| CODE | RSE5039 | |||||||||
| TITLE | Strengthening the Resilience of Educational Professionals | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 10 | |||||||||
| DEPARTMENT | Centre for Resilience and Socio-Emotional Health | |||||||||
| DESCRIPTION | The study-unit presents strategies and practices for enhancing resilience in professionals. It presents the main qualities of a resilient practitioner and describes useful tools for developing resilience. More specifically, this study-unit will explore the following content areas: - Qualities of resilient educational professionals (personal characteristics; attitudes etc.); - Professional development engagement; - Motivation and commitment, dealing with work related challenges, creative problem solving. Study-Unit Aims: - To strengthen the resilience of practitioners working with children and young people, particularly in educational contexts; - To enable practitioners to promote a healthy life style, including useful coping strategies; - To help course participants to recognize and understand the importance of proactive interventions in order to promote the practitioners' resilience; - To provide a theory-based framework for practical interventions which will enable course participants to enhance and cultivate their resilience as practitioners. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Develop a deeper understanding of the ways to promote practitioners' resilience within the systemic, ecological resilience framework; - Critically discuss and evaluate stress and coping theories and the effects of stress on health; - Describe factors which promote divergent thinking, creative process and collaborative behaviour; - Identify the role of positivity in promoting growth and wellbeing; - Critically evaluate the role of protective and risk factors for practitioners health and wellbeing; - Identify the way theoretical backgrounds could shape the practitioner role understanding. 2. Skills: By the end of the study-unit the student will be able to: - Use motivation theory to explain practitioners' motivation and engagement; - Integrate the theoretical approaches on stress and effective coping to evidence-based practice; - Use mindfulness, self-compassion, positive emotions as resilience-enhancing strategies; - Set clear, consistent boundaries as practitioners; - Manage stressful situations in school and other environments; - Give and receive help in stressful events; - Generate optimism and hope in one's own life; - Take active steps to maintain own health and wellbeing. Main Text/s and any supplementary readings: Main Texts: - Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26, 622-629. - 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 Teachers Guide. Malta: Centre for Resilience and Socio-Emotional Health, University of Malta. - Darling-Hammond, L., Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Washington: US National Academy of Education - Eurydice Report (2021). Teachers in Europe. Careers, development and well-being. Brussels: Publications Office of the European Union. (available online) - Hascher, T., Beltman, S., & Mansfield. C. (2021). Teacher wellbeing and resilience: towards an integrative model. Educational Research, 63(4), 416-439. https://doi.org/10.1080/00131881.2021.1980416. - Iancu, A.E., Rusu, A., M膬roiu, C., P膬curar, R., & Maricu葲oiu, L. P. (2018). The effectiveness of interventions aimed at reducing teacher burnout: A meta-analysis. Educational Psychology Review, 30, 373-396. https://doi.org/10.1016:10.1007/s10648-017-9420-8. - Mansfield, Caroline (edt). (2020). Cultivating Teacher Resilience. International Approaches, Applications and Impact. Springer Singapore - Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2016). Teachers鈥� psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6), 788-799. https://doi.org/10.1037/edu0000088. Supplementary Readings: - Beltman, S., Mansfield, C. and Price, A. (2011). Thriving not just surviving A review of research on teacher resilience. Educational Research Review, 6 (3). pp. 185-207. - Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., & Mujtaba, T. (2006). Variations in teachers鈥� work, lives and their effects on pupils: VITAE Report (DfES Research Rep. No. 743). London: Department for Education and Skills. - Easterly, R., G., (2016). Personal resilience as a predictor of professional development engagement and career satisfaction of agriscience teachers. A dissertation presented to the graduate school of the University of Florida. - Glantz, M., Johnson. J. (2002). Resilience and Development. Positive Life Adaptation. Kluwer Academic Publishers. - Goldstein, S and Brooks, R.B. (2013). Resilience in Children (2nd edition). NY: Springer Pub. - Gordon, K. A., & Coscarelli, W. C. (1996). Recognising and fostering resilience. Performance Improvement, 35(9), 14-17. - Gu, Q., & Day, C. (2007). Teachers鈥� resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302-16. - Howard, S. & Johnson, B., (2004), Resilient teachers: resisting stress and burnout. Social Psychology of Education, 7, pp. 399-420. - Hu, T., Zhang, D., & Wang, J. (2015). A meta-analysis of the trait resilience and mental health. Personality and Individual Differences, 76, 18-27. - Huppert, F. A., & Cooper, C. L. (Eds.). (2014). Wellbeing: A Complete Reference Guide, Interventions and Policies to Enhance Wellbeing (Vol. 6). John Wiley & Sons. - Jennings, Patricia A., Frank, Jennifer L., Snowberg, Karin E., Coccia, Michael A. and Mark T. Greenberg. (2013). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of a Randomized Controlled Trial in School Psychology Quarterly, Vol. 28, No. 4, 374鈥�390. - Jennings, Patricia A., Frank, Jennifer L., Snowberg, Karin E., Coccia, Michael A. and Mark T. Greenberg. (2011). Improving Classroom Learning Environments by Cultivating - Awareness and Resilience in Education (CARE): Results of Two Pilot Studies. Journal of Classroom Interaction, 46, p 37-48. |
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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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