MDIV103 - IFE

MDIV103
The Practitioner’s Wellbeing when working with Adolescents exhibiting Divergent Behaviour

MQF Level: 7

ECTS Value: 3 ECTS

Self Study Hours: 36

Contact Hours: 15

Assessment Hours: 24

Duration: 6 sessions

Overall Objectives and Outcomes

In this module, course participants will be able to improve their awareness and skills in managing their wellbeing whilst addressing the needs of adolescents with divergent behaviours. This module consists of two main components. A theoretical-practical component will provide the students with an opportunity to comprehend what work with adolescents with divergent behaviours would entail both on a professional and personal level with an emphasis on professional wellbeing. Furthermore, this component will provide the necessary tools to preserve one’s own wellbeing at the workplace and strengthen one’s own resilience skills in managing the everyday stressors that might arise as a result of addressing divergent behaviours. A reflective component will be addressing the practitioner’s wellbeing through reflective lens that will provide the opportunity to widen awareness, reflect on trigger situations, as well as professional boundaries. Such reflective lens will focus on equipping students against secondary trauma, burnout and compassion fatigue whilst ensuring professional competence.

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

Competences

a. Manage and safeguard their professional wellbeing through practical tools whilst ensuring professional competence when supporting adolescents with divergent behaviours;

b. Utilise self-awareness and reflexivity to ensure ethical practice and professional boundaries when facing triggering events in the workplace;

c. Navigate complex situations through the application of self-regulation techniques and crisis management when working with adolescents showing divergent behaviours.

Knowledge

a. Identify and reflect on how personal thoughts, feelings, and experiences impact their professional positioning;

b. Determine trigger situations that could arise with adolescents showing divergent behaviours;

c. Identify methods to professionally address challenging events taking place with adolescents whilst preserving one’s own personal wellbeing.

Skills

a. Apply self-awareness and reflexivity in managing complex situations with adolescents/youths showing divergent behaviours;

b. Reflect on professional positioning and trigger situations that could arise when dealing with difficult adolescent situations;

c. Prevent trigger situations from tampering with professional competence;

d. Demonstrate the ability to manage complex situations in a professional manner whilst preserving one’s own wellbeing.

Assessment Methods

This module will be assessed through: Reflective Diary Assignment.

Suggested Readings

Core Reading List

Budd, D. (2020). Reflective Practice in Child and Youth Care: A Manual. Canadian Scholars.
Egan, G. (2019). The skilled helper: A problem-management and opportunity-development approach to helping (11th ed.). Cengage Learning.
Hildebrand, J. (2019). Bridging the Gap. A training Module in Personal and Professional Development.
Skovholt, T. M., & Trotter-Mathison, M. (2011). The resilient practitioner: Burnout prevention and self-care strategies for counsellors, therapists, teachers, and health professionals(2nd ed.). Routledge/Taylor & Francis Group.
Watson, L., Hunter, S., Mordue, S. J. (2020). How to Thrive in Professional Practice: A Self-care Handbook. Critical Publishing.

Supplementary Reading List

Chapman, G. Campbell, R. (2016). The 5 Love Languages of Children: The Secret to Loving Children Effectively. Northfield
Corey, G., & Schneider Corey, M. (2013). I never knew I had a choice: Explorations in personal growth. Brooks/Cole.
– Davis, M., & Robbins Eshelman, E. (2008). The relaxation and stress reduction workbook. New Harbinger Publications.
Engel, B. (2007). Healing your emotional self: A powerful program to help you raise your self-esteem, quiet your inner critic, and overcome your shame. John Wiley & Sons.
Johnson D.W., (2012). Reaching Out: Interpersonal effectiveness and self- actualization. Allyn & Bacon.
Kennerley, H. (2009). Overcoming anxiety: A self-help guide using cognitive behavioural techniques. Robinson.
Kubler Ross, E., & Kessler, D. (2005) On grief and grieving: Finding the meaning of grief through the five stages of loss. Simon & Schuster.
Lindenfield, G. (2011). Managing anger: Simple steps to dealing with frustration and threat.
Lindenfield, G. (2014). Self-esteem: Simple steps to build your self-confidence.
Looker, T., & Gregson, O. (2009). Teach yourself managing stress: Teach yourself general.
Morrissette, P. J. (2013). Self-Supervision: A Primer for Counsellors and Human Service Professionals. Taylor & Francis.
Nelson-Jones, R., (2006). Human relationship skills: Coaching and self-coaching. Hold, Rinehart and Winston.
Nicholls, D. (1997). Health and Safety in Youth and Community Work. Russell House
Richardson, B. (2013). Working with Challenging Youth: Lessons Learned Along the Way. Taylor & Francis.
Sommers-Flanagan, J., Sommers-Flanagan, R. (2014). Tough Kids, Cool Counselling: User-Friendly Approaches with Challenging Youth. (Second ed.) Wiley.
Tripathi A, Brahma A, Malhotra S, Akula V. Clinical Practice Guidelines for Assessment and Management of Patients Presenting with Psychosocial Crisis. Indian J Psychiatry. ] 2023 Feb;65(2):212-220. doi: 10.4103/indianjpsychiatry.indianjpsychiatry_485_22. Epub 2023 Jan 30. PMID: 37063625; PMCID: PMC10096203.
Wilson, J.P. (2006). The post traumatic self. Restoring meaning and wholeness to personality.