| CODE | IAL1033 | ||||||||||||
| TITLE | Specific Fields of Intervention | ||||||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||||||
| DESCRIPTION | Each topic of this study-unit is designed to help cultural mediators perform professionally in distinct intervention fields. The following fields of intervention will be covered: i) Health and wellbeing ii) Education iii) Employment iv) Reception and housing. During the first part of the study-unit, students will understand the special characteristics, needs and challenges in the migrant patient - healthcare provider relationship, and will learn the necessary skills to intervene effectively. Students will also learn the basic terminology used in healthcare, coping strategies with emotional load, and basic skills for the implementation of health awareness raising activities. In the field of education, besides gaining awareness about the administrative procedures the migrant parent and child have to go through, specific skills for intercultural mediation in the school-teacher-parent-pupil relationship are developed. Students will also gain awareness of the characteristics and challenges of modern schooling. Issues of labour legislation, immigrant employment policies and procedures for hiring immigrants will be discussed. Students will learn how to design and implement awareness activities to facilitate migrant integration in the labour force. Students will get acquainted with police and other law enforcement agencies present in the host country. They will learn about legal regulations and services available and how these may help to contribute to the needs of the migrant. Starting life in a new country is a huge challenge for everyone involved. The reception, and housing needs and choices of immigrants and refugees are mostly dependent on their registration status, affordability and access to individual or social procedures that can lead to find proper accommodation. Students will be provided with the necessary tools and competences to effectively assist migrants in accommodation issues and to sensitize the local community to develop acceptance. Finally, students will gain knowledge about how to prevent and resolve conflicts and misunderstanding which may arise when accessing public services as well as knowledge about welfare provisions for migrants. Study-unit Aims: - To provide the necessary knowledge, skills and awareness for cultural mediators in order to perform professionally in the following intervention fields: Health and wellbeing; Education; Employment; Law enforcement agencies; Reception and housing; Local services; - To help students examine in more depth issues of communication and mediation, as well as existent challenges in each specific field. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - recognise the function and remit of national systems in relation to health, education,employment, law enforcement, reception, housing and local services; - apply for and access available services to assist migrants; - interpret common terms used in the various fields of intervention; - employ specific protocols in relation to different fields of intervention. 2. Skills By the end of the study-unit the student will be able to: - sort and review information to assist migrants in their orientation on available local services; - support migrants in administrative and communicative issues in order to access available services; - prevent and resolve conflicts that may arise caused by cultural differences; - interpret terminology to clients at the level of simplicity appropriate for the client's educational background, linguistic and intellectual abilities; - assume responsibility for accurate information transfer when terminology is involved, including the initiative to ask for explanations when needed; - optimise the relationships between migrants and institutions in diverse contexts. Main Text/s and any supplementary readings: Main Texts: - Cefai, C., Karestszse N., Galea N., Spiteri, R. (2019). A Passage to Malta. The Health and Wellbeing of Foreign Children in Malta. Report commissioned by the Commissioner for Children in Malta. Can be downloaded from: https://tfal.org.mt/en/publications/PublishingImages/Pages/Research-Studies/Passage%20to%20Malta%20website.pdf - International Labour Organisation (ILO) (2018). The integration of refugees and migrants in the labour market. Can be downloaded from: https://www.ilo.org/brussels/information-resources/news/WCMS_648563/lang--en/index.htm - Eurofound (2019), Role of public services in integrating refugees and asylum seekers, Publications Office of the European Union, Luxembourg. Can be downloaded from: https://www.eurofound.europa.eu/sites/default/files/ef_publication/field_ef_document/ef19042en.pdf Supplementary Texts: - Li S, Pearson D, Escott S (2010) Language barriers within primary care consultations: an increasing challenge needing new solutions. Education for Primary Care 21, 385–391 - Bhatia R, Wallace P (2007) Experiences of refugees and asylum seekers in general practice: a qualitative study. BMC Family Practice 8, 48. |
||||||||||||
| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||||||
| METHOD OF ASSESSMENT |
|
||||||||||||
| LECTURER/S | Christie Spiteri Josephine Fava Michelle Cilia Tania Farrugia Phyllisienne Gauci Marika Podda Connor (Co-ord.) Omar Rababah |
||||||||||||
|
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. |
|||||||||||||