THE NATIONAL UNIVERSITY OF LESOTHO

Department of Sociology, Anthropology & Social Work

Course Title Risk and Resilience factors: Strengths based approach

Course Code SW 3107-3A
Faculty
Department Sociology, Anthropology and Social Work

Pre-requisites None
Course Code
Course Coordinator(s) Mrs. S. Mushonga
Office # 42 Moshoeshoe Ext. 3777

Email simbaimunya@gmail.com

Other Course None

Teachers(s) Tutor(s)
Learning Hours Total 60
Student Quota
Course Type Core Course
Offer in Academic Year 2019/20: 1st Semester

COURSE DESCRIPTION

This course is designed to create skills and mechanisms for students to explore various aspects of working
with at risk populations in communities from a risk and resilience perspective. The course examines
internal and external risk factors such as daily stress, poverty, human rights, gender, substance abuse,
and crime among others. These issues will be addressed across all levels of practice using the lens of the
strengths perspective. These are relevant in minimizing risks and promoting resilience for individuals and
families and communities at large. Students will examine conceptual, empirical, and applied work on
resilience, including applications of resilience theory to social work practice with individuals, families, and
communities.

COURSE OBJECTIVES

1. To equip students with knowledge of basic concepts related to risk and resilience.

2. To help students identify and illustrate the three main components of the resilience theory.

3. To help students understand the key theoretical assumptions of resilience.

4. To raise students awareness of the individual and social ecological risk factors.

5. To enhance students’ understanding of the individual (internal) and external protective

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 factor/resources/ processes.

6. To equip students with intervention strategies that strengthen resilience.

GUIDELINES ON GRADING AND STANDARDS OF ASSESSMENT

General Course Grade Descriptors

Please note: NUL has adapted standards-based assessment, thus, when using standards-based
assessment as opposed to norm-based assessment, descriptors should be established so that students
are clear about what is expected of them. Students will receive a score based on these benchmarks as
opposed to a ranking based on a norm.

A Demonstrate evidence of original thought, strong analytical and critical abilities

as well as a thorough grasp of the topic from background reading and
analysis; should demonstrate excellent organizational, rhetorical and
presentational skills.

B Demonstrate evidence of critical and analytical thinking but not necessarily

original in their thinking; show adequate grasp of the topic from background
reading and analysis; should demonstrate strong organizational, rhetorical and
presentational skills.

C Demonstrate evidence of a reasonable grasp of their subject but most of their

information is derivative, with rather little evidence of critical thinking; should
demonstrate fair organizational, rhetorical and presentational skills.

D Demonstrate evidence of being able to assemble the bare minimum of

information, poorly digested and not very well organized in presentation.
There is no evidence of critical thinking.

E Demonstrate evidence of poor knowledge and understanding of the subject, a

lack of coherence and organization, and answers are largely irrelevant. Work
fails to reach degree level.

COURSE CONTENT

Course topics include :

1. Introduction to the course (Conceptualising terms)

 Risk
 Resilience

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  outcomes
2. Internal and external risk factors
 Individual risk factors
 Peer risk factors
 Family risk factors
 School risk factors
 Community risk factors
3. Definitions of resilience

4. Four waves of Resilience

5. Theories of risk and resilience

 Strength perspective
 Person-in-environment perspective
 Social ecological theory
6. Conditions of resilience
 Adversity
 Positive adaptation (Better-than-expected outcomes/Positive outcomes)
 Resilience as a dynamic process (resilience protective
factors/resources/processes).
7. Resilience protective factors/resources/process
 Individual resilience protective resources
 Relational resilience protective resources
 Community resilience processes
 Africentric values and practices (Ubuntu)
8. Individual and external risk and resilience factors (case study) (micro, mezzo, macro)
 Daily stress
 poverty
 substance abuse

9. Social work practice & Resilience (Intervention strategies that strengthen resilience)

 in kids through parent

 In the youths and adults
 In the community
 COURSE LEARNING OUTCOMES

Course Learning Outcomes Aligned Programme

Learning Outcomes

At the end of this course students are expected to:

 Demonstrate an understanding of basic concepts related to risk and
resilience factors.

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  Explain the three main components of the resilience theory.
 Demonstrate an understanding of internal and external risks factors.
 Show an understanding of individual and external resilience protective
factors/ resources/processes.
 Illustrate an understanding of the intervention strategies that strengthen
resilience.
COURSE TEACHING AND LEARNING ACTIVITIES

Course Teaching and Learning Activities Aligned Course

Learning Outcomes
Lectures, seminars, assignments, guest speakers and field visits

There are three contact hours weekly

 Interactive class discussion

 Presentations and critical reading
 Lectures.
 Seminars
 Assignments

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 COURSE ASSESSMENT METHODS
Assessment Method Description Weight Aligned Course
Learning Outcomes
Course Work 33%
(Assignments & Class Students write individual and group
Test) assignments as well as take home tests
and class test.

The end of semester exam will consist 67%

of six questions and the student is
expected to respond to four. The exam
will be four hours in length. The content
to be examined will be drawn from the
Written Exam weekly lectures and tutorial sessions,
and from the readings assigned in class.

ESSENTIAL READINGS: (Journals, textbooks, website addresses etc.)

Textbooks:

Masten, A. S. (2015). Ordinary magic: Resilience in development: Guilford Publications.

Steinhardt, M., & Dolbier, C. (2008). Evaluation of a resilience intervention to enhance coping strategies and
protective factors and decrease symptomatology. Journal of American college health, 56(4), 445-453.

Theron, L. C. (2004). The role of personal protective factors in anchoring psychological resilience in
adolescents with learning difficulties. S Afr J Educ, 24(4), 317-321.

Theron, L. C. & Phasha, N. (2015). Cultural pathways to resilience: Opportunities and obstacles as
recalled by black South African students Youth resilience and culture (pp. 51-65): Springer

Ungar, M. (2012). Social ecologies and their contribution to resilience The social ecology of resilience
(pp. 13-31): Springer.

van Breda, A. D. & Theron, L. C. (2018). A critical review of South African child and youth resilience
studies, 2009-2017 Children and Youth Services Review, 91, 237-247.

van Breda, A. D. (2018). Resilience of vulnerable students transitioning into a South African University.
Higher Education, 75(6), 1109-1124.

MEANS/PROCESSES FOR STUDENT FEEBACK ON COURSE

COURSE POLICY (including plagiarism, academic honesty, attendance etc.)

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 ADDITIONAL COURSE INFORMATION

ACADEMIC COUNCIL APPROVAL

Signature: S Mushonga Date: January, 2019