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.
Occurrence | Teaching period |
---|---|
A | Semester 2 2023-24 |
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.
Subject content:
Academic and graduate skills:
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
Task | % of module mark |
---|---|
Essay/coursework | 70 |
University - project | 30 |
None
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.
Task | % of module mark |
---|---|
Essay/coursework | 70 |
University - project | 30 |
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
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