- Department: Education
- Module co-ordinator: Dr. Umar Toseeb
- Credit value: 20 credits
- Credit level: H
- Academic year of delivery: 2019-20
- See module specification for other years: 2018-19
The module is intended to introduce students to key psychological concepts, by exploring current debates in psychology. Students will learn about the psychological underpinnings of early risk and protective factors for mental illness and wellbeing as well as how school, family, and peers can best support the mental health of children and adolescents.
|A||Spring Term 2019-20 to Summer Term 2019-20|
The module is intended to introduce students to key psychological concepts, by exploring current debates in psychology concerning nature of mental illness in children and adolescents, how mental illness can be identified, and how schools, families, and peers can best support the mental health of children and adolescents. Attention will be given to critically examining relationships between academic research, policy and practice in various contexts such as at school, at home, and in the playground.
Academic and graduate skills:
Week 2 Introduction: Good Childhood Report 2017 – Students will be introduced to the concept of mental health.
Week 3 Mental Health Continuum (Nash, 2017): Key terms – Students will learn about the key terms used when discussing mental health, distinguishing between mental wellbeing and mental illness.
Week 4 Mental Health Risk factors – Students will learn about the underlying psychological theory related to risk factors for poor mental health in children and adolescents and how these manifest in schools, at home, and in the playground (e.g. bullying, poverty, attachment, etc.).
Week 5 Developmental Disorders and Mental Health 1 – This problem based learning sessions will introduce students to a number of developmental disorders. Students will be asked, in groups, to design an intervention to support children with a specific developmental disorder in a school, home, or playground setting (e.g. Autism Spectrum Disorder, Developmental Language Disorder, Developmental Dyslexia).
Week 6 Developmental Disorders and Mental Health 2 – Students will present, in groups, their proposed intervention. Students will also prepare learning resources, in the form of PowerPoint slides, which will be uploaded on to the VLE, so that they can be accessed by other students.
Week 7 Mental Health Protective factors – In this session, students will be introduced to the concept of resilience and factors that protect children and adolescents from mental illness (e.g. good quality friendships, supportive home environment, etc.).
Week 8 Supporting Children – Students will learn about evidence based interventions that can be implemented in school, at home, or in the playground for pre-adolescent children to support their mental health.
Week 9 Supporting Adolescents- Students will learn about evidence based interventions that can be implemented in school, at home, or in the playground for adolescents to support their mental health.
Week 10 Essay preparation workshop – during this session students will take part in a workshop on essay writing skills.
Week 1 Mental Health Literacy 1– In this problem based learning session students will be asked, in groups, to design a resource that can be used to improve mental health literacy.
Week 2 Mental Health Literacy 2 – Students will be asked to pitch their designed resource, from the previous week, to their peers.
Week 3 Child and Adoelscent Mental Health Reading Group - During this session, students will be asked to provide a critical analysis of a pre-specified paper that they will be asked to read before the session.
Week 4 Essay Drop-in Session - Students will have the opportunity to bring along specific queries with reference to their essays
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Essay / Coursework
Students will receive in-session formative feedback after the problem based learning sessions in week 5 and week 6. Students will also receive formative feedback on essays plans.
|Task||Length||% of module mark|
Essay / Coursework
Students will receive written feedback on their 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.
Blake, S., Bird, J., Gerlach, L. (2007). Promoting Emotional and Social Development in Schools: A Practical Guide. London: Sage.
Centifanti, L.C. & Williams, D.M. (2017) The Wiley Handbook of Developmental Psychopathology. London: Wiley Blackwell.
Dwivedi, K.N., & Harper, P. B. (2004). Promoting the Emotional Well Being of Children and Adolescents and Preventing Their Mental Ill Health: A Handbook. London : Jessica Kingsley.
Hulme, C., & Snowling, M. J. (2009). Developmental Disorders of Language Learning and Cognition. Hoboken : Wiley.
Howard, C., Burton, M., Levermore, D., & Barrell, R. (2017). Children's Mental Health and Emotional Well-Being in Primary Schools. London: Sage.
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.
Bronfenbrenner, U. (1994) Ecological models of human development. In International Encyclopedia of Education, Vol 3, 2nd Edition. Oxford: Elsevier.
van Harmelen A-L, Gibson JL, St Clair MC, Owens M, Brodbeck J, Dunn V, et al. (2016) Friendships and Family Support Reduce Subsequent Depressive Symptoms in At-Risk Adolescents. PLoS ONE 11(5): e0153715. https://doi.org/10.1371/journal.pone.0153715