| CODE | COU3206 | ||||||||
| TITLE | Advanced Intrapersonal Skills | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Counselling | ||||||||
| DESCRIPTION | This study-unit intends to give participants the opportunity to address their intra-personal skills. This self-awareness, self-understanding and self-management helps to effectively deal with everyday interactions, self-evaluation, self-development, and performance in general. The philosophy behind this study-unit is based on humanistic values and experiential learning. Study-Unit Aims: The aim of this study-unit is to facilitate a deeper exploration of intra-personal processes that guide participants’ motivations, performance and interaction within their environment and future workplace. The study-unit aims to experientially develop a sensitivity towards one's intrapersonal issues and motivations, and a reflection of their impact on professional and private lives. The importance and implementation of such competencies in different scenarios and situations will be addressed. The study-unit also intends to address these intrapersonal competencies within the theoretical framework of emotional literacy. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe what intrapersonal skills are; - Discuss who these form part of the model of Emotional Inelligence; - Demonstrate awareness of the need for continuous intrapersonal growth; - Explain how intrapersonal skills enable caring professional to work, better and more effectively with clients and other colleagues; - Discuss the importance of intrapersonal skills in group settings and within teams; - Discuss how such competencies effect personal growth & the environment one works in; - Demonstrate some of the important skills necessary for effective awareness and management of intrapersonal skills; - Reflect and demonstrate how to improve intrapersonal needs, values and decision- making styles, strengths, feelings and motivations. 2. Skills: By the end of the study-unit the student will be able to: - Demonstrate key helping skills, namely: attending, feedback, immediacy, goal setting, basic empathy, probing, advanced empathy and challenging; - Appraise their skills through reflective writing and during oral exercises; - Explain and evaluate areas of personal growth; - Critique their exploration on the processing of dynamics in interpersonal scenarios and helping relationships. Main Text/s and any supplementary readings: Main Texts: - Mutileni, S. (2020) Soar with emotional intelligence: A comprehensive guide to develop your interpersonal and intrapersonal skills. BPS Scrolls - Sambaiah, M., & Aneel, Y. (2016). Intrapersonal skills as core of the personality: Some home truths. Journal of english language and literature, 3(1), 225-230. https://joell.in/wp-content/uploads/2016/03/Intra-Personal.pdf - Serrat, O. (2017). Understanding and developing emotional intelligence. In Knowledge solutions (pp. 329-339). Springer, Singapore. Exercises and Handouts given during contact hours Supplementary Readings: - Original handouts and exercises given during contact hours. - Albom, M. (1958). Tuesdays with Morrie; an old man, a young man, and life’s greatest Lesson. New York: Doubleday (SEMINAL TEXT). - Burnard, P. (1995). Learning human skills. 3rd Edition UK: Butterworth Heinemann. - Carter, P. (2011). Test you Emotional Intelligence: Improve Your EQ and Learn How to Impress Potential Employers (Testing Series). London: Kogan Page. - Frank A. & Frank, O. (Ed.) (1997) The Diary of a Young Girl: The Definitive Edition. Mass Market - Gardner, Howard (2006), Multiple Intelligences: New Horizons in Theory and Practice. Basic Books. - Goleman, D. (1995). Emotional Intelligence. New Yowk: Bantam. - Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17, 433-442. - Domitrocich, C. E., Cortes, R. C. & Greenberg M.T. (2007) Improving young children’s social and emotional competence: A randomized trial of the pre-school ‘PATHS’ curriculum. The Journal of Primary Prevention, 28 (2) 67-91. - Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination, cognition, and personality, 9 (3), 185-211. |
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| ADDITIONAL NOTES | Pre-requisite Study-units: COU1302 | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Josef Mizzi |
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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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