• Collaborate effectively with multiple stakeholders while addressing the clients’ needs;
• Navigate between systems’ boundaries, multiple roles and different values and beliefs;
• Foster an understanding and sensitivity towards diversity, multiculturalism as well as different socio-economic differences in perceiving and reacting to society at large;
• Maintain files according to standards with attention given to detail to facilitate handing over;
• Ensure documented information is appropriate to all readers such as legal guardians;
• Comply with GDPR and Confidentiality regulations.

• Outline different models that support the working relationships within multiple contexts;
• Identify multi-disciplinary, inter-disciplinary and trans-disciplinary ways of working in and within the school community;
• Outline National Frameworks and Policies related to social inclusion;
• Define confidentiality within an institution and GDPR requirements;
• Demonstrate knowledge of the different systems and how the systems effect

• Develop awareness about one’s position while working within different systems and with multiple stakeholders;
• Reflect about the principles, values and attitudes that guide one’s position;
• Develop action plans of collaborative working practices within systems;
• work sensitively within diverse communities taking into consideration the different needs and strengths of all students and communities;
• Document and keep file records which are both concise and comprehensive of the action plans and work carried out with clients;
• Apply GDPR and Confidentiality regulations when working within multiple systems and documenting information.

This module will be assessed through: Assignment.

Core Reading List

1. Constructing Multicultarism at school; negotiating tensions in talk about ethnic diversity by Sam Kirkham 2016. https://doi-org.ife.idm.oclc.org/10.1177/0957926516634548
2. Daniela Mercieca(2009) Working with Uncertainty: Reflections of an Educational Psychologist on Working with Children, Ethics and Social Welfare, 3:2, 170-180, DOI: 1080/17496530902951939
3. Paquette, D. & Ryan, J. (2011) Bronfenbrenner’s Ecological Systems Theory, Research Gate
4. Bartolo, P. A. (2015). The role of psychologists in inclusive settings. International Perspectives on Inclusive Education, 49–63. https://doi.org/10.1108/s1479-363620150000004003

Supplementary Reading List

1. Walter, P. (2011) Constructing Public Schooling Today: Derision, Multicultarism, Nationalism, College of Educational University of Washington,  61, Iss. 4,   413-432. 
2. Miles, M.A. & Moore, M (2011) Responding to Diversity in Schools: An Inquiry – based approach.
3. Bartolo, P. A. (2010). Why psychology for diversity? School Psychology International, 31 (6), 567-580, doi: 10.1177/0143034310386532
4. Lacey, P. (2006). Support partnerships: Collaboration in action. London: David Fulton.
5. Lasser, J. & Klose, L. M. (2007). School psychologist’ ethical decision making: Implications from selected social psychological phenomena. School Psychology Review, 36 (3), 484-500
6. Ministry of Education (1999b). National minimum curriculum. Malta: Ministry of Education.
7. Ministry of Education, Youth, Employment (2005a). Inclusive and Special Education Review. Malta: Ministry of Education. Retrieved from: http://www.knpd.org/pubs/pdf/inceduc_rpte.pdf
8. Ministry of Education, Youth, Employment (2005b). For all children to succeed: A new network organisation for quality education in Malta. Malta: Ministry of Education. Retrieved from: https://www.meef.gov.mt/MediaCenter/Docs/1_for_all_children_to_succeed.pdf
9. Ministry of Education, Youth, Employment (2007). Transition from primary to secondary schools. A review. Malta: Ministry of Education. Malta: Ministry of Education. Retrieved from: http://www.doi.gov.mt/EN/archive/school%20reform/School%20review.pdf
10. Ministry of Education, Youth, Employment (2009). Special Schools Reform. Retrieved from:  http://planipolis.iiep.unesco.org/upload/Malta/Malta_Special_Schools_Reform_ENG.pdf
11. Ministry of Education, Employment and Family, (2011).  The National Curriculum Framework 2011: Towards a quality education for all. Counsultation document 1: executive summary. Retrieved from: https://www.meef.gov.mt/MediaCenter/Docs/1_BOOK%201%20ENG.pdf