| CODE | RSE5034 | ||||||||||||
| TITLE | Contextual Processes in Resilience Enhancement: Classroom and School Climates | ||||||||||||
| 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 study-unit will introduce core dimensions and concepts related to the contextual processes in school and classroom for resilience enhancement, from classroom climate management to intervention with students at-risk. Participants will be introduced to the main topics on the promotion of a positive classroom climate, focusing on behaviour explanatory models, functional behavioural analysis and strategies to promote a positive classroom climate. Caring relationships, their importance to fulfil learners’ needs and their impact in key developmental domains and how to promote these at school, constitute another topic of this study-unit. The study-unit will also cover determining aspects in this area, such as diversity and inclusion, including barriers and facilitators to the success of the inclusion process in schools. Furthermore, it will explore the role of the teacher in the identification and referral of students considered at risk. More specifically, this study-unit will explore the following content areas: - Inclusion, interculturalism & responding to diversity; - Collaboration/cooperative learning (horizontal and vertical collaboration); - Caring relationships and positive behaviour in the classroom (managing behaviour in the classroom; bullying etc.); - Identification of need for external support to meet particular students’ needs. Study-Unit Aims: This study-unit aims to address the most relevant topics related to the contextual processes in resilience enhancement in the school setting and familiarise course participants with: - Core concepts in inclusive education and strategies to promote successful inclusive settings; - The importance of cooperative learning and how to plan cooperative activities in the classroom; - The importance of caring relationships in the resilience process and effective strategies to promote caring relationships in the classroom; - Main behaviour explanatory models, functional behavioural analysis in the classroom and strategies to promote a positive classroom climate; - The importance of identifying the need for extra support when dealing with students’ general and special needs. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Evaluate the importance of classroom and school climate for the enhancement of learners' resilience, making reference to the relevant literature on resilience education; - Describe the core concepts in inclusive education and the strategies to promote successful inclusive settings; - Identify the social and intellectual outcomes of cooperative learning and critically review the advantages of using cooperative learning strategies in resilience interventions; - Critically discuss the importance of caring relationships in the resilience growth process, and describe effective strategies to encourage caring relationships in the classroom; - Identify the main behaviour explanatory models and critically evaluate positive behaviour management strategies; - Critically discuss the importance of identifying the need for extra support of some students and ensure that they are met while avoiding stigmatisation. 2. Skills: By the end of the study-unit the student will be able to: - Implement strategies to promote successful inclusive settings that engage and empower all students; - Select and implement effective strategies to promote cooperative learning in the classroom; - Select and implement effective strategies to promote caring relationships in the classroom; - Appropriately identify student’s needs for additional support and access the support without stigmatising the students using it. Main Text/s and any supplementary readings: Main Texts: - Cefai, C., Simões, C. and Caravita, S. (2021) A systemic, whole-school approach to mental health and well-being in schools in the EU. NESET report, Luxembourg: Publications Office of the European Union - European Agency for Special Needs and Inclusive Education, 2016. Inclusive Early Childhood Education: An analysis of 32 European examples. (P. Bartolo, E. Björck-Åkesson, C. Giné and M. Kyriazopoulou, eds.). Odense, Denmark - Garret, T. (2014). Effective classroom management: the essentials. New York: Teachers College, Columbia University. - Goldstein, S. and Brooks, R.B. (2013). Resilience in Children (2nd edition). NY: Springer Pub. - Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. - Ungar, M (2020) (ed) Multisystemic Resilience: Adaptation and Transformation in Contexts of Change. Oxford University Press - Ungar, M., Connelly, G., Liebenberg, L., & Theron, L. (2019). How schools enhance the development of young people’s resilience. Social Indicators Research, 145(2), 615-627. Supplementary Readings: - Bates, H., McCafferty, A., Quayle, E., & McKenzie, K. (2015). Review: typically developing students' views and experiences of inclusive education. Disability and Rehabilitation, 37(21), 1929-1939. doi: 10.3109/09638288.2014.993433 - Bluestein, J. (2014). Managing 21st century classrooms: How to avoid ineffective classroom practices? Danvers: ASCD. - Capuzzi, D. & Groos, D. R. (2014). Youth at-risk: A prevention resource for counselors, teachers, and parents. American Counselling Association. - Council of Europe (2010) Policies and practices for teaching sociocultural diversity: Concepts, principles and challenges in teacher education. Strasbourg: Council of Europe. - 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. - Johnson, D. W., Johnson R. T. and Holubec, E. J. (1994). Cooperative Learning in the Classroom. Alexandria, VA: ASCD. - Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories of human development. In R. M. Lerner (Ed.). Handbook of Child Psychology (Vol. 1), Theoretical models of human development (6th ed., pp. 1 - 17). Hoboken, NJ: Wiley. - Simões, C., Matos, M. G., & Morgan, A. (2015). Facing the Adversity: the Role of Internal Assets on Well-Being in Adolescents with Special Needs. The Spanish Journal of Psychology, 18, E56, 1-14. - Simões, C., Matos, M. G., Tomé, G., Ferreira, M., & Chaínho, H. (2010). School satisfaction and academic achievement: The effect of school and internal assets as moderators of this relation in adolescents with special needs. Procedia - Social and Behavioral Sciences, 9, 1177-1181. - 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. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
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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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