Course coordinator
Dr Amanda Bourgeois
Please email me to arrange a time for a consultation appointment.
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Welcome to EDUC7001 On the Edge: Identifying and Assisting Students At-Risk.ﾠIn this course, students will develop their knowledge and skills to identify, describe and supportﾠa range of school-based emotional and behavioural concernsﾠthat occur in the school-aged population (6-18ﾠyears). Social, environmental, and medical inter-agency sources of the concerns are examined, via contemporary theory frames and analytical tools. Skills in identification andﾠassessment of, and support for, specific concerns will be developed using a problem-based approach.
This course may not be offered in person if the enrolment is less than 10 students.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6655
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
Students enrolled in this course in both in person and external offerings will attend a joint lecture/workshop offered in hybrid mode.
Course contact
Lecturer
Dr Amanda Bourgeois
Please email me to arrange a time for a consultation appointment.
Course staff
Demonstrator
Dr Maria Vassos
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
ﾠ
Aims and outcomes
The aim of the course is to develop the knowledge and skills of teachers, learning support teachers, guidance counsellors, educational psychologists, social workers, counsellors, school administrators, and others in schools in recognising, describing, and supporting emotional and behavioural difficulties of children and adolescents at risk.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Increase your knowledge, understanding and skills in relation to the identification of children and adolescents at risk.
LO2.
Increase your knowledge, understanding and skills in relation to the assessment of children and adolescents at risk, specifically your observation, interview, and screening skills.
LO3.
Increase your knowledge, understanding and skills in relation to support for children and adolescents at risk.
LO4.
Develop a working knowledge of major issues and approaches described in the literature, as it relates to the education of and support for students at risk.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Problem Based Learning: Identification | 30% Max. 2,100 words |
29/08/2025 2:00 pm |
| Essay/ Critique | Problem Based Learning: Assessment | 30% Max. 2,100 words |
26/09/2025 2:00 pm |
| Presentation, Role play/ Simulation |
Problem Based Learning: Intervention
|
40% |
A) Powerpoint Presentation Slides - Due 2pm 31/10/2025 B) Oral Presentation 10/11/2025 - 21/11/2025 |
Assessment details
Problem Based Learning: Identification
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% Max. 2,100 words
- Due date
29/08/2025 2:00 pm
- Learning outcomes
- L01, L03, L04
Task description
Work through the materials on the EDUC7001 BLACKBOARD site that refer to the case, ROBERT PAGE, a 14-year-old at-risk male high school student. To access the materials, go to the Blackboard site https://learn.uq.edu.au/ Click on EDUC7001 and on the left-hand menu, click on “Problem-Based learning Activities” In this folder, there will be two cases. Click on “Robert Page”.
For the activities, imagine that you are the teacher/ guidance counsellor/ social worker/ educational psychologist/ learning support teacher where Robert Page attends school. You have been asked to take over case management of Robert.
Refer to the EDUC7001 Criteria Sheet Assignment 1 for the specific requirements for each section of the assignment and how the assignment will be assessed.
Submission guidelines
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Problem Based Learning: Assessment
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% Max. 2,100 words
- Due date
26/09/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Work through the materials on the EDUC7001 BLACKBOARD site that refer to the case, ROBERT PAGE, a 14-year-old at-risk male high school student. To access the materials, go to the Blackboard site https://learn.uq.edu.au/ Click on EDUC7001 and on the left-hand menu, click on “Problem-Based learning Activities” In this folder, there will be two cases. Click on “Robert Page”.
For the activities, imagine that you are the teacher/ guidance counsellor/ social worker/ educational psychologist/ learning support teacher where Robert Page attends school. You have been asked to take over case management of Robert.
Refer to the EDUC7001 Criteria Sheet Assignment 2 for the specific requirements for each section of the assignment and how the assignment will be assessed.
Submission guidelines
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Problem Based Learning: Intervention
- Online
- Mode
- Oral
- Category
- Presentation, Role play/ Simulation
- Weight
- 40%
- Due date
A) Powerpoint Presentation Slides - Due 2pm 31/10/2025
B) Oral Presentation 10/11/2025 - 21/11/2025
- Learning outcomes
- L01, L02, L03, L04
Task description
For the activities, imagine that you are the teacher/ guidance counsellor/ social worker/ educational psychologist/ learning support teacher where Robert Page attends school. As a stakeholder in the support team of Robert Page, you have been requested to present an overview of the case to a new team member, as well as your proposed intervention plan to support Robert.
This assessment aims to develop your oral communication and presentation skills to convey a deep understanding of the case of Robert Page and a well thought detailed plan of action to support the implementation of a realistic intervention within the boundaries of your role.
Refer to the EDUC7001 Criteria Sheet Assignment 3 for the specific requirements for each section of the assignment and how the assignment will be assessed.
Submission guidelines
A) The Powerpoint Presentation Slides: When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
B) Oral Presentation: Students must be online and ready to present at the time of their scheduled presentation.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
A) Extension requests for the Powerpoint Presentation Slides should be completed via myUQ. See the the 'apply for extension' link for further information.
B) Extensions requests for the Oral Presentation will only be considered under exceptional circumstances as these take place during the examination period. You must contact the course coordinator directly to discuss.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
B) Oral Presentation: Students are expected to log in and be ready to present at their allocated time. If a student joins late, they will only be permitted to use the remaining time in their scheduled slot to complete their presentation. No additional time will be granted. Please note that this may significantly impact your ability to meet the assessment criteria and, as a result, may affect your final grade.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to provide evidence of understanding or ability to apply identification, assessment, or intervention principles; no attempt at justification/evaluation. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to provide evidence of understanding or ability to apply identification, assessment, or intervention principles; no attempt at justification/evaluation. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Falls short of satisfying basic and essential requirements that might be considered satisfactory or adequate with respect to the essential objectives for the course. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies most, if not all of the basic requirements relating to knowledge and application of the objectives of the course. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts and skills of the course, with varying degrees of evidence of going beyond mere replication of knowledge and skills. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the course, such as the ability to identify, comprehend and generate arguments relating to critical issues and problems. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination and flair, based on comprehensive and complex understanding of the course. |
Additional course grading information
The above descriptions are a guideline for students' final grade in the course. Students are reminded to pay particular attention to and be familiar with the marking criteria for each piece of assessment. Marking criteria are a guide for the content and requirements of the assessment. Marking criteria for each piece of assessment are provided on line.
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:
A student receives the following three grades
Assignment 1 (A1): grade of 6 at 30% weighting
Assignment 2 (A2): grade of 5 at 30% weighting
Assignment 3 (A3): grade of 6 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠﾠﾠ (A1)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A2)ﾠﾠﾠﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A3)ﾠﾠﾠﾠﾠ
(0.30 x 6) + (0.30 x 5) + (0.4 x 6) = 1.8 + 1.5 + 2.4 = 5.7
The final grade would be rounded to the nearest whole number; in this case the grade would be a 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Procedure, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of generative AI to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (28 Jul - 03 Aug) |
Lecture |
Week 1 Module 1.1 - IDENTIFICATION: Course Introduction and Overview; Risk and Protective Factors and Resilience. Learning outcomes: L01, L03, L04 |
Week 2 (04 Aug - 10 Aug) |
Lecture |
Week 2 Module 1.2 - IDENTIFICATION: Theoretical Foundations of Risk Learning outcomes: L01, L03, L04 |
Week 3 (11 Aug - 17 Aug) |
Lecture |
Week 3 Module 1.3 - IDENTIFICATION: Family, School, Community & Social Contexts Learning outcomes: L01, L03, L04 |
Week 4 (18 Aug - 24 Aug) |
Lecture |
Week 4 Module 1.4 - IDENTIFICATION: Impact on Risk, Mind-Brain-Body Loop Learning outcomes: L01, L03, L04 |
Week 5 (25 Aug - 31 Aug) |
Lecture |
Week 5 Module 2.1 - ASSESSMENT: Introduction to Assessment Learning outcomes: L02, L03, L04 |
Week 6 (01 Sep - 07 Sep) |
Lecture |
Week 6 Module 2.2 - ASSESSMENT Learning outcomes: L02, L03, L04 |
Week 7 (08 Sep - 14 Sep) |
Lecture |
Week 7 Module 2.3 - ASSESSMENT, Applicaiton to the case study Learning outcomes: L02, L03, L04 |
Week 8 (15 Sep - 21 Sep) |
Lecture |
Week 8 Module 3 - Creating a Safe Space Learning outcomes: L03, L04 |
Week 9 (22 Sep - 28 Sep) |
Lecture |
Week 9 Module 3.1 - INTERVENTION, Introduction to Intervention Learning outcomes: L03, L04 |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 10 (06 Oct - 12 Oct) |
Not Timetabled |
Week 10 King's Birthday - No Class, Independant Study |
Week 11 (13 Oct - 19 Oct) |
Lecture |
Week 11 Module 3.3: INTERVENTION: A Focus on Social and Emotional Wellbeing Learning outcomes: L03, L04 |
Week 12 (20 Oct - 26 Oct) |
Lecture |
Week 12 Reflection: Teacher Stress and Burnout; A Focus on Your Social Emotional Well-Being Learning outcomes: L03, L04 |
Week 13 (27 Oct - 02 Nov) |
Lecture |
Week 13 INTERVENTION: Assessment Preparation Learning outcomes: L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.