| CODE | EDU5923 | |||||||||
| TITLE | Developing and Implementing Community Based Persons Centred Plans (across impairments) | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Faculty of Education | |||||||||
| DESCRIPTION | The focus of on this study-unit is on the inclusion of persons with developmental delay and mental health problems in their schools and communities. This study-unit will: - Critically discuss the different diagnostic criteria used in different settings; - Describe individuals across the life span with different developmental and mental health conditions and how this affects their learning, what kind of support and intervention (including pharmaceutical and technological) the individuals need or are subjected to and the necessary transdisciplinary support to facilitate their inclusion in school and in society. Study-unit Aims: This study-unit aims to assist students in achieving a critical understanding of different conditions described in developmental psychopathology and how these conditions may affect the individual’s inclusion in schools and in the community. Students will achieve a critical understanding of the different diagnostic criteria (DSM, ICD and ICF) used in different settings and the implications of these different diagnostic criteria on the individuals themselves and the type of services provided; students will be able to put together case studies describing the individual’s condition and level of functioning, according to ICD and how these affect their development and learning. The students will also be able to understand the kind of support and intervention (including pharmaceutical and technological) individuals with different conditions and levels of functioning need ,and/ or are subjected to, and the necessary support they need to facilitate their self-determination and quality of life with their inclusion in school and in society. At the end students will achieve a critical understanding of their own profession vis a vis the development of transdisciplinary community based services Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Have developed knowledge and a critical understanding of the different diagnostic criteria (DSM,ICD and ICF) and their influence on intervention; - Understanding specific childhood and adult conditions and their influence on development and learning; - Familiarise with the latest pharmacological interventions and their effects on the individual; - Have the opportunity to appreciate the latest technology supporting learning and communication, in general, as well as those which are specifically linked with different impairments, which enhance self-determination and quality of life. 2. Skills: By the end of the study-unit the student will be able to: - Understand that uses of different diagnostic criteria and their implications on the individual's level of self-determination and quality of life; - Identify through observation possible children and adults with different developmental and mental health issues during their practices; - Identify the specific technology needed to enhance self-determination and quality of life according to each individual's needs; - Understand what medicines are prescribed according to different conditions; - Understand and identify the effects and side effects of pharmacological intervention on the individual; - Work within transdisciplinary teams advocating the rights and dignity for persons with disability/ mental health problems placing the person at the centre and not the medical diagnosis; - Facilitate the implementation of social model based practices at their work-place (schools, agencies, work, leisure). Main Text/s and any supplementary readings: Main Texts: - American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders DSM-V-TR Fifth Edition (Text Revision). - Oyebode, R. (2008). Adult Psychopathology Symptoms in the mind: An introduction to descriptive psychopathology. Saunders Elsevier. - Turnbull R., Turnbull A., et al. (2012). Exceptional lives. special education in today’s schools. (7th Ed.) Merrill Prentice Hall. - Wernar, C. (2002). Developmental psychopathology. USA: McGraw Hill.- en/ - WHO (1992). The ICD-10 Classification of mental and behavioural disorders – clinical descriptions and diagnostic guidelines. Geneva. - WHO. International Classification of Diseases (ICD) http://www.who.int/classifications/icd/ - WHO. International Classification of Functioning, Disability and Health (ICF), http://www.who.int/classifications/icf/en/ Supplementary Readings: - Berk, L.E. (2003) Child development (6th edition). Boston: Allyn & Bacon. - Cicchetti C., (2006)Developmental psychopathology Vol 1,2,3 John Wiley & Sons. - Dowling, E. & Osburne E. (1994). The family and the school: A joint systems approach to problems with children. UK: Routledge. - Orelove, F.P. (Editor) et al. (2004) A transdisciplinary approach. USA: Brookes Publishing Co. - Rutter., M (1994) Child and adolescent psychiatry., Blackwell. - Snell M., Brown F (2005) Instruction of children with severe disability (6th Ed.). - Tanti Burlo’ E (2001) Living for therapy living a life, in I servizzi educativi in Italia e in Europa, Percorso Verde. - Tanti Burlò ,E. (1996) in Stilon Ph., Training of educators in special education Towards a better future Malta: MUT Publication. - Tanti Burlo’ E., Action research project for and on the handicapped: psycho-social perspective - The Wardija Special School; - A comparative study between the Wardija Special School and San Miguel Special School. - Turnbull R., Turnbull A.(2004) Families, professionals and exceptionality: positive outcomes through partnership and trust. (2nd Ed.) Merrill Prentice Hall. - VISTA Vermont interdepartmental service team approach USA: University of Vermont. |
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| ADDITIONAL NOTES | Pre-Requisite qualifications: First degree | |||||||||
| STUDY-UNIT TYPE | Lecture and Seminar | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Charles Scerri Elena Tanti Burlo' |
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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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