A & Gelman, S 2019, Case management: An introduction to concepts and skills, 4th edn, Oxford University Press, New York.
Painter, K., & Scannapieco, M. (2021). Understanding mental health problems of children and adolescents : a guide for social workers (Second edition.). Oxford University Press.
Perry, BD & Szalavitz, M 2017, The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook: What traumatized children can teach us about loss, love and healing, Revised. Basic Books, New York.
Tujague, N., & Ryan, K. (2023). Cultural safety in trauma-informed practice from a First Nations perspective: Billabongs of knowledge. Palgrave Macmillan.
Representative Web Resources