Award in Creating an Understanding of the Educational Psychosocial Services

MQF Level: 4

ECTS Value: 4 ECTS

Duration: 8 Sessions

Contact Hours: 20

Self Study Hours: 48

Assessment Hours: 32


Course Description

This unit will equip the educators to effectively identify and manage sensitive situations when students disclose and/or exhibit education psycho-social difficulties. They will be proficient in the application of procedures to refer to the appropriate education psycho-social service. Lectures will be delivered by professionals working in the Education Psycho-Social Services. The areas tackled will be as follows:

1. Social Work Service;

2. Counselling Services;

3. School Psychological Services;

4. Child Safety Services;

5. Anti-Bullying Service;

6. Anti-Substance Abuse Service;

7. Servizz Għożża;

8. Youth Work Service;

9. Psychotherapy Service.

Entry Requirements

Applicants interested in following this programme are to be in possession of an MQF Level 3 Certificate or higher. 

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:


a) Identify situations which necessitate referral to education psycho-social services;
b) Identify the adequate service the student needs to be referred to;
c) Follow referral procedures adequately;
d) Respond timely and effectively in situations where students disclose sensitive information related to education psycho-social matters.


a) Outline procedures to follow when students under his/her responsibility do not attend school regularly;
b) Identify signs that students are suffering from learning difficulties;
c) Distinguish signs and symptoms of the different types of child abuse;
d) Identify signs of bullying and appropriate ways to intervene accordingly at the classroom level;
e) Recognise signs and symptoms related to substance misuse;
f) Acquire a better understanding of the various education psycho-social services available for students can encourage and motivate learners to specialise in one of the areas through further training provided locally and/or internationally.


a) Intervene effectively when faced with a situation of bullying as well as follow procedures adequately;
b) identify students who require an assessment by an educational psychologist as early as possible;
c) identify psycho-social difficulties students are facing which merit a referral to the counsellor, psychotherapist or clinical psychologist;
d) effectively manage a situation of bullying presented in class or on school premises;
e) effectively manage situations of substance abuse on school premises;
f) Respond effectively when students disclose sensitive information such as incidents of alleged child abuse.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.  

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.


Upon successful completion of this module, course participants will be conferred an accredited certification. 

Further Learning Opportunities and Career Progression

Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.

Suggested Readings

Core Reading List
1. Respect for All Framework (2014). MEDE
2. Framework for the Education Strategy for Malta 2014-2024 (2014). MEDE
3. Addressing Attendance in Schools (2014). MEDE
4. Addressing Bullying Behaviour in Schools (2014). MEDE
5. Guidelines – Substance Abuse Prevention Programmes and Interventions in State Schools (MEDE)
6. Bezzina, C. (2001). Field Placement Handbook Department of Leadership for Learning & Innovation. Faculty of Education: University of Malta
7. Egan, G. (Ninth Ed.). (2007). The skilled helper: A problem-management and opportunitydevelopment approach to helping
10. Mike Power (2013). Drugs 2.0 – The web revolution that’s changing how the world gets high. Granta Publications.
11. Child Protection National Policy (1999). Safe Schools Programme. Ministry of Education.
12. Currie, S. (2011). Fifteen Pregnant and No Idea. Retrieved from:
13. Dibben, A. (2006). Supporting student mothers within the secondary schools: Policy and practice. (Unpublished B.Ed. (Hons.) dissertation). University of Malta, Malta.
14. Foster, C., & Miller, G. (1980). Adolescent pregnancy: A challenge for counsellors. The Personnel and Guidance Journal, 59(4), 236-240.
15. Grech, V. et al (2017). Vol. 1. Issue 4. Teenage Pregnancy in Malta. Malta Medical School Gazette. Retrieved from:
Supplementary Reading List

1) Special Needs and Inclusive Education in Malta –External Audit Report (European Agency for Special Needs and Inclusive Education, 2014)
2) Chetcuti, D. (1992). Reflective Teaching. The McGill Journal of Education, Vol.27 No 2, 237- 251
3) Cowan J. (2014) Noteworthy matters for attention in reflective journal writing. Active Learning in Higher Education 2014, Vol. 15(1) 53–64
4) Daniel, B., Wassell, S., & Gilligan, R. (1999). Child development for child care and protection workers. London: Jessica Kingsley Publishers.
5) Schools Where Everyone Belongs: Practical Strategies for Reducing Bullying – Stan Davis and Julia Davis
6) Bullying in Schools – Perspectives on Understanding and Preventing an International Problem – Amy G. Carney, Kenneth W. Merrell

7) Bullying and Suicide: What’s the Connection? –
8) Preventing and Tackling Bullying –
9) Bullying Prevention and Intervention in the School Environment: Factsheets and Tools – Dr. Debra Pepler and Dr. Wendy Craig, 2014 –
10) Understanding Bullying – National Center for Injury Prevention and Control
11) How the Bystander Effect Could Promote Bullying –
12) The Effects of Bullying- Kidscape – Preventing Bullying, Protecting Lives –
13) Bystanders – Anti-Bullying Alliance –
14) Eyes on Bullying – Education Development Center, Inc. –
15) Integrating Bullying Prevention and Restorative Practice in Schools: Considerations for
Practitioners and Policymakers –
16) Restorative Practices: Fostering Healthy Relationships and Promoting Positive Discipline in Schools –
26) Ammernan, R.T. & Hersen, M. (1990). Children at Risk. An Evaluation of Factors Contributing to Child Abuse and Neglect. New York: Springer.
27) Burrow Horton, C. & Cruise, T.C. (2001). Child Abuse and Neglect. The School’s Response. New York: The Guilford Press.
28) Understanding Child Abuse and Neglect. Washington: National Academy Press.
29) Harris, C. (2017). Which EU country has the most teenage mothers? Euronews. Retrieved from:
30) Males, M. A. (2010). Teenage Sex and Pregnancy: Modern Myths, Unsexy Realities. Santa Barbara, CA: Praeger. Retrieved from Questia.
31) Newman, P.R & Newman, B.M. (2001). Early Adolescence and its conflict: Group Identity versus Alienation. in Journal of Youth and Adolescence 30(5):515-538 Retrieved from:
32) Tobey, J., Hillman, S. B., Anagurthi, C., & Somers, C. L. (2011). Demographic Differences in Adolescents’ Sexual Attitudes and Behaviors, Parent Communication about Sex, and School Sex Education. Electronic Journal of Human Sexuality, 14. Retrieved from Questia.
33) Warnes, J., & Daiches, A. (2011). ‘Rebuilding after the storm’: Stories of young motherhood. Narrative Inquiry, 21(1), 109-129.

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