| CODE | HPN3011 | ||||||||||||
| TITLE | HE Interventions for Behaviour Change within a Lifelong Learning Perspective | ||||||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 6 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Health, Physical Education and Consumer Studies | ||||||||||||
| DESCRIPTION | The first part of this study-unit concentrates on the role of Home Economics in Community and Lifelong Education emphasising similarities in the goals of these disciplines related to promoting wellbeing for individuals. Local, European and global provisions and emerging needs within Lifelong and Community Education are investigated. The second part then concentrates on the principal individual, community and socio-ecological theories and models underpinning evidenced-based Health Education and Promotion interventions. The final part takes on a practical orientation. It guides students in integrating the knowledge and skills gained in earlier parts of the study-unit in order to plan, develop, implement and evaluate a sustainable living/health promoting intervention in a community setting. Study-Unit Aims: The unit aims at introducing students to the planning, implementation and evaluation of evidence-based community interventions targeted at promoting sustainability, health and wellbeing for different adult populations and in different settings. It will provoke students to reflect on the potential role of Home Economics professionals as members of interdisciplinary teams and will equip them with the basic knowledge and skills necessary to implement different small-scale interventions. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Outline the various definitions, goals and values of lifelong education; - Compare the Home Economics mission and the goals of lifelong education; - Describe the local and foreign situation with regard to provision of Home Economics extension education; - Discuss the determinants of health and their implications for health promotion action; - Explain key health promotion models and approaches which support empowerment, participation, partnership and equity as the basis for health promotion action; - Justify approaches to effective project and programme management (including needs assessment, planning, implementation and evaluation) and their application to wellbeing promotion. 2. Skills: By the end of the study-unit the student will be able to: - Identify and consider the needs of various groups in the local community who would benefit from particular wellbeing interventions; - Raise awareness of and influence public opinion on sustainability and/or health issues through effective verbal, non-verbal and written communication; - Apply health promotion approaches which support empowerment, community participation, partnership and equity to create environments and settings which promote wellbeing, ownership and capacity building in the community; - Plan, implement and evaluate a small-scale community or lifelong intervention. Main Text/s and any supplementary readings: Main Texts: - Bartholomew, L. K., Parcel, G. S., Kok, G., Gottlieb, N. H. & Fernandez, M. E. (Eds.) (2011). Planning Health Promotion Programs: An Intervention Mapping Approach. San Francisco: Jossey-Bass. - Di Clemente, R. J., Crosby, R. A., & Kegler, M. C. (Eds.) (2009). Emerging Theories in Health Promotion Practice and Research (2nd Edition). San Francisco: Jossey-Bass. - Piscopo, S. (2014) “Home Economists in Action: implementing a Community Course on Sustainable Living”, in G. Hodelin, Family Socioeconomic and Cultural Issues: A continuing Home Economics Concern. Bonn, Germany: IFHEpp.111-121 [DOCUMENT IS AVAILABLE ONLINE - http://ifhe.org/epaper-family-2014/] Supplementary Readings: - Directorate for Quality and Standards in Education.Curriculum Management and eLearning Department (2012). Handbook for the teaching of Home Economics, pp 7- 8. [DOCUMENT IS AVAILABLE ONLINE - https://curriculum.gov.mt/en/Curriculum/Form-1/Documents/curric_f1/curric_f1_home_econ_handbook.pdf] - International Federation of Home Economics (IFHE) (2008). Home Economics in the 21st Century Position Statement. [DOCUMENT IS AVAILABLE ONLINE - https://www.ifhe.org/175/] - Jarvis, P. (2010). Adult Education and Lifelong Learning: Theory and Practice (4th Ed.) London: Routledge. - Lowenstein, A. J., Foord-May, l. & Romano, J. C. (2009). Teaching Strategies for Health Education and Health Promotion: Working with Patients, Families and Communities. Massachusetts: Jones and Bartlet Publishers. - National Cancer Institute. US Department of Health and Human Services. (2005). Theory at a Glance – A guide for Health Promotion Practice. [DOCUMENT IS AVAILABLE ONLINE - http://www.sbccimplementationkits.org/demandrmnch/wp-content/uploads/2014/02/Theory-at-a-Glance-A-Guide-For-Health-Promotion-Practice.pdf] - Pace, E. M., Aiello, P., Piscopo, S. & Sibilio, M. (2015). Applying the theory of Simplexity in Home Economics Education for the Acquisition of Transversal Competences to Face Complexity. International Journal of Learning, Teaching and Educational Research, 11(2), pp. 71-87. [DOCUMENT IS AVAILABLE ONLINE - http://www.ijlter.org/index.php/ijlter/article/view/351/pdf] - The European Parliament and the Council of the European Union (2006). Recommendations of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning (2006/962/EC) (Official Journal of the European Union. 30.12.2006). [DOCUMENT IS AVAILABLE ONLINE - http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:c11090] |
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| STUDY-UNIT TYPE | Lecture and Project | ||||||||||||
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| LECTURER/S | Christine Busuttil Erika Pace Suzanne Piscopo |
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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 2024/5. It may be subject to change in subsequent years. |
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