MAEL 205 - IFE

MAEL 205
Emotional Wellbeing and Emotional Literacy for Effective Leadership

ECTS Value: 5 ECTS

Contact Hours: 25

Self Study Hours: 70

Assessment Hours: 30

Overall Objectives and Outcomes

This module is required for policymakers and education stakeholders who are leaders within the Maltese Education System so as to be able to lead emotional well-being. The module will equip leaders within the education system with ways that enhance the well-being and emotional literacy of educators and with ways through which these educators can address such aspects with their students. Well-being and emotional literacy need an in-depth analysis for the proper functioning within a globalized, competitive, neo-liberal society. In this module, educational leaders will be able to reflect on how they can help educators address stress, continuous changes and negative stereotypes, encountered in their workplace.

By the end of this programme, participants should be able to:

Competences

a. Systematically identify ways in which educators can reflect on the competences related to their emotional literacy;
b. Reflect on the way their educators can deal with their challenges when working within the education;
c. Establish an action plan that will help them to face educators when encountering ongoing challenges.

Knowledge

a. Critically and systematically define well-being, emotional literacy and emotional intelligence;
b. Identify protective factors that help educators in overcoming challenges in education including continuous changes, negative stereotypes and stress;
c. Acquire and develop the necessary knowledge that can enhance the emotional well-being and emotional literacy of educators in their lives and at their place of work.

Skills

a. Critically reflect on theories of emotional literacy and well-being;
b. Evaluate the way they can engage in emotion coaching;
c. Initiate methods that stimulate emotional literacy.

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.

Suggested Readings

Core Reading List

1. Bezzina, A., Falzon, R., & Muscat, M.  (2015); “Emotional intelligence and the Maltese personal
and social development model.”  In Zysberg, L. & Raz, S. (Eds.). Emotional intelligence: Current
evidence from psychopathological educational and organisational perspectives (pp. 151-171).
New York: Nova Science Publishers, Inc.
2. Camilleri, S., Caruana, A., Falzon, R., & Muscat, M. (2012). “The promotion of emotional literacy
through personal and social development: the Maltese experience” in Pastoral Care in
Education, 30(1), 19-37.

3. James, C., Bore, M., & Zito, S. (2012). “Emotional intelligence and personality as predictors of
psychological well-being” in Journal of Psychoeducational Assessment, 30(4), 425-438.

Supplementary Reading List

1. Michaelson, J., Mahony, S., & Schifferes, J. (2012); Measuring wellbeing. A guide for practitioners. A short book for voluntary organizations and community groups. London: NEF.
2. Feinstein, L., Vorhaus, J., & Sabates, R. (2008); “Mental Capital and Wellbeing: Making the most of ourselves in the 21st century” in Learning through life: Future challenges, Government Office for Science.
3. Cross, T. L. (2002); “Putting the Well-Being of All Students (Including Gifted Students) First” in Gifted Child Today, 25(4), 14-17.

4. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2012)’ Youth and skills: putting education to work. UNESCO, Paris, France.