Faculty of Humanities and Education (Postgraduate) - The University ...

90
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
ASSESSMENT
This course will be assessed through coursework (40%)
and a final examination (60%).
REFERENCES
Belox, M., & Haggerson, N. (Eds.). (1982). Naturalistic research
paradigms. Merrut, India: Anu Books.
Boyatzis, R. (1998). Transforming qualitative information.
Thousand Oaks, CA: Sage.
Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data.
Thousand Oaks, CA: Sage.
Cresswell, J. (1998). Qualitative inquiry and research design:
Choosing among five traditions. Thousand Oaks, CA: Sage.
Kvale, S. (1996). Interviews: An introduction to qualitative research
interviewing. Thousand Oaks, CA: Sage
Mann, C., & Stewart, F. (2000). Internet communication and
qualitative research: A handbook for researching online.
Thousand Oaks, CA: Sage.
Swann, J., & Pratt, J. (Eds.). (1999). Improving education: Realist
approaches to method and research. London: Continuum.
Walford, G. (2001). Doing qualitative educational research. London:
Cassell.
YEAR:
SEMESTER:
COURSE CODE: EDGC 6211
COURSE TITLE: HEALTH AND FAMILY LIFE EDUCATION
(HFLE)
NUMBER OF CREDITS: 4
COURSE DESCRIPTION: HFLE is a life skills-based programme
that promotes psychosocial competence, that is, the ability
to deal effectively with the challenges of everyday life. Its
aim is to encourage a critical analysis of values, behaviours,
social conditions, and lifestyles as they impact on health and
relationships, while strengthening skills that promote positive
behaviours. This course is designed to help participants develop
competence in using life skills as counselling techniques, as well
as in the construction of HFLE programmes that use the life
skills approach.
Interactive methodologies will be used such as lecture/
discussion, situation analysis, student presentations/debates,
and role-play.
OBJECTIVES
The student will be able to:
1. model the key life skills techniques during their interactions
with peers and students;
2. identify the theories that underpin the life skills-based
approach to HFLE;
3. analyse the different theories in relation to life skills
development;
4. critically analyse the research evidence that supports
the practice of the life skills-based approach in school
curricula;
5. apply knowledge of life skills theories to the design and
implementation of HFLE programmes to address specific
needs of young people in schools;
6. demonstrate the capacity for empathy, genuineness, and
respect through the development of caring relationships.
CONTENT
• Linking the following key types of life skills to the
counselling process:
• Decision-making
• Interpersonal relationship
• Empathy
• Coping with stress
• Negotiation
• Self-management/monitoring
• Overview of the following major theories underpinning life
skills and implications for life skills development in HFLE:
• Child and adolescent development theory
• Constructivist psychology
• Social learning theory
• Problem•behaviour theory
• Social influence theory
• Cognitive problem solving
• Multiple intelligences theory
• Resilience theory
• Examination of current research in the practice of life skills
• Integrating theory to the design and development of
HFLE programmes with emphasis on Lifestyles: Health and
Wellness; Eating and Fitness; and Human Sexuality.
ASSESSMENT
This course will be assessed through coursework (100%). This will
consist of a practicum to be conducted in a school. The nature of
the course, with its focus on the acquisition and practice of life
skills, demands that a clinical approach be emphasized.
REFERENCES
Clark, R. M. (1983). Family life and school achievement: Why poor
black children succeed or fail. Chicago, IL: University of
Chicago Press.
Dalin, P., & Rust, V. D. (1996). Towards schooling for the twenty firstcentury.
London: Cassell.
Hoffman, L., Paris, S., Hall, E., & Schell, R. (1994). Development
psychology today. New York: McGraw Hill.
Natriello, G., McDill, E. L., & Pallas, A. M. (1990). Schooling
disadvantaged children: Racing against catastrophe. New
York: Teachers College Press
Soler, J., Craft, A., & Burgess, H. (Eds.). (2001). Teaching development:
Exploring our own practice. London: Paul Chapman.
Sprinthall, N. A., Sprinthall, R. C., & Oja, S. N. (1998). Educational
psychology: A development approach (7 th ed.). Boston, MA:
McGraw Hill.
Taylor, I. (1997). Developing learning in professional education:
Partnerships for practice. Buckingham, UK: SRHE and Open
University Press.
CARICOM documents on HFLE.