| CODE | RSH3002 | ||||||
| TITLE | Promoting Social and Emotional Learning and Positive Behaviour in Primary School | ||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 6 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Centre for Resilience and Socio-Emotional Health | ||||||
| DESCRIPTION | This study-unit is divided in two main parts. The first part discusses how classroom teachers may develop the skills to promote social and emotional literacy and resilience in primary school, while the second part explores the nature and causes of challenging behaviour and ways to prevent and address such problems effectively. It covers the following areas: • understanding social and emotional development and behaviour in children; • promoting social and emotional literacy and resilience in the primary classroom; • identifying the cause of challenging behaviour; a bio-psychosocial model; • assessing children with behaviour problems; • preventative, lightweight and heavyweight measures in dealing with challenging behaviour; • intervention planning, monitoring and evaluations; • working with colleagues, parents and professionals in supporting primary school children with challenging behaviour. Study unit Aims: This study-unit seeks to provide primary classroom teachers with the knowledge and skills to promote the social and emotional literacy of pupils in their classroom and to develop strategies to prevent and respond effectively to such challenging pupil behaviour. The first part of the course is aimed at enabling teachers to develop children’s social and emotional skills both directly as well as through their own attitudes, behaviour, pedagogy and classroom management. The second part aims to help teachers gain an understanding of the nature and causes of challenging behaviour in the classroom from a holistic, biopsychosocial perspective and develop effective strategies in both preventing and dealing with challenging behaviour. Learning Outcomes: 1. Knowledge & understanding: By the end of this study-unit, the student will be able to: • comprehend the nature and determinants of social and emotional competence and behaviour in primary school children; • distinguish between normal developmental processes and behaviours which interfere with the children’s healthy development and learning; • examine how the bio-psychosocial model provides an adequate explanation of social and emotional literacy and challenging behaviour in the primary school years; • discuss the role of primary school teachers and identify strategies in creating optimal learning environments that promote social and emotional competence amongst the pupils, such as caring relationships, pro-social behaviour, emotional regulation, self esteem and other social skills; • prevent or respond effectively to challenging behaviour at both whole group and individual levels. Skills: By the end of the study-unit the student will be able to: • create safe and healthy learning environments and experiences which enhance children’s social and emotional development and positive interactions; • demonstrate strategies and techniques which foster emotional literacy and social competence amongst the pupils, such as caring relationships, positive self esteem, emotional regulation, and constructive problem solving and conflict resolution; • demonstrate and model social and emotional literacy skills in the daily teaching and learning processes taking place in the classroom; • identify behaviour problems which require support and intervention as early as possible; • assess behaviour difficulties making use of observational methods in natural settings; • plan, implement and evaluate various intervention strategies in seeking to bring about behaviour change in the pupils; • work collaboratively with peers, parents and professionals in supporting the behaviour of the children under their care. Main Text/s and any supplementary readings: Main Texts: Cefai, C. and Cavioni, V. (2014) Social and Emotional Education in Primary School: Integrating Theory and Research into Practice. NY, USA: Springer Publications Cefai, C. (2008) Promoting Resilience in the Classroom. A Guide for Developing Emotional and Cognitive Skills. London: Jessica Kingsley Pulishers Other texts: Olsen, J. and Cooper, P. (2001) Dealing with disruptive behaviour in the classroom. London TES/Routledge Cefai, C. and Camilleri, L. (2011) Building Resilience in School Children: Risk and Promotive Factors amongst Maltese Primary School Pupils. Malta: University of Malta Cefai, C, Carter, A and Grech, T (2010) Circle Time fil-Primarja. Malta: University of Malta Cefai, C and Cooper, P. (2009) Promoting Emotional Education. London: Jessica Kingsley Publishers Cefai, C. Cooper, P. and Camilleri, L. (2008) Engagement Time. A National study of social, emotional and behaviour difficulties in Maltese schools. Malta: European Centre for Educational Resilience and Socio-Emotional Health, University of Malta Docking, J. and MacGrath, M. (2002) Managing Behaviour in the Primary School. 3rd edition. London: David Fulton Publications Hunter-Carsch, M. et al (2006) The Handbook of Social, Emotional and Behavioural Difficulties. London: Continuum Rogers, B. (2009) How to Manage Children's Challenging Behaviour. London: Sage Publications |
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| ADDITIONAL NOTES | This study-unit is offered to B.Ed. (Hons) Primary students only. | ||||||
| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Audrey Carter Carmel Cefai (Co-ord.) Sue Anne Pizzuto |
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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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