https://www.um.edu.mt/library/oar/handle/123456789/19620 2026-04-04T15:47:36Z 2026-04-04T15:47:36Z Fernandez Mostaza, Maria Esther Casajús Vallés, Irantzu Rossi Ghiglione, Alessandra Stasia, Fabrizio Iuliano, Irene Cefai, Carmel Avellino, Chantal Spiteri, Rachel Moleiro, Carla Aybar Camposano, Gustavo Mereu, Alessandra Sardu, Claudia https://www.um.edu.mt/library/oar/handle/123456789/143556 2026-02-09T13:02:17Z 2025-01-01T00:00:00Z

Title: HEARTS activity handbook : activities to foster culturally-sensitive and community-based mental health promotion in higher education Authors: Fernandez Mostaza, Maria Esther; Casajús Vallés, Irantzu; Rossi Ghiglione, Alessandra; Stasia, Fabrizio; Iuliano, Irene; Cefai, Carmel; Avellino, Chantal; Spiteri, Rachel; Moleiro, Carla; Aybar Camposano, Gustavo; Mereu, Alessandra; Sardu, Claudia Abstract: The HEARTS Activity Handbook: Activities to Foster Culturally-Sensitive and Community-Based Mental Health Promotion in Higher Education has been developed by the partner institutions and organizations of the HEARTS project. It presents five complete learning paths, each containing practical, adaptable activities designed to promote mental health in university settings. The handbook includes detailed workshop descriptions and step-by-step activity guidelines, enabling higher education professionals to implement them effectively with their own groups. Grounded in inclusive, culturally sensitive and community-based approaches, it offers tailored methodologies for students, staff and mixed groups, supporting well-being, reducing stigma, and fostering healthy, participatory learning environments.

2025-01-01T00:00:00Z Fernandez Mostaza, Maria Esther Casajús Vallés, Irantzu Rossi Ghiglione, Alessandra Stasia, Fabrizio Iuliano, Irene Cefai, Carmel Avellino, Chantal Spiteri, Rachel Moleiro, Carla Aybar Camposano, Gustavo Mereu, Alessandra Sardu, Claudia https://www.um.edu.mt/library/oar/handle/123456789/143519 2026-02-06T13:08:30Z 2025-01-01T00:00:00Z

Title: HEARTS guide : a guide for the introduction of culturally sensitive and community-based mental health promotion in higher education Authors: Fernandez Mostaza, Maria Esther; Casajús Vallés, Irantzu; Rossi Ghiglione, Alessandra; Stasia, Fabrizio; Iuliano, Irene; Cefai, Carmel; Avellino, Chantal; Spiteri, Rachel; Moleiro, Carla; Aybar Camposano, Gustavo; Mereu, Alessandra; Sardu, Claudia Abstract: The Higher Education Action Response for Trauma Support (HEARTS) is an Erasmus+ project (Project Number: 2023-1-ES01-KA220-HED-000158841) which sought to develop innovative methods and strategies for mental health promotion in higher education, focusing primarily on trauma prevention and support, with a particular interest in those belonging to minority groups.; The HEARTS project seeks to increase the quality of mental health promotion in higher education institutions, while addressing common needs and priorities. It also aims to promote the inclusion of vulnerable groups who are more susceptible to discrimination, exclusion and marginalisation, such as persons with disabilities, those from migrant backgrounds, those fleeing war, victims of violence, those facing gender inequalities, socio-economic difficulties and other potential sources of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. It aims to help create inclusive learning environments in higher education institutions and inclusive spaces in the broader community, build capacity for transnational cooperation among higher education institutions in addressing mental mental health promotion and enable change among higher education communities through training and accessible resources that promote awareness and resilience-building in mental health.

2025-01-01T00:00:00Z Downes, Paul https://www.um.edu.mt/library/oar/handle/123456789/124426 2024-07-09T09:15:15Z 2024-01-01T00:00:00Z

Title: Towards a concentric spatial psychology for social and emotional education : beyond the interlocking spatial pillars of modernism Authors: Downes, Paul Abstract: This book seeks a fundamental shift in spatial systems of experience and understanding that govern basic assumptions of Western modernist traditions reliant on empty space and diametric spatial oppositions. A shift towards concentric relational spaces of assumed connection and relative openness for experience and thought is proposed for psychology, as well as social and emotional education. To do so requires interrogation of concepts usually peripheral to psychology, such as othering, the iron cage, fear of freedom. as well as integration of depth psychology with social and emotional education in cross-cultural, spatial terms. Space is being treated as both a domain of analysis and a method of interpretation, as part of this proposed interdisciplinary paradigm shift for psychology, education, and the humanities and social sciences more widely.

2024-01-01T00:00:00Z Cefai, Carmel Spiteri, Rachel Galea, Natalie Briguglio, Marie https://www.um.edu.mt/library/oar/handle/123456789/119747 2024-04-02T07:57:16Z 2024-01-01T00:00:00Z

Title: The wellbeing of children and young people in Malta : the Malta wellbeing INDEX project Authors: Cefai, Carmel; Spiteri, Rachel; Galea, Natalie; Briguglio, Marie Abstract: The aim of this study is to identify the wellbeing experiences and needs of children and young people living in Malta in order to develop policy actions to enhance their wellbeing. It explores the various dimensions of children’s subjective wellbeing and how they vary by age, gender, nationality/language, disability, and socioeconomic status. It adopts a children’s rights perspective, with children seen as active agents having the competence of forming their own views and consequently the right to participate in the study. Data was collected through three separate questionnaires for 7 to 8-year-olds, 8 to 11-year-olds, and 11 to 15-yearolds respectively. A total of 364 children and young people completed the questionnaires. The questionnaires, adapted from the International Study of Children’s Subjective Wellbeing, covered areas such as the living situation, home and family relationships, money and possessions, friends and other relationships, local area, school, leisure and free time, health, children’s rights, and overall subjective wellbeing.; The findings of the study provide a detailed portrait of the wellbeing of children and young people in Malta. The overall picture suggests that most of the participants enjoy a high level of wellbeing and are satisfied with the various aspects of their lives. However, a closer look at the findings suggests that that the level of satisfaction is not uniform across the domains or demographics. While the great majority of participants are satisfied with their family and home, their friends, their life at school, their neighbourhood, their free time, their economic wellbeing, their physical and mental health, their subjective wellbeing, and living in Malta, there is less satisfaction with particular aspects within these domains, such as participation in family decisions, having enough friends and seeing friends frequently; dealing with academic pressure and peer bullying at school; the available space for play and socialising, and the level of pollution in the neighbourhood; physical health complaints such as frequent headaches, stomach-aches and backaches, as well as negative affect such as boredom, sadness, stress, loneliness, and anxiety. The data reveals some interesting age and gender differences, with the older participants becoming less satisfied with various aspects of their lives, boys experiencing more bullying, and adolescent girls experiencing more negative feelings and moods. As children move into adolescence, they appear to spend less time engaged in physical exercise and sports, and more time on TV and social media. Finally, particular groups of children reported a lower level of wellbeing and less satisfaction with various aspects of their lives when compared to their peers, namely children and young people from lower socio-economic status, from a migrant background, and those with disability.; The study makes several recommendations for policy and practice including a national policy on the promotion of mental health of children and young people, a nation-wide strategy to promote physical exercise, sports and nature-based activities for children and young people, a more inclusive and welcoming environment for children with diverse needs, a strategic focus on the wellbeing of children and young people at risk, initiatives to curb bullying at school, at home and in the community, the inclusion of wellbeing and mental health as a key educational objective, and the need for children’s voices to be actively heard. In view of the present study’s limitations, various suggestions are made on how further research may be enhanced and strengthened to lead to more robust and conclusive findings on the wellbeing of children and young people living in Malta.

2024-01-01T00:00:00Z