| CODE | RSE5036 | |||||||||
| TITLE | Working with Parents and Professionals in Enhancing Resilience | |||||||||
| 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 addresses the issues of parental and community involvement in school resilience programmes in early childhood and school settings. It has several foci. Firstly, it covers the literature on the importance of parental engagement in their children's education and on family school collaboration. Then it discusses how communication and cooperation between home and school can be developed. This is followed by an account of how parents can promote the resilience of their children. This is complemented by a consideration of how school can promote the resilience of parents themselves as models for their children. More specifically, this study-unit will explore the following content areas: - School-home collaboration in resilience education; - Communicating with parents in resilience building; - Supporting parents鈥� resilience; - Working as part of a team (transdisciplinary working); Study-Unit Aims: This study-unit is intended to offer course participants an opportunity to develop a deep and wide understanding of parental involvement in resilience education of their children as well as to reflect on and improve their skills in collaborating with the diversity of parents and community in resilience education. They will have opportunities for considering the different ways in which diverse parents can help their children become more resilient as well as how to enable the parents themselves to become more resilient and thus provide resilience models for their children. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Give a critical account of the literature on parental and community involvement in children's resilience education. - Describe and analyse the different ways in which teachers can collaborate with the diversity of parents in the resilience education of their children. - Describe and analyse the different ways in which parents can promote the resilience development of their children - Give a critical account of the potential for interdisciplinary and transdisciplinary involvement can help schools to enhance their resilience education - Describe ways in which community involvement can improve children's opportunity for resilient growth. 2. Skills: By the end of the study-unit the student will be able to: - Critically reflect on their past and current engagement and collaboration with parents or lack of them; - Devise, implement and evaluate ways for building positive cooperation with families; - Devise methods for parents to engage in building resilience in their children; - Demonstrate competence in the education of parents in enhancing their own resilience; - Demonstrate competence in engagement with other professionals and community in the development of programmes for the enhancement of children's resilience. Main Text/s and any supplementary readings: Main Texts: - International Journal of School & Educational Psychology Volume 8, 2020 - Issue 2: Parents, caregivers and educators: The forgotten stakeholders in the discussion of resilience. - Kourkoutas, E. et al. (2015). Family-School-Professionals Partnerships: An Action Research Program to Enhance the Social, Emotional, and Academic Resilience of Children at Risk. Journal of Education and Learning, 4(3), 112-122. - Cefai, C., Miljevi膰-Ri膽i膷ki, R., Bouillet, D., Pavin Ivanec, T., Milanovic, M., Matsopoulos, A., Gavogiannaki, M., Zanetti, M.A., Cavioni, V., Bartolo, P., Galea, K., Simoes, C., Lebre, P., Caetano Santos, A., Kimber, B. & Eriksson, C. (2022). RESCUR Surfing The Waves. A Resilience Curriculum for Early Years and Primary Schools. A Parents Guide Revised. Malta: University of Malta. - Garbacz, S. A., Swanger-Gagn茅, M. S., & Sheridan, S. M. (2015). The role of school-family partnership programs for promoting student social and emotional learning. In J. Durlak, T. Gullotta, C. Domitrovich, P. Goren, & R. Weissberg (Eds.) The Handbook of Social and Emotional Learning (pp.244-259). New York, NY: The Guildford Press. Supplementary Readings: - Cefai, C. & Cavioni, V. (2016). Parents as active partners in social and emotional learning at school. In B.Kirkcaldy (ed) Psychotherapy in Parenthood and Beyond. Personal enrichment in our lives Turin, Italy: Edizoni Minerva Medica. - Downey, C., & Williams, C. (2010). Family SEAL鈥攁 home-school collaborative programme focusing on the development of children鈥檚 social and emotional skills. Advances in School Mental Health Promotion, 3, 30鈥�41. - El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent involvement and children鈥檚 academic and social development in elementary school. Child Development, 81(3), 988鈥�1005. - Jeynes, W. (2012). A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students. Urban Education, 47: 706 -742. - Maggi, et al. (2011). Community resilience, quality childcare, and preschoolers鈥� mental health: A three-city comparison. Social Science & Medicine, 73, 1080-1087. - Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: What does the evidence say? Health Promotion International, 26(S1), i29-i69. |
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| 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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