| CODE | RSE5012 | ||||||||||||
| TITLE | Children Resilience and Wellbeing | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Centre for Resilience and Socio-Emotional Health | ||||||||||||
| DESCRIPTION | This study-unit introduces course participants to the study of wellbeing and resilience in children. It critically examines the constructs of wellbeing and resilience within an ecological, strengths based, and child perspective approach, as well as the processes which contribute to the wellbeing and resilience in children. The key topics in this study-unit include the principles and theories of wellbeing and of resilience in children; indicators of child wellbeing; the study and promotion of subjective wellbeing in children; research waves in resilience; risk and protective factors; resilience enhancing processes and systems. Study-Unit Aims: This study-unit aims to familiarize students with the fundamental principles,theories and practices related to the promotion of wellbeing and resilience in children, in various contexts and systems, including home, school, and community. The study-unit provides an opportunity for participants to engage in a critical discussion of current theories and research on wellbeing and resilience in children, underlining a children's perspective, assets based and systemic approaches to the study of wellbeing and resilience in children. By the end of the study-unit, participants will develop an integrated framework of wellbeing and resilience in children within a systemic, child perspective, and integrate theory and research in child wellbeing and resilience into policy development and practice. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - identify the essential principles and theoretical background of the main concepts of wellbeing and resilience in children; - critically evaluate the main theories and models of child wellbeing and resilience; - identify the key indicators of wellbeing in children, including subjective wellbeing; - Identify the key protective factors in resilience, including both individual and contextual processes; - integrate child wellbeing and resilience theory and research into policy and practice at both individual and systems levels. 2. Skills By the end of the study-unit the student will be able to: - demonstrate how a child-perspective, systemic approach to children's wellbeing and resilience may be applied in research, policy development and practice; - apply their understandings of child wellbeing and resilience to promote the wellbeing and resilience of children in applied contexts, systems and services; - make effective use of their knowledge of the key indicators of child wellbeing and the protective processes in resilience to help improve the wellbeing and resilience of children through research, policy and practice; - advocate for the wellbeing and resilience of children from a systemic and child perspective. Main Text/s and any supplementary readings: Main Texts: - Goldstein, S and Brooks, R.B. (2013) Resilience in Children (2nd edition). NY: Springer Pub - Kamerman, S, Phipps, S, Ben-Arieh, A (Eds.) (2010) From Child Welfare to Child Well-Being. An International Perspective on Knowledge in the Service of Policy Making. Springer Publications - Masten, A. S. (2014). Global Perspectives on Resilience in Children and Youth. Child Development, 85(1), 6-20. doi: 10.1111/cdev.12205 - Ungar, M. (2012). Researching and theorizing resilience across cultures and contexts. Preventive Medicine, 55(5), 387-389 - Chmitorz, A. et al (2018). Intervention studies to foster resilience–A systematic review and proposal for a resilience framework in future intervention studies. Clinical Psychology Review, 59, 78-100 - Cefai, C & Galea, N. (2020) International Study of Children's Subjective Wellbeing. Malta 2020. University of Malta. Supplementary readings: - Ungar, M (ed) (2021) Multisystemic Resilience: Adaptation and Transformation in Contexts of Change. Oxford University Press - Ben-Arieh, A., Kaufman, N. H., Andrews, A. B., George, R. M., Lee, B. J., & Aber, L. J. (2001). Measuring and monitoring children’ s well-being. Dordrecht, Netherlands: Kluwer Academic Press - Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Sage: Thousands Oaks - Rees, G., Savahl, S., Lee, B. J., & Casas, F. (Eds.). (2020). Children’s views on their lives and well-being in 35 countries: A report on the Children’s Worlds project, 2016-19. Children’s Worlds Project (ISCWeB). https://isciweb.org/wp-content/uploads/2020/07/Childrens-Worlds-Comparative-Report2020.pdf - UNICEF Innocenti. (2020). Worlds of influence: Understanding what shapes child well-being in rich countries. Innocenti Report Card 16, UNICEF Office of Research – Innocenti, Florence - Cefai, C., Miljević-Riđički, R., Bouillet, et al (2015) RESCUR Surfing The Waves. A Resilience Curriculum for Early Years and Primary Schools. A Teachers Guide. Malta: Centre for Resilience and Socio-Emotional Health, University of Malta - Children’s Society. (2020). The good childhood report 2020. The Children’s Society, UK - Dray, J., Bowman, J., Wolfenden, L., Campbell, E., Freund, M., Hodder, R., & Wiggers, J. (2015). Systematic review of universal resilience interventions targeting child and adolescent mental health in the school setting: review protocol. Systematic Reviews, 4, 186 - Cicchetti, D. (2013). Annual Research Review: Resilient functioning in maltreated children – past, present, and future perspectives. Journal of Child Psychology and Psychiatry, 54(4), 402-422 - Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child development, 82(1), 405-432 - Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory & Review, 10(1), 12-31 - Ungar, M., Connelly, G., Liebenberg, L., & Theron, L. (2019). How schools enhance the development of young people’s resilience. Social Indicators Research, 145(2), 615-627. |
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| ADDITIONAL NOTES | Pre-Requisite qualifications: This study unit is offered only as part of the MA in Transdisciplinary Childhood Studies | ||||||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||||||
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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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