Supporting pupils' psychological development in school - EDU00042H

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  • Department: Education
  • Module co-ordinator: Dr. Poppy Nash
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2019-20

Module summary

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.

 

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20

Module aims

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.

 

Module learning outcomes

Subject content

  • 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.

 

Module content

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 2019

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

 

Assessment

Task Length % of module mark
Essay/coursework
Essay 5000 words
N/A 100

Special assessment rules

None

Additional assessment information

This module is assessed via a 5000 word essay, to be submitted in Spring week 1.

Reassessment

Task Length % of module mark
Essay/coursework
Essay 5000 words
N/A 100

Module feedback

Written feedback will be given for summative assessments. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

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.



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.