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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.
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION YEAR: SEMESTER: COURSE CODE: EDGC 6212 COURSE TITLE: DIAGNOSIS AND COUNSELLING: FIRST STEPS NUMBER OF CREDITS: 4 COURSE DESCRIPTION: This course provides a general introduction to elements of counselling within the school environment. It is aimed at teachers who wish to be able to make an informed response to the academic and non-academic needs of students. The course will identify various student problems that the average classroom teacher may encounter regularly and outline ways to identify and work with students who need help. A major concern is the referral process and how participants can collaborate with colleagues in their school and other professionals in order to assist students. Case studies will be a major focus of the course. OBJECTIVES The student will be able to: 1. identify behaviours characteristic of students with problems; 2. initiate contact with students in ways that provide understandings to help in the management/mitigation of these behaviours; 3. guide students and/or families to appropriate resources and support systems for identified problems; 4. develop enabling partnerships with parents and/or other teachers vis-à-vis student cases; 5. make sound ethical decisions about working with and consulting about student cases; 6. apply the counselling process within the limits of the teacher’s normal role. CONTENT • Characteristics of children’s and youth’s conflicts with self • Characteristics of children’s and youth’s conflicts with others • Special topics: • child abuse • ‘latchkey’ children • living with addictions • death and dying • divorce and family re•arrangement • Consultation and referral: • the role of consultation • the consulting process • creating a referral list • Collaboration: • working with parents: Establishing rapport, impartiality, data collection, the referral process, planning and goal setting • working with other teachers: Establishing rapport, data sharing and confidentiality, collaborative planning • Legal and ethical considerations • Stages in the counselling process ASSESSMENT This course will be assessed through coursework (40%) and a final examination (60%). REFERENCES Corey, G. (2001). Theory and practice of counselling and psychotherapy (6 th ed.). Pacific Grove, CA: Wadsworth/ Thomson Learning. Corey, G., Corey, M. S., & Callahan, P. (2003). Issues and ethics in the helping professions (6 th ed.). Pacific Grove, CA: Brooks/Cole Publishing. Erchul, W. P., & Martens, B. K. (2002). School consultation: Conceptual and empirical bases of practice (2 nd ed.). New York: Kluwer Academic/Plenum Publishers. Gilhooley, J. (2000). Using peer mediation in classrooms and schools: Strategies for teachers, counselors and administrators. Thousand Oaks, CA: Corwin Press. Goldstein, S., & Mather, N. (1998). Overcoming underachieving: An action guide to helping your child succeed in school. New York: Jossey-Bass. King, G. (1999). Counseling skills for teachers. Thousand Oaks, CA: Corwin Press. Nelson-Jones, R. (2000). Introduction to counseling skills: Text and activities. London: Sage. Teele, S. (2000). Rainbows of intelligence: Exploring how students learn. Thousand Oaks, CA: Corwin Press. Thompson, C. L., & Rudolph, L. B. (2004). Counseling children (6 th ed.). Pacific Grove, CA: Brooks/Cole Publishing. UNESCO. (1982). UNESCO Yearbook on Peace and Conflict Studies. Paris: Author. Weil, P. (1990). The art of living in peace: Towards a new peace consciousness. Paris: Unesco. Ziv, A. (1977). Counselling the intellectually gifted child. Toronto, Canada: Guidance Centre, Faculty of Education, University of Toronto. YEAR: SEMESTER: COURSE CODE: EDSE 6213 COURSE TITLE: INTRODUCTION TO SPECIAL EDUCATION NUMBER OF CREDITS: 4 COURSE DESCRIPTION: This course provides a general introduction to the field of Special Education and the study of exceptionality. Since the trend in current educational practice is towards integration of special students into the mainstream classroom, it is not unusual for regular classroom teachers to have students with exceptionalities in their classes. Teachers therefore need to be aware of and sensitive to the characteristics and needs of these students. Case studies will be the major strategy used to identify and plan for these students. 91
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Faculty of Humanities and Education (Postgraduate) - The University ...

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