compiled by Ms. Sarah Jane Azzopardi (2009)

Whether teaching at Primary or Secondary level, the main objective of PSD specialists is to empower the students and enable them to tap into their abilities in order to give them the necessary skills they require to face their everyday challenges and situations. Awareness, experiential learning and self-empowerment are among the main objectives one should include in every session and no matter how different one group is from another our students need to be given the indispensable lifeskills in order to achieve success and be truly empowered in whatever they aspire to do.

“Self-empowerment is a process by which one increasingly takes greater charge of oneself and one’s life… One cannot become a ‘self-empowered person’. It is a process of becoming in which one behaves in a more or less empowered way” (Hopson and Scally, 1978).

PSD in the Primary Schools

Since the very beginning of a student’s educational journey PSD forms a very crucial role. This educational journey isn’t merely academic but also socio-emotional development. As early as Kindergarten, students are provided with an emotional environment that supports learning which at the same time, contributes in strengthening the student’s self-confidence. The objectives of PSD in early education and primary school include, equipping the students with creativity, self-expression, awareness of feelings, valuing, listening, conflict resolution, cooperation and decision-making.

PSD in early and primary education should also help the student to acquire and ‘develop a positive attitude to life’ (Ministry of Education, 1999), by giving them the skills to become more self-sufficient, explore different environments and appreciating them, show enthusiasm in whatever task is being presented to them and develop a healthy personal identity especially when dealing with other children and adults.

As in any other subject, every teacher should strive to instil in the students knowledge, skills and attitudes that will together enable then to translate their experiences into learning. PSD specialists also thrive in supporting students achieve a healthy self-confidence and good, moral and social values.

PSD in the secondary school builds on the skills that were already acquired from early education and primary schools. Although the structural format remains the same, the objectives are slightly different and more challenging. Students at this point in their lives face many changes include the transition from primary to secondary, puberty, and adjusting to a new environment. PSD helps to strengthen their personal identity in the light of these changes and also learn to deal and cope with the new challenges and situations they face.

At this level, PSD in secondary schools also targets the needs of the students in a way that it guides them towards responsible decision making, healthy and responsible behaviour in relationships, career education, communication skills, assertiveness, acquisition and awareness of one’s values and the celebration of diversity.

“The beginning of the secondary level till the end is a process based on respect for the needs associated with the different phases of human development” (Ministry of Education, 1999).

PSD in secondary school also supports the students in their physical, sexual and emotional development thus giving them the skills to embrace their ‘new’ self and believe that they are indeed special irrespective of how their body has changed. This also entails bringing the students to a greater awareness that now even more than ever, their actions and decisions have greater consequences.

PSD in Secondary Schools

“Personal responsibility is a positive concept whereby people are responsible for their well-being and making their own choices” (Nelson-Jones, 1991).

Through PSD students also have the opportunity to disclose some personal issues that at that point in their lives might overwhelm them or burden them and through the trained specialist, refer to the appropriate guidance to be able to help the students reach their happiness and fulfilment.

Since PSD was introduced in the curriculum, one can immediately notice the positive and fruitful effects it has had on the students. It has helped them learn to cope with stressful situations, deal with their fears, overcome their difficulties and also bring them to a greater awareness of what is actually harmful through experiential learning without having first hand experience themselves. PSD in both primary and secondary schools has given the students a chance to voice out their opinions, express who they really are, explore and get to know themselves and what the are able to offer and make a difference.

“We grow as human beings if we know how to explore where we are, understand where we want to be and act upon how to get there. And to facilitate the exploration, understanding and action of others. Unable to do so, we are left only as life’s observers and not as life’s participants” (Carkhuff, 1976, as cited in Hopson and Scally, 1978).

References:

Hopson, B., & Scally, M. (1978). Lifeskills teaching. London: McGraw-Hill.
Ministry of Education (1999). National minimum curriculum. Malta: Ministry of Education.
Nelson-Jones, R. (1991). Lifeskills: A handbook. London: Cassell Educational Limited.