| CODE | COU4101 | |||||||||
| TITLE | Related Issues in PSD Facilitation | |||||||||
| UM LEVEL | 04 - Years 4, 5 in Modular UG or PG Cert Course | |||||||||
| MQF LEVEL | Not Applicable | |||||||||
| ECTS CREDITS | 6 | |||||||||
| DEPARTMENT | Counselling | |||||||||
| DESCRIPTION | This study-unit intends to expose future PSD specialists to professional themes. These include ethical and professional issues, drug education, disabilities issues, sexuality and relationships education in the PSD classroom, sexuality education and disability, and child abuse and neglect. The aim is to make PSD specialists aware of the objectives of the PSD syllabus and issues which might arise during their professional work in the classroom and at school. This study unit also present referral and support systems available within schools, the Department of of Education and on the local scene. Trainee PSD teachers will have the opportunity to explore issues of boundaries, limitations and referral within the context of ethics, professional behaviour and appropriate plans of action in the best interest of pupils. As such, some of the presentations will actually take place on premises outside university. With regards to child abuse and neglect, a clear definition of child abuse, its prevalence both in the local and international scene and other relevant information regarding the issue will be given. This part of the study unit will cover prevention techniques which can be adopted in PSD sessions. Students will also be presented with a clear exposition of the Child Protection Procedures for school, support systems, and what the role of the PSD specialists is in cases where referral is necessary. The fundamental aim of this part of the study unit is to equip the PSD Specialist with appropriate and effective skills when dealing with issues of child abuse. Study-unit Outline: 1. Ethical and Professional Issues • Defining ethics • Professionalism and what this implies • What is a code of ethics? • The code of ethics and different roles within the school • Ethical and professional issues in PSD • The rights of the school and other professionals • Where and to whom does the code of ethics apply • Case studies 2. Drug Education • Elements that make up drug education • How best to deliver drug education within a PSD context • Skills to deal with difficult questions, comment and issues • Awareness of the substance abuse policy • How and when to make use of the substance abuse policy 3. Disability Issues • Circle of Friends • Sociometric Testing • Peer Preparation Programme • Universal Design Learning 4. Sexuality Education in the Classroom • The Sexual Health Policy and PSD • Creating a safe environment to discuss sex and sexuality • Training and gaining self confidence in delivering a programme • Factors to be taken into consideration in planning a sexuality education programme • Formation versus information • Involving all stakeholders • The objectives of a sexuality education programme • The involvement of other teachers in a sexuality education programme • Fears and apprehensions in delivering the programme 5. Sexuality and Disability Issues • Understanding Sexuality and intellectual disability • Addressing Sexuality and intellectual disability in the PSD sessions 6. Child Abuse and Neglect • Definition and Categories of Child Abuse • Effects • Factors Influencing the Effects of Abuse • Manifestations • Psychological Barriers to Accepting Abuse • Who are the Offenders? • Who are the Victims? • Domestic violence • Abuse on the Internet • Munchausen Syndrome • Teaching children safety • Positive Discipline in the Classroom • Supporting a Child who Discloses Abuse • Case discussions • Referral System Main Text/s and any supplementary readings: Required Text: Bond, T. (2010). Standards and Ethics for Counselling in Action. London: Sage. Nelson-Jones, R. (1991). Lifeskills- A Handbook. London: Cassell Education Ltd. Policies of the Ministry of Education - https://www.education.gov.mt/Page.aspx?pid=211&depid=2&pageid=14 (Policies on this website are listed according to sector and in alphabetical order) http://books.google.com.mt/books?id=VlM9AAAAIAAJ&source=gbs_similarbooks http://www.curriculum.gov.mt/curriculum_form1.htm http://www.talktofrank.com/ Reading Pack provided by each lecturer and references below. Reading List: Abela, A. (1994). Shifting values in Malta. Malta: Media Centre Ainscough, C. And Toon, K. (2000) ‘Breaking Free.’ London: Sheldon Press Albom, M. (1958). Tuesdays with Morrie; an old man, a young man, and life’s greatest lesson. New York: Doubleday Alexander, P.C. (1992) ‘Application of attachment theory to the study of sexual abuse.’ Journal of Consulting and Clinical Psychology 60, 185-195 Axline, M.A. (1971) ‘Dibs In Search of Self.’ London: Penguin Books Bond, T. (1986). Games for social and life skills. UK: Stanley Thornes (Publishers) Limited Braun, D. (1988) ‘Responding to Child Abuse: Action and Planning for Teachers and other Professionals.’ London: Bedford Square Press Brooks-Harris, J.E., & Stock-Ward, S.R. (1999). Workshops: designing and facilitating experiential learning. London: Sage Publications Browne, K., Hanks H., Stratton P., (2002) Early prediction and prevention of child abuse UK: Wiley and Sons Limited Burnard P. (1995) Learning human skills 3rd Edition UK: Butterworth Heinemann Calam, R. & Franchi, C., (1987). Child abuse and its consequences: observational approaches. New York: Cambridge Publications Calleja J. (1988). Thoughts on concepts and practice of the Maltese education system. UNESCO Malta Calleja, N. (1998) Listening to the learner: learner characteristics to shape the whole school reform (Unpublished M.Ed thesis, University of Malta) Campbell J.C. (1998) Empowering survivors of abuse. USA: Sage Publications Canfield J., Wells H.C. (1994) 100 ways to enhance self-concept in the classroom 2nd Edition USA: Allyn and Bacon Canfield J., Wells H.C. (1995) 101 ways to enhance self-esteem and responsibility USA: Allyn and Bacon Cook, Crosson T. (2002) Understanding child abuse and neglect USA: Allyn and Bacon Dryden W. (1998) Developing self-acceptance USA: Wiley Publications Frankl V. (1959) Man’s search for meaning New York: Pocket Books Elliott, M. (1985) ‘Preventing Child Sexual Abuse: A Practical Guide to Talking with Children.’ London: Bedford Square Press Elliott, M. (1986) ‘Keeping Safe.’ London: Bedford Square Press Finkelhor, D. and Browne, A. (1986) ‘Initial and long-term effects: a conceptual framework.’ In D. Finkelhor (ed) A Sourcebook on Child Sexual Abuse. Beverly Hills, CA: Sage Frankl, V. (1963) Man’s Search for Meaning. Boston: Beacon Press Goleman D, (1996). Emotional Intelligence; why it can matter more than IQ London: Bloomsbury Publishing Company Groth, A.N. and Oliveri, F.J.(1989) ‘Sexual trauma in the life histories of rapists and child molesters,’ Victimology: An International Journal 4, 10-16 Harris A. T. (1970) I’m OK- you’re OK London: Pan Books Ltd Johnston Christine (1998) Unlocking the will to learn USA: Corwin Press Inc. Johnson D.W. (1997) Reaching out 6th Edition London: Allyn and Bacon Jones, D.N., et. al. (1987). Understanding child abuse. Hampshire UK: Palgrave Josselson R. (1996) The space between us; exploring the dimensions of human relationships, London: Sage Publications Kolb D. (1984) Experiential learning: experience as the source of learning and development New Jersey: Prentice-Hall Incorporated Muscat, M. (2006) Evaluation of the PSD programme. Unpublished M.Ed thesis University of Malta Napier R. and Gershenfed M.K. (1999) Advanced games for trainers. USA : McGraw-Hill Companies NASA K-12 Internet Initiative Project (Krieg Tish) traicoff @quest.arc.nasa.gov National Minimum Curriculum (October 1999) Malta: Ministry of Education Perrin R.D. (1999) Child maltreatment: an introduction USA: Sage Pithers, D. And Greene, S. (1986) ‘We Can Cay No.’ London: Hutchinson Powell John (1967) Why am I afraid to tell you who I am? London: Fontana/Collins Powell, J. (1978) Solving the riddle of the self; the search for self-discovery USA: Thomas More, Tabour Publishing, Allen, Texas Rose S. (1985). Recognition of child abuse and neglect. Out of Print. (At UOM library) Satir V. (1972) Peoplemaking USA: Science and Behaviour Books, inc. Palo Alto, California Stevenson O. (1990). Child abuse: professional practice and public policy. New York: Wheatsheaf, H Sultana R.G. (1992) Education and national development: historical and critical perspectives on vocational school in Malta Malta: Mireva Pub Sultana R.G. (1992) Personal and social education: curriculum innovation and school bureaucracies in Malta. British Journal of Guidance and Counselling 20,2, 164 - 185 Sultana R. (1986) A personal and social education programme Unpublished draft of a PSE Curriculum (Department of Education) Walker M., (1992). Surviving secrets: the experience of abuse for the child, the adult and the helper Buckingham UK: Open University Press White P. (1989) Personal and social education: philosophical perspectives. UK: University of London Wolfe D.A. (1999) Child abuse USA: Sage Publications Zammit Ciantar (1992) Education in Malta Malta: Studia Editions |
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| ADDITIONAL NOTES | This study-unit is only offered to B.Ed. (Hons) PSD Year 4 students. | |||||||||
| STUDY-UNIT TYPE | Lecture and Seminar | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Claire Lucille Azzopardi Lane Juan Camilleri Stephen Camilleri Carmen Galea Lauren Kenely Sylvana Zammit Pulo |
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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 2023/4. It may be subject to change in subsequent years. |
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