Study-Unit Description

Study-Unit Description


CODE COU5303

 
TITLE Techniques of Personal and Social Development Facilitation

 
LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
ECTS CREDITS 5

 
DEPARTMENT Counselling

 
DESCRIPTION The study-unit will introduce participants to various theories prevalent to the pedagogy of the subject, namely the Experiential Learning Cycle and Processing. Processing involves the developing of questioning techniques so that during PSD sessions what, for some, is taken for granted, addressing alternatives/additions and the use philosophical inquiry in the class become part of the learning experience through the use of processing within the Experiential Cycle. This study-unit will also address the rigorous tasks of planning, implementing, evaluating, reflecting upon and record-keeping through extensive preparation, reflection, application and ownership of learning. This study-unit aims at continuing to prepare future PSD specialists for the rigorous task of planning, implementing, evaluating, reflecting upon and record-keeping in PSD facilitation, through extensive preparation, reflection, application and ownership of learning. Broken down into three parts, the study-unit begins by emphasizing the development and adaptation of handouts/worksheets and resources, as well as the continued exploration of PSD facilitation strategies and techniques through observations of modelling sessions, experiential learning and linking theory with practice during lectures, considering aspects including aims of techniques, issues of delivery, advantages and disadvantages, and when, specifically, activities should be used. The study-unit also addresses the actual development of a PSD session.

The study-unit explores the need for logical sequence of the session plan, session closure, summarizing and linking to the next session. Students will address the need for evaluation, with an emphasis on the importance of continued assessment of student progress. Assessment for learning will be addressed with regard to the when, how and why, also in relation to building pupil profiles and secondary school certification. This will be explored within the context of the PSD syllabus and through a reflection on the value of PSD Projects in schools, together with action taking in this regard.

The method of learning and training of this study-unit, is theoretical, metacognitive and experiential, since the objective is to focus on both learning skills and also learning about them. It is therefore assumed that participants would practice the skills described above outside the training group, particularly during their Teaching Practice sessions.

Study-Unit Aims:

This study-unit aims to help and prepare trainee PSD teachers develop a wide conceptual and procedural framework for the theory and practice of personal and social facilitation in educational settings. Trainee PSD teachers will be helped to form the appropriate attitude towards PSD as a school subject and a way of life. Following a historical overview of PSD in Malta in order to understand the historical and cultural context of the development of the Maltese PSD model, this study-unit will introduce participants to various theories prevalent in the method of learning in PSD - namely the Experiential Learning Cycle and processing.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- Define PSD;
- Debate the development of PSD in Malta;
- Discuss the philosophical, sociological and psychological background of PSD;
- Debate PSD and empowerment;
- Differentiate between formal teaching and PSD facilitation;
- Critique advantages and disadvantages of facilitating groups;
- Discuss the baggage we bring along: attitudes, feelings, values and expectations;
- Explain skills and techniques needed to facilitate groups;
- Demonstrate The Experiential Learning Cycle;
- Discuss the relevance of ‘processing’ and questioning techniques in the Experiential Cycle;
- Critique Assessment for Learning: when how why.

2. Skills:

By the end of the study-unit the student will be able to:
- Demonstrate Strategies and Techniques used in the PSD classroom;
- Plan and present Evaluation Techniques through classroom exercises;
- Discuss Assessment for learning;
- Present Planning and Record Keeping through in-class exercises;
- Express Techniques to deal challenging issues in the PSD classroom;
- Plan and formulate questions and questioning techniques in the classroom;
- Reflect on The PSD Syllabus and the curriculum;
- Discuss and implement Strategies and Techniques in the Classroom;
- Devise the rationale and the use of the Teaching Practice File;
- Discuss understanding the sequence of a lesson plan;
- Discuss the set up and content of the Professional File.

Main Text/s and any supplementary readings:

Main Texts:

- Corey, G. & Corey M.S. (2006) I never knew I had a choice: Explorations in personal growth USA: Thomson - Brooks/Cole.
- Darmanin A. (1992). Developing leadership skills. Malta: Media Publications.
- Falzon, R. and Muscat, M. (2009) Personal and social development in a small island community: presenting the Maltese democratic model. Journal of European Teachers of Education Network. Finland: University of Helsinki and ETEN.
- Camilleri, S., Caruana, A., Falzon, R., & Muscat, M. (2012) The Promotion of Emotional Literacy through PSD - The Maltese Experience. In Pastoral care in education: An international journal of personal, social and emotional Development', 30 (1), pp. 19-37.
- Falzon, R. & Muscat, M. (2008). Does the PSD processing experience facilitate moving on to counselling? Study presented as a power point presented during the 2008 IAC 2008 Conference. Dolmen Resort Hotel Qawra Malta.
- Falzon, R. & Muscat, M. (2009). Personal and social development in a small island community: Presenting the Maltese democratic model. Journal of the European Teacher Education Network, 4, 9-26.
- Moon. A. J. (2004). A Handbook of reflective and experiential learning – theory and practice. Abingon: Routledge Falmer.
- Muscat, M. (2006). Evaluation of the PSD programme. Unpublished M. Ed. Dissertation. University of Malta.
- Nelson-Jones (1990). Lifeskills - a handbook. UK: Cassell Publications. Out of Print - Copy available from Coordinators.
- Heron J. (1999). The complete facilitator’s handbook. UK: Kogan Page Ltd, USA Stylus Publishing. Out of Print - Copy available from Coordinators.
- Hopson and Scally (1981). Lifeskills teaching.UK: Cassell Publications.
- The Maltese PSCD learning ourcomes and Syllabus.

Supplementary Readings:

- Arends, R. I. (1994). Learning to teach 4th ed. Boston: McGraw Hill.
- Burman Eva (2004) Values in Education. Routledge.. Burnard P. (1995) Learning human skills 3rd Edition UK: Butterworth Heinemann.
- Buzan Tony (2002) How to Mind Map: The Ultimate Thinking Tool That Will Change Your Life. Thorsons.
- Buzan Tony (2006) Use Your Head: Innovative Learning and Thinking Techniques to Fulfil Your Potential. BBC Active.
- Canfield J., Wells H.C. (1994) 100 Ways to enhance self-concept in the Classroom. 2ndEd USA: Allyn and Bacon.
- Canfield J., Wells H.C. (1994) 100 Ways to enhance self-concept in the Classroom. 2ndEd USA: Allyn and Bacon.
- Canfield J., Wells H.C. ( 1994) 101 Ways to enhance self-esteem and Responsibility. USA: Allyn and Bacon.
- Csoti, M. (2001). People skills for young adults. London: Jessica Kingsley Publishers.
- Darmanin A. ( 1992) Developing leadership skills - a training manual for leaders. Malta: Media Centre Publications.
- Evans N. (1994) Experiential learning for all London: Cassell Publications Gardner Howard (1994) Creating Minds: An Anatomy of Creativity Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham and Gandhi. Basic Books.
- Gardner Howard (2006) Multiple Intelligences: New Horizons in Theory and Practice. Basic Books.
- Gearheart, B. R., Weishahn, M. W., & Gearheart, C. J. (1992). The exceptional student in the regular classroom. New York: Macmillan Publishing Company.
- Harvey Siegel (1996) Rationality Redeemed?: Further Dialogues on an Educational Ideal. Routledge.
- Inman S., Buck M., and Burke H.,(ed.) (1998) Assessing personal and social development measuring the unmeasurable. London: Falmer Press.
- Johnson and Johnson (1998) Joining together - group therapy and group skills. USA: Allyn and Bacon.
- Johnson D.W. (1997) Reaching out - interpersonal effectiveness and self actualization. (6th Ed.) USA: Allyn and Bacon.
- King Pat et al (2000) Citizenship and Personal, Social and Health Education: Pupil Book 1 (Citizenship & PSHE). Folens Publishers.
- Kolb, D.A. (1984). Experiential learning. New Jersey: Prentise Hall.
- Mcnamara Monica (1995) Lifeskills: a positive approach London: Souvenir Press.
- Mc.Peck John E.(1984) Critical Thinking and Education. Palgrave Macmillan.
- Ministry of Education (1999) Creating the Future: National Minimum Curriculum. (http://www.curriculum.gov.mt/nmc.htm)
- Moon. A. J. (2004). A Handbook of reflective and experiential learning – theory and practice. Abingon: Routledge Falmer.
- Moorcraft Christine (2005) Developing Citizenship: Year 1 Activities for Personal, Social and Health Education (books 1 to 6). A & C Black.
- Nelson-Jones R. (1992). Lifeskills helping London: Thomson Learning.
- Nelson-Jones Richard (1993) You can help London: Cassell Educational Limited.
- Oliver I (2000) Ideas for PSHE. UK: Scholastic Ltd Warwickshire.
- Paul Richard (2001) Critical Thinking Skills for College Life: Tools for Taking Charge of Your Learning and Your Life. Prentice Hall. Pfeiffer, W. J. (ed.). (1985). A handbook of structured experiences for human relations training San Diego, California: University Associates.
- Philipps, S.L., & Elledge, R.L. (1991) The team building sourcebook. San Diego, California: University Associates.
- Rogers C. 1961. On becoming a person. London: Constable.
- Steere, B. F. (1988). Becoming an effective classroom manager. New York: State University of New York Press.
- Warner Weil S. McGill I. (1990) Making sense of experiential learning UK: Open University Press.
- Whitaker P. (1990) Managing to learn - aspects of reflective and experiential learning in school London: Cassell.
- White P. (1989) Personal and social education: Philosophical Perspectives. UK: University of London.
- Wilson S. (1999) Lively ideas for lifeskills teachers. UK: Educ. Collins Wragg, E.C. (1999). An introduction to classroom observation. London Routledge Brice (1998) 100 ideas for PSE. UK: Collins Educational.

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Resit Availability Weighting
Assignment SEM2 Yes 50%
Assignment SEM2 Yes 50%

 
LECTURER/S Amanda Bezzina
Stephen Camilleri
Ruth Falzon (Co-ord.)
Sylvana Zammit Pulo

 
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