Study-Unit Description

Study-Unit Description


TITLE Health, Wellbeing and Emotional Literacy

LEVEL 05 - Postgraduate Modular Diploma or Degree Course


DEPARTMENT Counselling

DESCRIPTION This study-unit intends to introduce Emotional Intelligence and Emotional Literacy to the PSD teacher trainee within the context of the Experiential Learning Cycle (ELC). With greater self-awareness of our own emotions and the ability to emphasize and understand other people's emotional state, we perform better. In other words being emotionally literate makes a real difference to performance and, therefore, quality of life. Research indicates that emotional intelligence can at times be a better indicator of performance than IQ. The theory behind Emotional Intelligence and emotional literacy will be presented. PSD trainee teachers will also have the opportunity to understand their Emotional Intelligence as well as address how they can become more emotionally literate. Emotional intelligence affects us all, both when working in collaboration with others or individually. Self-empowerment, emotional literacy, and self-expression are crucial for a good quality of life both at a personal and group level. These are all implemented in Maltese schools during timetabled statutory PSD sessions. Emotional Literacy is embedded in the methodology used in the Maltese PSD model. This includes the 'processing' stage within the Experiential Learning Cycle (ELC). Students will also have the opportunity to address specific health issues with the relevant professionals.

Study-Unit Aims:

This study-unit aims to:
- Introduce Emotional intelligence within the Multiple intelligence framework.
- Introduce the students to the four constructs that make classes a learning environment, within the conceptual framework of Emotional Intelligence and emotional literacy.
- Help students understand their own emotional literacy and how this affects their facilitation skills in the classroom.
- Address health issues and Emotional Literacy.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- Discuss Emotional Intelligence within the construct of Multiple Intelligences.
- Describe the four constructs that make the class a learning environment.
- Demonstrate understanding of Emotional Intelligence (EI) and Emotional Literacy (EL), and the differences between them.
- Discuss EL within the Experiential Leaning Cycle and in processing.
- Discuss their own self-awareness within the Jo-Hari Window construct.
- Discuss their reflections on personal values, attitudes and beliefs and their effects on EL.
- Explore methods of improving self-management and overcoming negative self-talk.
- Describe personal goals and their self-motivation within the context of Emotional Literacy.
- Discuss how beliefs, values and attitudes can affect motivation and performance.
- Demonstrate techniques for personal improvement.
- Demonstrate and discuss the concept of empathy.
- Discuss the use of different activities in the classroom to enhance emotional literacy in pupils.
- Demonstrate awareness of how emotionally literate teachers can help pupils develop their self-awareness and self-esteem.
- Discuss the relationship between processing and developing emotional literacy.
- Discuss the importance of developing skills that can help pupils become emotionally literate individuals.
- Relate Emotional Literacy and Health Issues.
- Discuss Health and development of the individual – the child, the adolescent and the young adult.
- Debate the relationship among Stress, health and EL.
- Explain Emotions related to Stress.
- Describe sources of stress to the individual, the family and the community.

2. Skills:

By the end of the study-unit the student will be able to:
- Reflect upon, understand and gauge own personal emotional literacy in the classroom.
- Demonstrate how emotional literacy affects health and wellbeing.
- Execute and use exercises the address and improve their own EL.
- Execute and use exercises to address and improve the group setting in the classroom.
- Identify personal areas in need of improvement.
- Process activities within the Experiential Learning Cycle and Emotional Literacy Model.
- Prepare appropriate resources for such activities.
- Execute and use exercises to address Health and development of the individual through the PSD sessions.

Main Text/s and any supplementary readings:

Main Texts:

- 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.
- Carter, P. (2011). Test you Emotional Intelligence: Improve Your EQ and Learn How to Impress Potential Employers (Testing Series). London: Kogan Page.
- Gardner, Howard (2006), Multiple Intelligences: New Horizons in Theory and Practice. Basic Books.
- Goleman, D. (1995). Emotional Intelligence. New Yowk: Bantam.
- Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17, 433-442.
- Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination, cognition, and personality, 9 (3), 185-211.

Supplementary Readings:

- Agius, J. B. (2009). Students' perceptions on the emotional support given by non-pastoral care subject teachers. Non-published Masters thesis. Malta: University of Malta.
- Bay, D., & McKeage, K. Emotional Intelligence in Undergraduate Accounting Students: Preliminary Assessment. Accounting Education: an international journal, 15(4) 439 - 454, December 2006.
- Bocchino, R. (1999). Emotional literacy: To be a different kind of smart. UK: Sage Publications.
- Cefai C. & Cooper, P. (2011). Maltese schools: a method of promoting inclusive education. British Journal of Special Education, 38 (2), 65-72.
- Dewey, J. (1938). Experience and education. USA: Simon and Schuster.
- Domitrocich, C. E., Cortes, R. C. & Greenberg M.T. (2007) Improving young children’s social and emotional competence: A randomized trial of the pre-school ‘PATHS’ curriculum. The Journal of Primary Prevention, 28 (2), 67-91.
- Dyrda, B. & Przybylska, I. (2005). Creative and emotionally intelligent teacher - the teacher of the future. In M. Persson, (Ed.) Learning for the future: Dimensions of the new role of the teacher (pp. 69-83). Karstland: EU Socrates Programme.
- Davis, K; Christodoulou, J; Seider, S; Gardner, H. (2011), "The Theory of Multiple Intelligences", in Sternberg, Robert J.; Kaufman, Barry, The Cambridge Handbook of Intelligence, Cambridge University Press, pp. 485–503.
- 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.Gardner, Howard (1993), Multiple Intelligences: The Theory in Practice. Basic Books.
- Gardner, Howard (1983), Frames of Mind: The Theory of Multiple Intelligences, Basic Books.
- Gardner, Howard (1999), Intelligence Reframed: Multiple Intelligences for the 21st Century, Basic Books.
- Gardner, H. (2004), Changing Minds: The art and science of changing our own and other people's minds, Harvard Business School Press.
- Goleman, D. (1995). Emotional intelligence. New York: Bantam.
- Goleman, D. (1998). Working with emotional intellifence. London: Bloomsbury Publishing.
- Hayry, M. (1999). Measuring the quality of life: why, how and what?. In C.R.B. Joyce, C.A., O‘Boyle, & H. McGee (Eds.) Individual quality of life approaches to conceptualization and assessment. (pp. 9-27). Amsterdam: Harwood Academic Publisher.
- Hromek, R. & Roffey, S. (2009). Promoting social and emotional learning with games: It’s fun and we learn things. Simulation and Gaming, 40 (5), 626-644.
- Humphrey, N., Lendrum, N., & Wigelsworth, M. (2010). Social and emotional aspects of learning (SEAL) programme in secondary school: national evaluation. UK: Department for Education.
- Humphrey, N., Lendrum, N., Wigelsworth, M. & Kalambouca A. (2009). Implementation of primary social and emotional aspects of learning small group work: a qualitative study. Pastoral care in education, 27 (3), 219-239.
- Roffey, S. (2006). Circle time for emotional literacy. London: Paul Chapman Publishing (SAGE).
- Sharp, P. (2000). Promoting emotional literacy: Emotional literacy improves and increases your life chances. Pastoral Care in Education, 18 (3), 8-10.
- Wang, N., Young, T., Wilhite, S.C., & Marczyk, G. (2011) Assessing Students' Emotional Competence in Higher Education: Development and Validation of the Widener Emotional Learning Scale. Journal of Psychoeducational Assessment, 29(1) 47 –62. DOI: 10.1177/0734282909359394.
- White, M. (2009). Magic Circles: self esteem for everyone in circle time. London: Sage Publications.


Assessment Component/s Assessment Due Resit Availability Weighting
Assignment SEM1 Yes 100%

LECTURER/S Stephen Camilleri
Ruth Falzon (Co-ord.)
Maud Muscat

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