The module is intended to introduce students to key psychological concepts, by exploring current debates in Education concerning how schools can support the social and emotional development of pupils of all ages.
|A||Autumn Term 2019-20|
The module is intended to introduce students to key psychological concepts, by exploring current debates in Education concerning how schools can support the social and emotional development of pupils of all ages. Attention will be given to critically examining relationships between academic research, policy and practice in both primary and secondary schools.
to understand the key psychological concepts underpinning the psychological support pupils receive in primary and secondary school settings;
to understand how theories and empirical research using key psychological concepts have informed our understanding of how best to support pupils social and emotional development in primary and secondary school settings.
Academic and graduate skills
Locate and engage with a variety of academic and psycho-educational sources.
Extract key points from articles, and to identify current debates and supporting evidence.
Contribute to debates in class and to critically reflect on them.
Communicate their ideas and understanding effectively, both orally and in writing.
Complete weekly learning logs through which they will demonstrate their understanding of key concepts as well as develop their critical writing skills.
To accumulate a comprehensive understanding of the critical relationships which exist between academic research, policy and practice.
The module has 9 class meetings in the Autumn Term, Weeks 2-10). These will involve tutor-led input, lectures, small group activities, class debates and student presentations using a range of materials. Each class will require the students to do preparatory readings and to complete follow-up activities. Preparatory readings will take the form of academic papers, reports or policy documents. Follow-up activities will include an individual learning log or a small-group work activity.
An outline of the sessions week by week:
Autumn Term (Weeks 2-10)
Class 1 Introduction: Good Childhood Report 2017
Class 2 Mental health continuum (Nash, 2017): Key terms
Class 3 Risk & protective factors: What matters in studying mental health ?
Class 4 Supporting pupils in primary school: Universal approaches
Class 5 Supporting pupils in secondary school: Universal approaches
Class 6 Supporting pupils in primary school: Targeted approaches
Class 7 Supporting pupils in secondary school: Targeted approaches
Class 8 Essay preparation workshop
Class 9 Sharing ideas/group presentations on designing psychological interventions for use in school
|Task||Length||% of module mark|
|Task||Length||% of module mark|
Written feedback will be given for summative assessments, in line with departmental procedures (i.e. within 4-6 weeks of the date of submission).
Kyriacou, C. (2007). Effective teaching in schools (3rd ed). Cheltenham: Nelson Thornes.
Adelman, H. S., & Taylor, L. (2000). Promoting mental health in schools in the midst of reform. Journal of School Health, 70, 171-178.
Calear, A. L., & Christensen, H. (2010). Systematic review of school-based prevention and early intervention programs for depression. Journal of Adolescence, 33, 429-438.
Cooper, P. & Whitebread, D. (2007). The effectiveness of nurture groups on student progress: Evidence from a national research study. Emotional and Behavioural Difficulties 12(3), 171-90.
Erlbaum, B. & Vaughn, S. (2001) School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. The Elementary School Journal, Vol. 101 (3), 303-329.
Liddle, I. & Macmillan, S. (2010). Evaluating the FRIENDS programme in a Scottish setting. Educational Psychology in Practice, 26(1), 53-67.
Nash, P. (2006) The assessment & management of psychosocial aspects of reading and language impairments. In: M. Snowling & J.Stackhouse (Eds) Dyslexia, speech & language: A practitioner's handbook. Chapter 13. 2nd ed. London: Whurr.