| CODE | CSD5002 | ||||||
| TITLE | Neurodiversity and Wellbeing | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||
| DESCRIPTION | This study-unit introduces students to the concept of neurodiversity, understood as a natural variation in human cognitive functioning that includes a range of neurodevelopmental profiles such as autism, ADHD, dyslexia, dyscalculia, and dysgraphia. It explores how these profiles affect learning, emotional regulation, and social interaction, while challenging deficit-based models through a strengths-based and inclusive perspective. Students will examine the historical, social, and psychological underpinnings of neurodiversity and gain a clearer understanding of what constitutes a neurodiverse profile. The study-unit also addresses how cognitive and learning differences intersect with wellbeing across the lifespan. Grounded in Humanistic Psychology, Positive Psychology, Attribution Theory, Bronfenbrenner鈥檚 Ecological Systems Theory, and concepts of Emotional Intelligence and Literacy, the study-unit equips learners with a holistic framework to support the literacy and numeracy development of neurodivergent individuals. These theories provide insight into self-worth, resilience, academic self-concept, and quality of life. An emphasis is placed on emotional literacy and psychological wellbeing, helping students understand how factors like self-awareness, empathy, and emotional regulation influence learning and personal development. The role of emotional literacy in the Maltese education system, particularly through Personal, Social and Career Development (PSD), will also be explored. Through this study-unit, students will gain the theoretical grounding and reflective insight needed to engage with neurodivergent individuals in a way that values diversity, promotes inclusion, and enhances both educational outcomes and wellbeing. Study-Unit Aims: This study-unit aims to: - Explore the concept of quality of life for neurodivergent individuals, examining factors such as self-worth, self-confidence, academic self-concept, and self-esteem across the lifespan, and applying relevant psychological theories to deepen understanding; - Address key concerns in childhood that impact wellbeing, particularly within neurodiverse populations, including emotional, social, and developmental challenges that influence long-term outcomes; - Examine the effect of physical and social environments on learning, neurodiversity, and wellbeing, with particular attention to inclusive educational settings, sensory-friendly spaces, and the importance of accessible and supportive environments. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Analyse the concept of quality of life in relation to neurodiverse populations, considering psychological, social, and environmental influences across the lifespan; - Critically evaluate research methodologies and findings related to quality of life in neurodivergent individuals and assess their relevance and applicability; - Synthesise key principles from Humanistic Psychology, Positive Psychology, Attribution Theory, and Bronfenbrenner鈥檚 Ecological Systems Theory to explain how these frameworks contribute to understanding and supporting neurodivergent individuals; - Examine the relationship between Emotional Intelligence and Multiple Intelligences within the context of neurodiversity; - Analyse the four constructs found in learning environments and their role in shaping emotional literacy among neurodivergent individuals; - Compare and contrast the concepts of Emotional Intelligence (EI) and Emotional Literacy (EL), and assess their respective roles in learning, wellbeing, and development; - Apply the Jo-Hari Window model to reflect on personal and professional self-awareness and how this influences interactions with neurodiverse individuals; - Critically assess the role of personal values, beliefs, and attitudes in shaping emotional literacy and their impact on engagement with neurodiverse populations; - Evaluate how beliefs, values, and attitudes influence motivation, performance, and emotional development in individuals with neurodiverse profiles. 2. Skills: By the end of the study-unit the student will be able to: - Reflect on and apply key psychological theories to real-life scenarios involving neurodiverse individuals, demonstrating the ability to connect theoretical knowledge with practical strategies that enhance quality of life and wellbeing; - Assess and monitor their own emotional literacy in personal, academic, and professional contexts, particularly in relation to interactions with neurodiverse individuals; - Demonstrate how emotional literacy impacts individual and group wellbeing, including its role in fostering inclusive and emotionally supportive learning environments; - Use a range of exercises and reflective tools to enhance their own emotional literacy and that of others in group settings; - Identify and articulate areas for personal growth related to emotional awareness, empathy, and self-regulation, and propose actionable strategies for improvement; - Apply the Emotional Literacy model to analyse group dynamics, emotional expression, and communication patterns in educational or support settings; - Demonstrate transferable skills such as critical self-reflection, emotional self-regulation, active listening, empathy, and respectful communication when engaging with neurodivergent individuals and peers; - Collaborate effectively with peers in discussions and group activities, demonstrating an understanding of multidisciplinary perspectives and how these can be applied to support the health, wellbeing, and quality of life of neurodiverse individuals. Main Text/s and any supplementary readings: Main Texts: - Bezzina, A., Falzon, R., & Muscat, M. (2015). Emotional Intelligence and the Maltese Personal and Social Development Model. - Camilleri, S., Caruana, A., Falzon, R., & Muscat, M. (2012). The promotion of emotional literacy through PSD - The Maltese experience. Pastoral Care in Education: An International Journal of Personal, Social, and Emotional Development, 30(1), 19-37. - Carter, P. (2011). Test your emotional intelligence: Improve your EQ and learn how to impress potential employers (Testing series). London: Kogan Page. - Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. Basic Books. - Goleman, D. (1995). Emotional intelligence. New York: Bantam. - Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17, 433-442. - Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination, cognition, and personality, 9(3), 185-211. - Zysberg, L. E., & Raz, S. E. (2015). Emotional intelligence: Current evidence from psychophysiological, educational, and organizational perspectives. Nova S (edited book). Supplementary Readings: - Agius, J. B. (2009). Students' perceptions on the emotional support given by non-pastoral care subject teachers (Non-published Master's thesis). University of Malta. - Bay, D., & McKeage, K. (2006). Emotional intelligence in undergraduate accounting students: Preliminary assessment. Accounting Education: An International Journal, 15(4), 439-454. December. - Bocchino, R. (2000). Emotional literacy: To be a different kind of smart. UK: Sage Publications. - Cefai, C., & Cooper, P. (2011). Maltese schools: A method of promoting inclusive education. British Journal of Special Education, 38(2), 65-72. - Domitrocich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children鈥檚 social and emotional competence: A randomized trial of the preschool 鈥楶ATHS鈥� curriculum. The Journal of Primary Prevention, 28(2), 67-91. - Dyrda, B., & Przybylska, I. (2005). Creative and emotionally intelligent teacher 鈥� The teacher of the future. In M. Persson (Ed.), Learning for the future: Dimensions of the new role of the teacher (pp. 69-83). Karstland: EU Socrates Programme. - Davis, K., Christodoulou, J., Seider, S., & Gardner, H. (2011). The theory of multiple intelligences. In R. J. Sternberg & B. Kaufman (Eds.), The Cambridge Handbook of Intelligence (pp. 485鈥�503). Cambridge University Press. - Falzon, R., & Muscat, M. (2008). Does the PSD processing experience facilitate moving on to counselling? Study presented as a PowerPoint during the 2008 IAC Conference, Dolmen Resort Hotel Qawra, Malta. - Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books. - Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic Books. - Gardner, H. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books. - Gardner, H. (2004). Changing minds: The art and science of changing our own and other people's minds. Harvard Business School Press. - Goleman, D. (1998). Working with emotional intelligence. London: Bloomsbury Publishing. - Hayry, M. (1999). Measuring the quality of life: Why, how, and what? In C. R. B. Joyce, C. A. O'Boyle, & H. McGee (Eds.), Individual quality of life approaches to conceptualization and assessment (pp. 9-27). Amsterdam: Harwood Academic Publisher. - Hromek, R., & Roffey, S. (2009). Promoting social and emotional learning with games: It's fun and we learn things. Simulation and Gaming, 40(5), 626-644. - Humphrey, N., Lendrum, N., & Wigelsworth, M. (2010). Social and emotional aspects of learning (SEAL) programme in secondary school: National evaluation. UK: Department for Education. Retrieved from https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR049.pdf - Humphrey, N., Lendrum, N., Wigelsworth, M., & Kalambouca, A. (2009). Implementation of primary social and emotional aspects of learning small group work: A qualitative study. Pastoral Care in Education, 27(3), 219-239. - Roffey, S. (2006). Circle time for emotional literacy. London: Paul Chapman Publishing (SAGE). - Sharp, P. (2000). Promoting emotional literacy: Emotional literacy improves and increases your life chances. Pastoral Care in Education, 18(3), 8-10. - Wang, N., Young, T., Wilhite, S. C., & Marczyk, G. (2011). Assessing students' emotional competence in higher education: Development and validation of the Widener Emotional Learning Scale. Journal of Psychoeducational Assessment, 29(1), 47-62. https://doi.org/10.1177/0734282909359394. - White, M. (2009). Magic circles: Self-esteem for everyone in circle time. London: Sage Publications. |
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| ADDITIONAL NOTES | Pre-requisite Qualification: Entry Requirements | ||||||
| STUDY-UNIT TYPE | Lecture | ||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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