| CODE | PSY5610 | ||||||
| TITLE | Developing Emotional and Relational Competence | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Psychology | ||||||
| DESCRIPTION | In this study-unit students will explore briefly the foundation of relational and emotional development in childhood and adolescence as well as in adulthood. The nature of relationship and emotional development will be explored and defined. Topics will include the development of emotions, emotional regulation, social and emotional competence, the impact of emotions on behaviour, self-awareness and its role in relationships, the interaction between self and other, attachment and early relationships and their influence on later relationships, the role of the teacher/classroom in relational and emotional development, effective communication, interpersonal styles, maintaining positive relationships. Students will consider how the concepts explored can enhance their practice, particularly in schools, as well as well as their own social and emotional competence. Study-unit Aims: The main aim of this study-unit is to enable students to explore the foundation of relational and emotional development, with a particular focus on childhood and adolescence, including such topics as the development of emotions, emotional regulation, social and emotional competence, the impact of emotions on behaviour, self-awareness and its role in relationships, the interaction between self and other, attachment and early relationships and their influence on later relationships. Students will explore these concepts in relation to practice in school as well as to own personal development. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - discuss and critically evaluate the trajectory of social and emotional development with a particular emphasis on development in childhood and adolescence as well as in adulthood; - discuss and critically evaluate the concept of emotional and relational competence; - relate social and emotional development to educational contexts and how the former may contribute to academic and social and emotional learning; - identify ways how social and emotional competence may be promoted in education; - relate their understanding of social and emotional development to their own personal experience and to their relationships with others. 2. Skills: By the end of the study-unit the student will be able to: - develop basic social and emotional skills of reflection, emotional regulation, self-care and communication; - practice their profession within a relational and emotional framework; - support others鈥� relational and emotional competence; - develop and enhance their own relational and emotional competence. Main Text/s and any supplementary readings: Main texts - Shaffer, D.R. (2009) Social and Personality Development. 6th ed., Belmont, CA: Wadsworth - Elias, MJ et al (1997) Promoting Social and Emotional Learning. Guidelines for Educators. VA, USA: ASCP Supplementary texts - Askell-Williams, H., and Cefai, C. (2014) Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings. Teaching and Teacher Education, 40, 1-12 - Cefai, C. & Cavioni, V. (2014) Social and Emotional Education in Primary School: Integrating Theory into Practice. NY, USA: Springer Publications - Cefai, C. & Camilleri, L. (2014) A Healthy Start: Promoting mental health and wellbeing in the early primary school years. Emotional and Behaviour Difficulties. DOI: 10.1080/13632752.2014.915493 - Cefai, C. et al. (2014) A Resilience Curriculum for Early Years and Elementary Schools in Europe: Enhancing Quality Education. Croatian Journal of Education, 16, 2:73-94 - Cefai, C. (2008) Promoting Resilience in the Classroom: A guide to developing pupils' emotional and cognitive skills. London: Jessica Kingsley Publishers - Cooper, P. & Cefai, C. (2013) Evidence based approaches to social, emotional and behaviour difficulties in schools. Korean Journal of Educational Policy, 81-101 - Cooper, P. & Jacobs, B, (2011) From Inclusion to Engagement. London: Wiley Publications. - Goleman, D. (1996) Emotional Intelligence. London: Bloomsbury - Harris, B. (2007) Supporting the Emotional Work of School Leaders. London: Paul Chapman Publishers - Kabat-Zin, J. (2005). Coming to our Senses. New York: Hyperion - MindGym, (2009) The Mind Gym: Relationships. MindGym - Webster-Stratton, C. (1999) How to Promote Children鈥檚 Social and Emotional Competence. London: Paul Chapman Publishers |
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| STUDY-UNIT TYPE | Lecture | ||||||
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| LECTURER/S | Jo Christine Scicluna |
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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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