PSD in MALTA An Overview

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PSD in MALTAAn Overview

• Ruth Falzon
• Maud Muscat
• NSCoPSE Annual Conference
• October 2009.

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CONVERSATION WITH A 12-YEAR OLD

• What do you like about your PSD teacher?
• She understandsShe listens to us. Shes nice.
• What do you mean by nice?
• Hekk, if she thinks someone is misbehaving, she
  asks us.
• What about last years PSD teacher?
• Last yearshe was too hekk. The other teacher was
  always giving us handouts. This one uses games
  and is practical.

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CONVERSATION WITH A 12-YEAR OLD

• What difference do you find between your PSD
  teacher and the other teachers?
• If she wants to make a rule, she asks for our
  opinion. The others say if you dont like it
  pacenzja.
• What do you not like about your PSD teacher?
• Nothing Heqq.

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MISSION STATEMENT

• PSD aims at empowering students to develop
  skills, knowledge and attitudes which will enable
  them to live and participate fruitfully and
  effectively in their environment
• (Abela et al, 2002)

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PSD?

• PSE
• PSHE
• PSHCE
• PSDME
• PSHEE
• CRED
• PSD

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PSD in Malta a timeline

• 1985 Caritas Training
• 1986 Lifeskills in Two church schools
• 1988 Lifeskills in State schools
• 1992 One year certificate in Facilitating
  Personal and Social
• Lifeskills
• 1992 PGCE Lifeskills
• 1995 PGCE Lifeskills (PSE)
• 1997 First Education Officer in PSD
• 1991 B.Ed (Hons) PSD Double Subject
• 2001 PSD syllabus
• 2003 PGCE/PSD
• 2003 PSD in the primary school
• 2004 B.Ed (Hons) PSD Single Subject
  (Muscat 2006)

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Training the PSD Specialist

• Ms Ruth Falzon (UOM) worked very closely with Mr
  Lawrence Muscat (ED) in Planning training
  programmes, as well as the NMC syllabus.
• It was a very positive symbiotic relationship.

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PROFILE of PSD Specialist???

• Professional Competency
• Philosophical Framework
• Inclusive Philosophy
• Ethical Behaviour
• Basic Human values
• Facilitating Skills
• Observational Skills
• Personality
• Personal Growth

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1. PROFESSIONAL COMPETENCIES

• Psychology
• Philosophy
• Sociology
• Health
• Personal Development

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1. PROFESSIONAL COMPETENCIES

• Metacognition
• In touch with young peoples lives
• Always open to learning (Carl Rogers)
• ________________________________
• PSD Specialists are in a unique position as
  agents of personal and, through that, social
  change
• (Hopson and Scally,
  1981, page 50)

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1. PROFESSIONAL COMPETENCIES

• Aware of the professional limitations
• Classroom Management
• Methodology
• Planning and Evaluation

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METHODOLOGY

• Kolbs experiential Cycle (Kolb 1984)
• Deweys Five Cycle Process of Instruction (Dewey
  1916)

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Experiential Cycle(Kolb,1984)

• Concrete experience
• Reflective Observations
• Generalization and
• Abstract Conceptualization
• Testing Implications

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Deweys Five Cycle Process

• Activity student is interested in throughout
• General problem develops
• Information and observation to deal with problem
• Suggested solution elicited
• Opportunity to test solution, clarify and
  discover (1916, p.163)

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Experiential Learning

• Constructivism
• Learning by Discovery
• Dewey

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Experiential learning

• this interactive process of action, reflection
  and planning is at the heart of all successful
  learning and needs to occupy a significant place
  of schooling process. Whitaker (1995), p.
  15)

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Experiential Learning

• Role Play
• Brainstorming (Thought Showering?)
• Discussions
• Cared Games
• Group work
• Fish Bowl Experiments
• Case Studies

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Processing

• Activities and games can only become relevant if
  the facilitator successfully helps students to
  translate the activities into skills, skills
  which eventually become part of their daily
  repertoire. This is carried out through and
  during PROCESSING

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Processing

• Lifeline of PSD.
• Exercises useless if not followed by and
  incorporated within processing.
• Exercises carried out MUST be followed and
  concluded by processing.

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Processing

• Without correct processing, the students would
  not be able to integrate and internalise what
  they have experienced during the particular
  exercise, and hence will also not be able to
  transfer the learning to real life.
• Encourages true personal growth and change.
• Facilitators must therefore understand and be
  able to use this technique extremely well.
• (Falzon, 2008)

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Processing Skills needed

• Performing Skills (Shor, 1987)
• Listening Skills
• Thinking Skills
• Questioning Techniques
• Helping Skills (Egan, 2005)
• Presentation Skills
• Closure Skills

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Processing

• Developing Provocative Dialogue
• (Shor, 1987)

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2. PHILOSOPHICAL FRAMEWORK

• Harmony in life
• Lifelong learning
• PSD as a way of life
• wanting to do it (Nelson Jones (1993)
• Living what one is promoting
• Positive perspective (Maslow)

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2. PHILOSOPHICAL FRAMEWORK

• Whole School approach
• Clear objective and vision of the concept
• Role Model
• Child centred
• Relationship with students and school

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2. PHILOSOPHICAL FRAMEWORK

• The quality of the teacher-learner relationship
  is crucial if teachers are to be effective in
  teaching anything- face it, even
• sex education can be taught so that students are
  bored, turned off and stubbornly resistant to
  learning
• if the teachers fosters relationships that make
  students feel put down, distrusted,
  misunderstood, pushed around, humiliated or
  critically evaluated. Gardner T
  (2003) p.5

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3. INCLUSIVE PHILOSOPHY(NMC Principle 2)

• Gender
• Culture
• Religion
• Belief systems
• Values
• Whole School approach

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3. INCLUSIVE PHILOSOPHY(NMC Principle 2)

• Catalyst for change
• Abilities
• Background
• Language
• Language usage
• ________________________
• PSD must be the responsibility of an enthusiastic
  and powerful guiding body of staff
• 
  (Polan, 1991, page 16)

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4. ETHICAL BEHAVIOUR

• Confidentiality
• Disclosure and boundaries
• Respect for the individual
• Respect for the Community
• Language Usage

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5. BASIC HUMAN VALUES

• Inclusion
• Acceptance
• Harmony
• Co-operation
• Human rights
• Respect
• Uniqueness

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6. FACILITATION SKILLS

• Communication skills
• Group Skills
• Intrapersonal Skills
• Leadership Skills
• Listening skills
• Eliciting Skills

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6. FACILITATION SKILLS

• A facilitatoris a person who has the role of
  empowering participants to learn in an
  experiential group I mean (an experiential
  group) one in which learning takes place through
  an active and aware involvement of the whole
  person as a spiritually, energetically and
  physically endowed being encompassing feeling and
  emotion, intuition and imaging, reflection and
  discrimination, intention and action
• (Heron,
  1999, P.1)

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6. FACILITATION SKILLS

• Skilled in the techniques of experiential
  learning
• Feedback skills
• Processing skills
• Empathy Skills
• Time management Skills
• Building of creative and inclusive resources
• Planning, Evaluation and Record Keeping

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7. OBSERVATIONAL SKILLS

• Able to understand nonverbal behaviour
• Able to pick up on individuals messages
• Able to understand the hidden message beyond the
  spoken word
• Able to go beyond the misbehaviour of the child
• Able to get the feel of the groups processes
• Able to know when to refer

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8. PERSONALITY

• Flexible
• Creative
• High in emotional intelligence
• Sensitive
• Friendly and caring
• Enthusiastic
• Humble
• Young at heart

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8. PERSONALITY

• Independent learner
• Internally motivated
• Open to feedback
• Balanced life
• Confidence
• Acceptance of oneself
• Open to learning and continuous self growth and
  development

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HUMANISTIC PSYCHOLOGY(Maslow)

• Philosophical goodness of man
• Focus on values, dignity and worth of man
• Holds healthy living as a result of realising
  full potential
• Uniqueness of man

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COMMON TRAITS OF POSITIVE PROFILES (Maslow)

• Accurate perception of reality
• Acceptance of self and others
• Acceptance of the environment
• Spontaneous, autonomous and non-corruptible
• Ethical versus self centred problem solving

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COMMON TRAITS OF POSITIVE PROFILES (Maslow)

• Can identify with others, with mankind
• Strong sense of humour
• Values privacy and solitude
• Preferring deep relationships to popularity
• In awe of discovery a child-like appreciation
  of simple things

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9. PERSONAL GROWTH

• CONTINUOUS REFLECTIVE PRACTICES
• IN ORDER TO
• Clarify our values
• Maintain leader skills
• Develop leader skills
• Obtain supervision

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9. PERSONAL GROWTH

• CONTINUOUS REFLECTIVE PRACTICES IN ORDER TO
• Arrange peer supervision
• Practice and experiment
• Participate in groups
• Attend workshops and courses

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9. PERSONAL GROWTH

• CONTINUOUS REFLECTIVE PRACTICES IN ORDER TO
• Keep abreast with research
• Keep abreast with resources
• Keep abreast with information
• Avoid burnout

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9. PERSONAL GROWTH

• CONTINUOUS REFLECTIVE PRACTICES IN ORDER TO
• Seek new challenges
• Keep our enthusiasm high
• Reflect on our facilitation skills
• Self evaluate
• (adapted from Nelson-Jones, 1991)

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B.Ed (PSD) 240 ECTS 4-year programme

• 134 PSD
  (55.7)
• 36 Educational Studies
  (15.0)
• 32 Field Placement
  (13.3)
• 4 Professional Development Portfolio
  (01.7)
• 4 RICTE
  (01.7)
• 4 Diversity in the classroom
  (01.7)
• 2 Education and the law
  (00.9)
• 4 Research methods
  (01.7)
• 12 Dissertation
  (05.0)
• 8 Optional/extracurricular
  (03.3)

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B.Ed (PSD) 134 of 240 ECTS PSD 4 years programme

• 62 Psychology (46.3)
• 24 Sociology/Youth Studies(17.9)
• 26 Philosophy (19.4)
• 22 PSD methodology (16.4)
• 134 in Total (100 )

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PGCE/PSD 60 ECTS 1-year programme

• 12 (20.0) Education Studies
• Philosophy/Sociology/Psychology
• 04 (06.7) Electives
• 02 (03.3) Inclusive education
• 14 (23.4) PSD/School experience
• 08 (13.3) RICTE
• 14 (23.3) Field Placement
• 06 (10.0) Long Essay

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FOOD FOR THOUGHT

• A TEACHER SHOULD HAVE MAXIMAL AUTHORITY AND
  MINIMAL POWER
• T.S. Szasz (1990)
• _______________________
• If she wants to make a rule, she asks for our
  opinion. The others say if you dont like it
  pacenzja.

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References

• Abela, G., Azzopardi, A., Camilleri, K., Ciantar,
  Vancell, J. M., Zammit Pulo, S. (2001).
  Developmental programme for PSD teachers. Malta
  Ministry of Education
• Dewey, J. (1916) Democracy and education. An
  introduction to the philosophy of education.
  USA Simon and Schuster.
• Egan, G. (2005). The skilled helper. (7th Ed.).
  Monterey California, USA Brooks School
  Publishing Co.
• Gardner T. (2003) T.E.T. Teacher effectiveness
  training New York Three Rivers Press
• Falzon, R. (1999). Some thoughts on Processing.
  Unpublished monograph. UOM Malta.
• Falzon, R. (2008). PGCE/PSD facilitation
  Methodology Programme 2008-9. Official Course
  Overview Department of Psychology University of
  Malta.
• Heron (1999) Complete facilitators handbook UK
  Kogan Page Limited
• Hopson, B. and Scally, M. (1981). Lifeskills
  teaching. UK McGraw-Hill Publications.
• __________________________________________________
  ___________________________________

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References

• Kolb, D. (1984). Experiential learning
  experience as the source of learning and
  development. New Jersey, USA Prentice-Hall.
• Muscat, M. (2006). Evaluation of the PSD
  programme. (M. Ed. Dissertation).
• Nelson-Jones R. (1991) Lifeskills a handbook
  London Cassell Educational
• Nelson-Jones R. (1993) Practical counselling and
  helping skills London Cassell Educational
• Polan A.J. (1991) Personal and social education
  citizenship and biography. Journal of Moral
  education Vol 20 No.1
• Shor, I. (Ed.). (1987). Freire in the classroom.
  USA Portsmouth Boyton/Cook Publisher
• Szasz, T.S., (1990) The untamed tongue a
  dissenting dictionary. USA Open Court Publishing
  Company
• Whitaker, P. (1995). Managing to learn -
  aspects of reflective and experiential learning
  in schools. London Cassell Publication