| CODE | RSE5030 | ||||||||||||||||
| TITLE | Resilience in Human Development | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 10 | ||||||||||||||||
| DEPARTMENT | Centre for Resilience and Socio-Emotional Health | ||||||||||||||||
| DESCRIPTION | This is an introductory study-unit for the masters' programme, introducing participants to theories and research on resilience in education and its relevance to children's and young people's growth and success. The study-unit defines the concept of resilience, and the various theories and models within the health promotion, prevention and intervention framework. The study-unit discusses also the risk and protective factors across various systems and how the latter may be applied to support the positive growth and wellbeing of children and young people who may be at risk in their development, such as children who suffered trauma and children coming from ethnic or migrant communities, from deprived socio-economic backgrounds, and from other marginalised backgrounds. More specifically, this study-unit will explore the following content: - Mental health promotion and prevention science (health promotion, prevention intervention of mental health in schools framework, three-tiered framework); - Defining resilience, development of the construct from invulnerability to the transactional perspective; different approaches and perspectives in resilience (family, community, workplace, health, and socio-economic development); - The five waves of research in resilience; - Models of resilience (ecological; different theoretical frameworks of resilience); - The risk factors such as trauma, socio-economic deprivation, forced migration and ethnic, cultural and linguistic minorities; - The protective factors across the various systems. Study-Unit Aims: This study-unit aims to introduce course participants to the whole course programme, focusing on three topics, namely prevention science and resilience, the nature of resilience and the main theories of resilience. More specifically, it seeks to introduce course participants to mental health promotion and prevention science with particular reference to educational systems, define resilience, discuss the various approaches and theories of resilience and identify the risk and protective factors for children and young people coming from disadvantaged backgrounds , and discuss the five waves of research in resilience. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Grasp the main principles and tenets of the health promotion and prevention science framework and its application to the mental health and wellbeing of children and young people; - Define resilience and trace its development from the notion of invulnerability to the individual-context transactional perspective; - Critically examine different approaches to resilience such as home, community, workplace, health and socio-economic development; - Critically examine and evaluate the main theories and models of resilience; - Identify the risk and protective factors for children and young people from adverse circumstances including trauma, poverty, ethnic minorities and forced migration. 2. Skills: By the end of the study-unit the student will be able to: - Apply the theories and models of resilience, including the identified protective processes, to practice in resilience building of vulnerable children and young people; - Apply the key principles of the health promotion and prevention science framework to the mental health and wellbeing of children and young people; - Promote and facilitate protective factors to enhance the resilience of children and young people from adverse circumstances; - Provide understanding, care and support for vulnerable and marginalised children and young people (eg. trauma, poverty, ethnic minority and forced migration). Main Text/s and any supplementary readings: Main Texts: - Cefai, C., Miljević-Riđički, R., Bouillet, D., Pavin Ivanec, T., Milanovic, M., Matsopoulos, A., Gavogiannaki, M., Zanetti, M.A., Cavioni, V., Bartolo, P., Galea, K., Simoes, C., Lebre, P., Caetano Santos, A., Kimber, B. & Eriksson, C. (2015a) 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. - 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. - Goldstein, S. and Brooks, R. B. (2013) Resilience in Children (2nd edition). NY: SpringerPub. - Masten, A. S. (2011) Resilience in children threatened by extreme adversity: Frameworks for research, practice, and translational synergy. Development & Psychopathology, 23 (2), 493-506. - 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. Supplementary Readings: - Benard, B. (2004). Resiliency: What have we learned?. San Francisco, CA: WestEd. - Bonanno, G. A. (2004) Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely adverse events? American Psychologist, 59, 20-28. - Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (Vol. 1), Theoretical models of human development (6th ed., pp. 793-828). Hoboken, NJ: John Wiley & Sons. - Cefai, C., & Camilleri, L. (2015) A Healthy Start: Promoting mental health and wellbeing in the early primary school years. Emotional and Behaviour Difficulties, 20 (2), 133-152. - Cefai, C., Cavioni, V., Bartolo. P., Simoes, C., Ridicki Miljevic, R., Bouillet, D., et al. (2015) Social inclusion and social justice: a resilience curriculum for early years and elementary schools in Europe. Journal for Multicultural Education, 9:3, 122-139. -Chmitorz, A., Kunzler A, I.Helmreich, I., Tüscher, O., Kalisch, R, .Kubiak, K., Wessa, M., & Lieb, K (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. - 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. - Council of Europe (2010) Policies and practices for teaching sociocultural diversity: Concepts, principles and challenges in teacher education. Strasbourg: Council of Europe. - Dubowitz, H., Thompson, R., Proctor, L., Metzger, R., Black, M. M., English, D., Magder, L. (2016) Adversity, Maltreatment and Resilience in Young Children. Academic Paediatrics, 16(3), 233-239. - Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., & Taylor, R. D. (2011) The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82,1, 474-501. - Friedli, L. (2009) Mental health, resilience and inequalities. Copenhagen: WHO Regional Office for Europe. - Galatzer-Levy, I.R, Huang, S.H. & Bonanno, G.A. (2018) Trajectories of resilience and dysfunction following potential trauma: A review and statistical evaluation. Clinical Psychology Review, 63, 41-55. - Hart, A. & Heaver, B (2015) Resilience Approaches to Supporting Young People’s Mental Health: Appraising the Evidence Base for Schools and Communities. Brighton; UK: University of Brighton. - Hass, M., Allen, Q., & Amoah, M. (2014) Turning points and resilience of academically successful foster youth. Children and Youth Services Review, 44, 387-392. - Hu, T., Zhang, D., & Wang, J. (2015) A meta-analysis of the trait resilience and mental health. Personality and Individual Differences, 76, 18-27. - Johnson, B. (2008) Teacher–student relationships which promote resilience at school: a micro-level analysis of students’ views. British Journal of Guidance & Counselling, 36(4), 385-398. - Lerner, R. M. (2015) Eliminating Genetic Reductionism from Developmental Science. Research in Human Development, 12(3-4), 178-188. - Masten. A.S. book (2014) Ordinary Magic: Resilience in Development. New York & London: The Guilford Press. - Rutter, M. (2015). Resilience: concepts, findings, and clinical implications. In A. Thapar, D.S. Pine, J. F. Leckman , S. Scott, M. J. Snowling , & E. A. Taylor (eds) Child and Adolescent Psychiatry (pp. 341-351). Oxford, UK: Wiley-Blackwell. - UNESCO (2009) Policy Guidelines on Inclusion in Education. Paris: UNESCO, in http://unesdoc.unesco.org/images/0017/001778/177849e.pdf - Weare, K., & Nind, M. (2011) Mental health promotion and problem prevention in schools: what does the evidence say? Health Promotion International, 26(suppl. 1), i29-i69. |
||||||||||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||||||||||
| METHOD OF ASSESSMENT |
|
||||||||||||||||
| LECTURER/S | Linda Theron Vassilios Kassis Paul A. Bartolo Maria M. Brown Carmel Cefai Paul Downes Ingrid Grech Lanfranco |
||||||||||||||||
|
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. |
|||||||||||||||||