Bristol UWE - Module specification: -

MODULE SPECIFICATION

(Revised October 2005)


Code:	UTLGCK-20-1
Title:	Helping Children to Manage Themselves Socially and Emotionally
Version:	4
Level:	1
UWE Credit Rating:	20
ECTS Credit Rating:	10
Module Type:	Standard
Owning Faculty	Social Sciences and Humanities
Field:	Secondary Education and Lifelong Learning
Field Leader: (see guidance notes)
Faculty Committee approval: Education Wider Workforce Programme Committee Date: 3/3/2009
Approved for Delivery by: ( indicate name of affiliated institution if module will only be delivered by them)
Valid From:	September 2009
Discontinued From:
Contributes Towards: (see guidance Notes	Cert HE (Learning Support) Dip HE (Learning Support) Foundation Degrees Higher Level Teaching Assistants Foundation Degree Education Support (Yeovil College)
Pre-requisites:	None
Co-requisites:	None
Entry requirements: (If the module is offered as CPD or stand alone, indicate the entry requirements)
Excluded Combinations:	UTLGCK-20-2: Helping Children to Manage themselves Socially and Emotionally UTLGCK-30-M: Helping Children to Manage themselves Socially and Emotionally

Learning outcomes:

On successful completion of the module, participants will:

• have an understanding of emotional and social development in young people(A & B);

• have awareness of ways to manage disruptive behaviour in the classroom (B);

• have explored theories of self-esteem and self-concept (B);

• have awareness of personal, social and health education (B);

• have explored a range of strategies for anger management (B);

• have examined the barriers to effective communication (B );

• be able to organise and present ideas and information coherently (A & B);

• be able to communicate effectively, including the capacity to communicate the processes and outcomes of their learning (A & B);

• be able to work effectively as an independent and self-motivated learner (A & B)

Syllabus outline:

The module is designed in a form that enables it to be delivered in a way that is responsive to the individual needs of participants. The following is indicative of the content and the precise format will be drawn from this list through negotiation with participants.

• Theories of social development

• Transactional Analysis

• Equal opportunities

• Self-esteem enhancement

• Anger management/ Conflict resolution approaches

• Assertiveness training

• Counselling skills

• Personal development

• Interpersonal skills/ Communication skills

• Emotional literacy

Teaching and learning methods:

The module will be delivered through a mixture of methods, including lectures, seminars, video presentations. Active participation by the student group will be encouraged throughout. Visiting lecturers experienced in specific aspects of the module content will be invited to contribute as appropriate.

Reading Strategy:

There will be a set text which students are expected to buy. Other essential reading will be provided electronically or as printed study packs.

Further reading is not essential for this module, but students will be encouraged to explore at least one of the titles held in the library on this topic. A current list of such titles will be given in the module handbook and revised annually.

Indicative sources:

Extensive reference will be made to articles in professional journals and in particular to The British Journal of Special Education; Support for Learning; Special Children; Therapeutic Care and Education and Disability & Society. The following is indicative of other publications students will be required to refer to:

BARRATT, P., BORDER, J., JOY, H., PARKINSON, A., & THOMAS, G. (2000) Developing Pupils’ Social Communication Skills London: David Fulton

BARROW, G., BRADSHAW, E. & NEWTON, T. (2001) Improving Behaviour and Raising Self-esteem in the Classroom London: David Fulton

DfES (2001) Code of Practice Special Educational Needs. London: HMSO.

DRYDEN, W. (1990) Individual Therapy. Buckingham: Open University Press.

FAUPEL, A., HERRICK, E. & SHARP, P. (1998) Anger Management London: David Fulton

GARDNER, H. (1993) Multiple Intelligences New York: Basic Books

GELDARD, K. & GELDARD, D. ( 2001) Working with Children in Groups Basingstoke: Palgrave

GELDARD, K. & GELDARD, D. ( 2002) Counselling Children London: Sage

GOLEMAN, D. (1996) Emotional Intelligence London: Bloomsbury

HORNBY, G., HALL, C., HALL, E. (2002) Counselling Pupils in Schools London: Routledge Falmer

McNAMARA, E. (1999) Positive Pupil Management and Motivation London: David Fulton.

O’BRIEN, T. (1998) Promoting Positive Behaviour. London: David Fulton

SHARP, P. (2001) Nurturing Emotional Literacy London: David Fulton

Assessment

Weighting between components A and B (standard modules only) A: 50% B: 50%

ATTEMPT 1

First Assessment Opportunity

Component A

A 5 minute presentation to a tutor and group of peers. The precise title to be negotiated with the tutor.

Component B

Element 1 Weighting: 50%

A portfolio of directed tasks completed throughout the module amounting to approximately 2000 words

Element 2 Weighting: 50%

A reflective commentary on the learning accrued through the completion of the directed tasks

(approximately 500 words)

All assessment tasks must meet the following criteria:

A: Conceptual Domain (Core)

The assignment demonstrates that the student can identify and use relevant ideas and perspectives for purposes of reflection upon issues under study.

B: Literature Domain

The assignment demonstrates that the student has an awareness of appropriate literature and its relevance to the task.

G: Action Domain

The assignment demonstrates that the student has awareness of a relationship between theory and practice in the workplace, and can use reflection to develop a personal theory and refine professional practice, with due regard to issues of equity and social justice.

Second Assessment Opportunity (further attendance at taught classes is not required)