EXSC106 - Social and Emotional Wellbeing of Young People

Year

Credit points

Campus offering

Prerequisites

Unit rationale, description and aim

Professionals working with adolescents require contemporary knowledge, understanding and skills to reflect on and engage with issues related to the social and emotional well-being of young people. The unit aims to provide students with opportunities to examine the issues which impact on the welfare and health status of adolescents (eg mental health, risk taking, drug use, media and body image, bullying, technology/social media, eating disorders, self-harm/suicide, homelessness, indigenous/rural health, diversity etc). Students will analyse and develop appropriate strategies and learning activities in raising awareness, providing accurate information, accessing services, prevention and intervention. They will explore issues of diversity, marginalisation, alienation, inclusion, culture and identity. The unit also focuses on examining processes for increasing supportive environments, community capacity and empowerment, while providing students with an appreciation of social justice, an understanding of equity and a respect for the human being.

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.

On successful completion of this unit, students should be able to:

LO1 - Plan and develop creative and engaging teaching and learning activities that promote adolescent social and emotional wellbeing for future practice (GA4,GA5, GA8, GA9,)  

LO2 - Communicate and design multimedia teaching and learning activities that facilitate the progression and development of knowledge, positive behaviours and attitudes  in the area of social and emotional wellbeing of young people (GA10) 

LO3 - Critically reflect upon and analyse the socio-cultural and environmental influences and contexts related to the social and emotional well-being of young people (GA4, GA8, GA9) 

LO4 - Engage in and evaluate a range of adolescent social and emotional teaching activities and resources that facilitate learning (GA1, GA4,GA5,GA7,GA8) 

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.

Content

Topics will include: 

• Introduction to social and emotional well-being 
• Understanding mental illnesses and challenging stigma 
• Celebrating diversity 
• Importance of social and emotional wellbeing in young people 
• Adolescence 
• Impact of marginalisation, exclusion, diversity, social justice on the social and emotional wellbeing of young people (e.g., cultural/religious groups, homelessness/poverty, rural health, indigenous health) 
• Adolescent brain development 
• Social and cultural perspectives e.g. media and body image, impact of technology,  
• Mental health and illness concerns in young people (e.g., depression, anxiety, disordered eating, self-harm, suicide) 
• Drug education 
• Behavioural difficulties in young people (e.g. bullying/cyberbullying, violence, risk-taking activities) 
• Creating safe and supportive environments and strategies to empower young people. 
• Teaching pedagogy principles  
• Strategies and activities for the classroom 
• Reflective writing 

Learning and teaching strategy and rationale

Student centred teaching and learning strategies will be the focus in the unit based on the constructivism theory. Students will construct new meaning (build on prior knowledge) and make sense of what they are learning, why they are learning this and how this learning is applied. These strategies encourage independent and lifelong learning, where students take responsibility for their learning. The learning tasks are authentic (engage in tasks that are real), reflective (deep learning) and collaborative (engaging and working with peers). Student centred strategies include reflective writing, critical thinking activities, co-operative/ collaborative learning, incorporating ICT and peer/independent learning. These strategies link directly to the assessment tasks, as the assessments are a teaching and learning strategy in itself. These strategies have been chosen to give students opportunities to actively engage with the content and to provide variety within the tutorial and assessment tasks. The knowledge and skills acquired can be applied and are relevant to what is required in real world situations and for future profession/practice/workplace. 

Assessment strategy and rationale

Employers today seek more than knowledge from students, they want them to transfer learning to real situations, problem solve and have higher order thinking skills. Authentic assessment provides students with these skills, because the tasks are real, meaningful, require judgment and innovation and are related to one’s workplace, personal and social life. Students learn in different ways, professionally we need to explore and provide opportunities so they perform to their very best, feel worthwhile, empowered and enjoy learning. In order to best enable students to achieve unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment strategies are used including: 

Constructivism strategy (Assessment 1) Teaching Resource File Learning Outcome 1 

Students will construct new meaning (build on prior knowledge) and make sense of what they are learning, why they are learning this and how this learning is applied.   

This assessment type can be used and applied in real life situations/contexts (school, community and youth groups) and in their future practice/profession. 

To create your own teaching/learning activities related to adolescent that will become the start of a resource file for your future teaching. 

Plan and create teaching activities related to the social and emotional wellbeing of young people (e.g. mental health, risk taking, drug use, media and body image, bullying, technology/social media, eating disorders, self-harm/suicide, homelessness, indigenous/rural health, diversity etc). Refer to PDHPE teaching resources, books, articles, websites, YouTube clips for ideas. Activities must be relevant/appropriate for years 7-10 (Stage 4/5 of the PDHPE syllabus). For each activity write a brief rationale and place it before each activity (include the stage/year group). The activity must include step by step, clear instructions on how to run the activity, e.g. group work, time limit, questions. Include suggested answers for worksheets/activities in an appendix at the back of the resource file. 

Assessing Learning Outcome 1 

Rationales/word limit  

Instructions (how to run the activity)  

Creativity and variety of activities to engage, provide knowledge, inform develop skills and strategies e.g. questioning, discussion, demonstration, student centred, reflection, individual/partner/group work, problem solving, decision making, literacy, numeracy, visuals, extension, enrichment, homework tasks, ICT, multimedia, role plays, value clarification etc. 

Relevant/appropriate for years 7-10/Catholic school 

Suitable references 

Overall presentation  

Creative delivery useability of resource as they are i.e. ready to implement  

Social Emotional Wellbeing. 

Collaborative Learning strategy using ICT (Assessment 2) Multimedia Teaching Presentation  Learning Outcome 2 

The concept of collaborative learning, students work in small groups for the purpose of achieving the learning outcome by engaging together in a task. This involves shared learning with opportunities for critical thinking, oral communication, negotiation, listening, planning, interaction and responsibility for ones own learning. 

This assessment type will prepare students and be applied in real life situations/contexts (school, community and youth groups) and in their future practice/profession. 

Presentation skills are part of today’s workplace practice. They are real world skills required for students to succeed in their future careers – communication, planning, asking questions, explaining, creative thinking, organizing information, confidence etc. 

In teams select an area/topic related to the social and emotional wellbeing of adolescents and create a multimedia presentation using a video editing software application of your choice, e.g. Windows Movie Maker or iMovie. The multimedia presentation is to either raise awareness, reflect a concept or skill relevant to the topic and become a future resource for teaching/practice. 

The multimedia presentation can demonstrate, clarify, explain, enlighten, inform, arouse interest and motivation to a given year group/stage. This task is open to a variety of ideas and approaches and should reflect creativity, teamwork and skill. Explain and demonstrate the implementation of the multimedia presentation with reference to where and how it would be used in a lesson/workshop. 

Assessing Learning Outcome 2 and 4 

Multimedia YouTube Clip Learning Outcome 2 

The accuracy and relevance of information presented for the stage and topic selected  

Appropriateness and appeal for target audience – all media used including music, text, visual images, etc. 

Clarity of information, sequencing considered and concepts link 

Verbal and written explanation of implementation of the multimedia clip with reference to where and how it would be used in a lesson 

Explains and demonstrates the implementation of the multimedia presentation with reference to where and how it would be used in a lesson 

Professionalism, collaboration and flow between presenters 

Assessing Learning Outcome 4 Teaching Resource File and Multimedia Team Teaching Presentation 

Throughout the unit the tutorial activities, student questions, websites and discussion will provide opportunities to engage, analyse and evaluate resources as a foundation for the Teaching Resource File and Multimedia Teaching Presentation. This will provide direction for ideas, feedback, planning, organisation and delivery. 

Students develop the tools to create and design tasks – guided to take this thinking to the next level using their ideas and creativity. 

Selected activities and resources need to demonstrate they are appropriate, will engage, provide knowledge, develop skills/strategies e.g. decision making, harm minimisation, prevention etc.  

Breadth and up to date references/resources will reflect research and the types of activities/ideas presented. 

Reflective Writing strategy (Assessment) Written reflection Learning Outcome 3 

Reflective writing is a personal response to an experience, situation and new learning. It involves students to think deeply, identify with their feelings, values and assumptions. It relates to ones prior knowledge/ideas and what they can then apply, review, reconstruct, and interpret from the experience. 

Written reflection on the social and emotional wellbeing practice as a foundation for Teaching Resource File. 

Critically reflect - the importance and promotion of young people, issues related to social and emotional wellbeing, earlier perceptions, assumptions, strategies, priorities and recommendations. 

Written examination (Assessment 3) Learning Outcome 3 

Requires students to demonstrate their understanding of course content. 

The written final examination is a traditional form of assessment (still catering for a variety of learning styles) to evaluate content knowledge and application 

Assessing Learning Outcome 3 

Written reflection on the social and emotional wellbeing practice as a foundation for the Teaching Resource File  

Evidence - reflect and analyse the influences and issues that can have positive/negative impact on social and emotional wellbeing 

Written final examination - evaluate understanding of content knowledge and application 

Tutorial activities, student questions and discussion (student centred) provide subjective feedback. 

Overview of assessments

Representative texts and references

Bennett, D, Towns, S, Elliott, E & Merrick, J. (2009). Challenges in adolescent health: An Australian perspective. Nova Science Publishers: New York. 

Bradley, M. (2008). When things get crazy with your teen: The why, the how, and what to do now? McGraw Hill: New York 

Carr Gregg, M. (2005). Surviving Adolescents: The must have manual for parents. Penguin Books: Australia. 

Coloroso, B. (2004). The bully, the bullied, and the bystander. Harper Collins: New York.  

Costin, C. (2007). The eating disorder sourcebook. McGraw Hill:U.S.A 

Di Clemente, R.J, Santelli, J.S & Crosby, R.A. (2009). Adolescent health: Understanding and preventing risk behaviours. Jossey Bass: San Francisco 

Grogan, S. (2008). Body image: Understanding body dissatisfaction in men, women and children. Routledge: New York 

Hamilton, M. (2008). What’s happening to our girls? Penguin Group: Australia 

Harrison, L. (2006). Restorative justice in the school setting: A whole school approach. Educational Psychologist, Manager Education Programmes. Marist Youth Care, Sydney Australia. Retrieved 03-08-09 from http://www.maristyc.com.au/restorative.htm 

Healey, J. (2007). Child poverty. Issues in society, Vol. 279.The Spinney Press: NSW, Australia 

Healey, J. (2008). Body image and self esteem. Issues in society, Vol. 279.The Spinney Press: NSW, Australia 

Hopkins, B. (2004). Just schools: A whole school approach to restorative justice. London: Jessica Kingsley Publishers. 

Machoian, L. (2006). The disappearing girl: Learning the language of teenage depression.Penguin Group: New York 

Martin, C. (2007). Perfect girls, starving daughters: The frightening new normality of hating your body. Piatkus Books: Great Britain 

Morrison, B. (2007). Restoring safe school communities: a whole school response to bullying, violence and alienation. Leichardt, Sydney: Federation Press. 

Rew, L. (2005). Adolescent health: A multidisciplinary approach to theory, research and intervention. Sage Publications: London 

Rogers, B. (1998). ‘You know the fair rule’ and much more: Strategies for making the hard job of discipline and behaviour management in school easier. ACER Press: Australia 

Shariff, S. (2008). Cyber- Bullying: Issues and solutions for the school, the classroom and the home 

Warburton,W & Braunstein, B. Eds. (2012). Growing up Fast and Furious. Reviewing the Impacts of Violent and Sexualised Media on Children. The Federation Press: Leichardt NSW