| CODE | RSE5022 | ||||||
| TITLE | Behaviour Management and Change at Schools | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Centre for Resilience and Socio-Emotional Health | ||||||
| DESCRIPTION | This study-unit has two main core components: Part 1: encompasses the following contents: 鈼� Individual models - Motivational models; - Behavioral adoption models; - Multi-stage models. 鈼� Interpersonal models - Theory of social learning. 鈼� Social support and social networks 鈼� Community and Group models - Theory of Community Organization; - Theory of the diffusion of innovations; - Organizational change. Part 2: encompasses the following contents: 鈼� Understanding Disruptive Behavior - Concepts and dimensions of behavior and behaviour deviation; - Descrption and classification of School and classroom Behavior Problems; - Functional Behavior Analysis. 鈼� Manage Classroom and school behavior - Classroom Management; - Contextual adaptations; - Academic Acomodations. 鈼� Strategies for managing behaviors in school 鈼� The teacher and other adults as key elements Study-Unit Aims: Part 1: aims to enable course participants with: - Understanding the factors involved in behavior and behavior change; - Knowing and describing predictive of models of behavior and change; - Understanding the applications of these models in resilience promotion in school contexts. Part 2: aims to help course participants with: - Understanding challenging and disruptive behaviors; - Understanding the main aspects associated with behavior problems in school context; - Identifying and using different strategies and programs in behavior management in the school context. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: Part 1: - Undstand the main predictive models of health-related behaviors; - Identify the main models of change in health; - Reflect on the factors associated with health-related behaviors present in the models under study. Part 2: - Understand the behavior of children and young people in the school context; - Reflect on factors associated with behavioral problems at school and in the classroom; - Identify behavior management strategies in school context. 2. Skills: By the end of the study-unit the student will be able to: Part 1: - Apply predictive models to health behavior analysis in resilience promotion; - Apply change models in intervention planning in resilience promotion. Part 2: - Apply functional behavior analysis to understand problem behavior; - Apply management strategies of behavioral problems in school context. Main Text/s and any supplementary readings: Module A: - Roesch-Marsh, A. (2012). Behaviour as communication: understanding the needs of neglected and abused adolescents. WithScotland - Hadaway, S. M., & Brue, A. W. (2016). Practitioner鈥檚 Guide to Functional Behavioral Assessment: Process, Purpose, Planning, and Prevention. London: Springer. - Shelton, F. & Brownhill, S. (2008). Effective Behaviour Management in the Primary Classroom. Berkshire: Open University Press. - Morgan, N. (2009). Quick, Easy and Effective Behaviour Management Ideas for the Classroom. London: Jessica Kingsley Publishers. Module B: - Cefai, C., Sim玫es, C. & Caravita, S. (2021). A systemic, whole-school approach to mental health and well-being in schools in the EU鈥�. NESET Analytical report. Luxembourg: Publications Office of the European Union. - Davis, R., Campbell, R., Hildon, Z., Hobbs, L., & Michie, S. (2015). Theories of behaviour and behaviour change across the social and behavioural sciences: a scoping review. Health Psychology Review, 9(3), 323-344. - Hagger, M. S., Cameron, L. D., Hamilton, K., Hankonen, N., & Lintunen, T. (Eds.). (2020). The handbook of behavior change. Cambridge University Press - Little, L., Sillence, E., & Joinson, A. (2017, Eds)). Behavior change research and theory: Psychological and technological perspectives. Academic |
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| STUDY-UNIT TYPE | Lecture and Practical | ||||||
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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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