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Child & Adolescent Mental Health - EDU00080M

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  • Department: Education
  • Module co-ordinator: Dr. Beth Bell
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2023-24

Module summary

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.

Module will run

Occurrence Teaching period
A Semester 2 2023-24

Module aims

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.

Module learning outcomes

Subject content:

  • Students will understand and be able to explain the key psychological concepts underpinning the aetiology of, and the factors that affect, mental illness and wellbeing in children and adolescents;
  • Students will explore and critically evaluate how theories and empirical research have informed our understanding of how best to support children’s mental health in various contexts such as at school, at home, and in the playground;
  • Students will apply theoretical knowledge and understanding gained in private reading to an issue relating to child and adolescent mental health that they have identified independently.

Academic and graduate skills:

  • Students will gain experience in assimilating information to develop an informed personal perspective on an important applied topic in psychology in education.
  • Students will be able to effectively communicate a reasoned argument, and the evidence underpinning it, in both written and oral forms.
  • Students will be able to identify and synthesise a range of sources e.g. academic articles, media and policy documents and critically evaluate their reliability, validity and relevance.
  • Students will be able to analyse ways in which theories and data from different disciplines can inform each other and can be applied in different contexts to enhance understanding.
  • Students will work proactively and autonomously to select and manage information and use this to engage effectively in debate.
  • Students will present their reading and ideas to expert and non-expert audiences in a poster format

Module content

Indicative content for this module includes:

Mental Health and Mental Illness
Identification and Diagnosis
Risk and Protective Factors
Neurodiversity and Mental Health
Self-Harm
Body Image and Eating Disorders
Digital Technology and Mental Health

Assessment

Task Length % of module mark
Essay/coursework
3000 Word Essay		 N/A 70
University - project
Poster Presentation		 N/A 30

Special assessment rules

None

Additional assessment information

Students will receive feedback on poster titles in week 5.  Students will also receive in-session feedback after the problem based learning sessions in week 5 and week 6. A formative task (essay plan, 1-2 pages in length) to be set during the Spring term.

Reassessment

Task Length % of module mark
Essay/coursework
3000 Word Essay		 N/A 70
University - project
Poster Presentation		 N/A 30

Module feedback

Individual written feedback reports, with follow-up tutor meeting if necessary. 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

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


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.