| CODE | COU1302 | ||||||||
| TITLE | Inter and Intra Personal Skills | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 8 | ||||||||
| DEPARTMENT | Counselling | ||||||||
| DESCRIPTION | This study-unit intends to introduce participants to introductory communication skills as part of their personal, professional and social development. Being in touch with one’s inter- and intra- personal skills directly addresses emotional literacy and this 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. This study-unit intends to help participants understand processes which are generally experienced by most groups and teams. It is also intended to provide participants with a basic idea of what happens in groups and equip them with some of the basic skills necessary in order to facilitate daily interaction with others. Participants will also be introduced to the basics of teamwork. It aims at helping participants understand how to communicate with friends, parents, partners, and colleagues in a better and more effective manner, thus fostering healthier relationships. These competencies will then be addressed within the theoretical framework of Emotional Literacy. Study-Unit Aims: The aim of this study-unit is to facilitate an exploration of inter- and intra-personal processes that guide participants’ motivations, performance and interaction within their environment and future workplace. It also aims to facilitate better communication processes. The study-unit aims to experientially develop a sensitivity towards one's interpersonal and intrapersonal issues and motivations, and a reflection of their impact on their professional and private lives. Need for such skills in different scenarios and situations will be addressed. The study-unit also intends to address these 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 the basics of teamwork; - Demonstrate leadership styles; - Demonstrate awareness of the need for continuous personal growth; - Describe ‘helping’ skills, which will enable the future caring professional to work, better and more effectively with clients and other colleagues; - Describe and discuss the processes in group settings and within teams; - Describe the diverse roles people have within a group; - Demonstrate some of the important skills necessary for effective functioning as group/team members; - Reflect on personal 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: - Reflect upon, demonstrate and gauge her/his own personal Emotional Literacy (EL); - Execute and use exercises the address and improve their own EL; - Identify personal areas in need of improvement; - Process activities within the Experiential Learning Cycle and Emotional Literacy Model; - Prepare appropriate resources for such activities; - Help participants evaluate motivations for choosing the educational field as their area of profession. Main Text/s and any supplementary readings: Main Texts: - Camilleri, S., Caruana, A., Falzon, R., & Muscat, M. (2012). The Promotion of Emotional LIteracy through PSD - The Maltese Experience. In Pastoral care in education: An international journal of personal, social and emotional development, 30(1), pp. 19-37. - Carter, P. (2011). Test you Emotional Intelligence: Improve Your EQ and Learn How to Impress Potential Employers (Testing Series). London: Kogan Page. - 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. - Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination, cognition, and personality, 9 (3), 185-211. Original handouts and exercises given during contact hours. Supplementary Readings: - Agius, J. B. (2009). Students' perceptions on the emotional support given by non-pastoral care subject teachers. Non-published Masters thesis. Malta: University of Malta. - Albom, M. (1958). Tuesdays with Morrie; an old man, a young man, and life’s greatest Lesson. New York: Doubleday. - Bay, D., & McKeage, K. Emotional Intelligence in Undergraduate Accounting Students: Preliminary Assessment. Accounting Education: an international journal, 15(4) 439 - 454, December 2006. - Bocchino, R. (1999). Emotional literacy: To be a different kind of smart. UK: Sage Publications. - 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. - Cefai C. & Cooper, P. (2011). Maltese schools: a method of promoting inclusive education. British Journal of Special Education, 38 (2), 65-72. - Darmanin, A. (1985). The skilled leader. Malta: Media Centre Productions. - 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. |
||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
|
||||||||
| LECTURER/S | Marlene Cauchi |
||||||||
|
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. |
|||||||||