| CODE | RSE5031 | ||||||||||||||||
| TITLE | Competences and Pedagogy in Resilience Education | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 10 | ||||||||||||||||
| DEPARTMENT | Centre for Resilience and Socio-Emotional Health | ||||||||||||||||
| DESCRIPTION | This study-unit first raises the challenges of the pedagogy of resilience education. The study-unit delivery is itself based on experiential learning through individual and group exercises. It first addresses the assessment of socio-emotional and resilience development, and the planning and implementation of experiential learning using the SAFE approach, i.e. a Sequenced planned set of activities; Active forms of learning such as role-plays; Focused on developing social and emotional skills; and Explicitly targeting specific social and emotional skills. In addition, it discusses how empathic interaction with learners and adaptation of resources can enhance the engagement of all learners individually and in collaborative learning exercises. The key resilience competences will be covered in this study-unit such as Communication and Healthy Relationships, Self Determination, Growth Mindset, Building on Strengths and Turning Challenges into Opportunities (such as conflict, rejection, bullying, loss, and transitions). These competences have already been developed in the RESCUR-Surfing the Waves curriculum program (2015). Other relevant competences developed by other resilience programs will be presented along with critique of RESCUR and each of the other programs particularly from a multicultural perspective. Course participants will be provided with an opportunity to critically evaluate the trajectory in the development of resilience skills as well as the interaction between the child鈥檚/young person's characteristics and the context characteristics in which the child/young person grows. Another issue will be a consideration of how skills are learnt through a combination of home and school education. Participants will also consider which competences may have greatest priority and how they can be taught from early childhood to higher education. More specifically, this study-unit will explore: - Experiential learning and SAFE approach (7 hrs); - Assessment of resilience competences (5 hrs); - Critical evaluation of resilience programmes (5 hrs); - Introduction to RESCUR and experiential learning (3 hours). Resilience Competences 鈥� Case studies from RESCUR programme: - Social networking (5 hrs); - Growth Mindset (5 hrs); - Self-determination (5 hrs); - Building on strengths (5 hrs); - Turning challenges into opportunities (10 hrs). Study-Unit Aims: This study-unit has two related aims, namely to enable participants: - To understand the importance of resilience competences for children鈥檚 and young persons' healthy development, the nature of such competences and how these are related to wider socio-emotional competences and to the developmental and contextual challenges children and young persons experience on their journey from infancy to adulthood; - To adopt an experiential approach to the teaching and learning of resilience competences. Both these aims will be reached through a critical detailed evaluation of the several programs on the development of resilience skills, including the RESCUR curriculum. Participants will be trained in assessment of socio-emotional and resilience needs, and use of the SAFE pedagogy, using a Sequenced step-by-step approach, Active experiential and participative learning, that is Focussed on skills development, with Explicit learning goals related to resilience. Use of collaborative learning will also be considered. Participants will then experience the delivery of each of the main resilience competences included in the RESCUR programme through relevant role play, discussion and reflection. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Compare and contrast the differences between didactic and experiential approaches in teaching and learning in relation to resilience education; - Describe and analyse the use of the SAFE approach in socio-emotional teaching and learning; - Describe and analyse the main elements of teaching that ensure the engagement and learning of each child/young person; - Compare and contrast the different assessment methods required for assessment of knowledge, attitude and skills competences with reference to resilience; - Critically describe the important resilience competences that children and young persons need for healthy development and relate them to the relevant theories and research; - Critically describe the major existing programs for the teaching of resilience competences to children and young persons at the different stages of their education; - Critically describe the skills that constitute the various competences including the areas of: Relationships and Communication, Growth Mindset, Self-determination, Building on Strengths, and Turning Challenges into Opportunities (Dealing with adversity, rejection, family conflict, loss, bullying, change and transitions). 2. Skills: By the end of the study-unit the student will be able to: - actively participate in actions to increase their own growth and resilience; - assess children鈥檚 and young people's level of socio-emotional and resilience competences; - provide empathic responses to children鈥檚 and young people's voices, especially marginalised ones; - demonstrate competence in positive interpersonal and collaborative interactions; - facilitate activities in intra- and interpersonal and collaborative skills with children, young people and adults, making use of the SAFE approach; - select and apply appropriate methods of assessment of socio-emotional and resilience competences, with particular reference to formative assessment; - compare and contrast resilience curricula for the different stages of schooling (preschool vs. elementary school vs. secondary school); - implement and evaluate resilience programs for and with children and young people by applying the best practices in implementation and evaluation methodology; - demonstrate interpersonal and didactic skills in the implementation of the RESCUR program with children. Main Text/s and any supplementary readings: Main Texts: - CASEL (2023) SEL Programme Guide https://pg.casel.org/review-programs/ - Cefai, C., Miljevi膰-Ri膽i膷ki, R., et al. (2022). RESCUR Surfing The Waves. A Resilience Curriculum for Early Years and Primary Schools. Revised edition. University of Malta. - Cefai, C. et al (2022) The effectiveness of a school-based, universal mental health programme in six European countries. Frontiers in Psychology https://doi.org/10.3389/fpsyg.2022.92561 - Cefai, C., Sim玫es, C. and Caravita, S. (2021) A systemic, whole-school approach to mental health and well-being in schools in the EU. NESET report, Luxembourg: Publications Office of the European Union - Cefai, C, Downes, P. & Cavioni, V (2021) A formative, inclusive, whole school approach to the assessment of Social and Emotional Education in the EU. NESET report, Luxembourg: Publications Office of the European Union - Cefai, C. Bartolo, P., Cavioni, V. & Downes, P. (2018) Strengthening Social and Emotional Education as a key curricular area across the EU. A review of the international evidence. NESET Report. Luxembourg: Publications Office of the European Union - Cipriano, C., Strambler, M. J., Naples, L., Ha, C., Kirk, M. A., Wood, M. E., 鈥� Durlak, J. (2023). Stage 2 Report: The State of the Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions. https://doi.org/10.31219/osf.io/mk35u - Durlak, J.A, Domitrovich, C.E., Weissberg, R.P. and Gullotta, T.P. (Eds.) (2015) Handbook of Social and Emotional Learning. New York: Guilford Press. - Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., & Taylor, R. D. (2011). The impact of enhancing students鈥� social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 474-501. - Hart, A. & Heaver, B (2015) Resilience Approaches to Supporting Young People鈥檚 Mental Health: Appraising the Evidence Base for Schools and Communities. Brighton; UK: University of Brighton. - Massachusetts Department of Elementary and Secondary Education: Guidelines on Implementing Social and Emotional Learning (SEL) Curricula. Retrieved February 2017 from www.doe.mass.edu/bullying/SELguide.doc Supplementary Readings: - Cefai, C (2022) Social and emotional learning for vulnerable and marginalized children and young people. In Andy Smart and Margaret Sinclair (eds) Educating for the social, the emotional and the sustainable. SEL in context. Nissem Global Report - Cefai, C. & Cavioni, V. (2014).Social and Emotional Education in primary school: Integrating Theory and Research into Practice. New York: Springer. - Davydov, D. M., Stewart, R., Ritchie K., &Claudieu, I. (2010). Resilience and mental health. Clinical Psychology Review, 30, 479-495. - Goldstein, S. and Brooks, R.B. (2013). Resilience in Children (2nd edition). NY: Springer Pub. - Grazzani, I., Agliati, A., Conte, E., Cavioni, V., Gandellini, S., Ornaghi, V., 鈥� & Vintur, T. (2022). PROMEHS. The curriculum to promote mental health at school. Activities handbook for teacher. Mimesis. - Greenfield, B. (2015) How can teacher resilience be protected and promoted? Educational and Child Psychology, 32 (4), 52-68 - HOPEs Positive Psychology Programme - Johnson, B. (2008). Teacher-student relationships which promote resilience at school: a micro-level analysis of students鈥� views. British Journal of Guidance & Counselling, 36 (4), 385-398. - Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building Resilience in Teacher Education: An evidenced informed framework. Teaching and Teacher Education, 54, 77鈥�87 - McGrath, H. & Noble, T. (2011).Bounce Back-A Well-Being and Resilience Program (2nd edition), Years K-2 Handbook & Classroom Resources. Australia: Pearson. - Moon, J.A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. New York: Routledge. - OECD (2021) Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills, OECD Publishing, Paris. https://doi.org/10.1787/92a11084-en. - Place, M., Reynolds, J., Cousins, A., & O鈥橬eill, S. (2002). Developing a resilience package for vulnerable children. Child and Adolescent Mental Health, 7(4), 162-167. - Qualters, D. M. (2010). Bringing the Outside in: Assessing Experiential Education. New Directions for Teaching and Learning, 124, 55-62. - Vance, A., Pendergast D. & Garvis, S. (2015) Teaching resilience: a narrative into the importance of teacher resilience, Pastoral Care in Education, 33 (4), 195-204. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||||||
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| LECTURER/S | Valeria Cavioni Paul A. Bartolo Carmel Cefai (Co-ord.) Madeline Duca James Formosa |
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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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