Psychology of Wellbeing - PSY00021I
Module will run
Occurrence | Teaching period |
---|---|
A | Semester 2 2025-26 |
Module aims
This module seeks to introduce students to the complexity of the term ‘well-being’. It covers core well-being concepts such as hedonic, eudaimonic and biopsychosocial wellbeing, explores the relationship between wellbeing and resilience, and outlines the impact of intersectionality on how well-being is experienced. Students will also gain relevant insight into the real-world applications of well-being research as attention will be paid to what findings tell us about well-being within the university student population.
Module learning outcomes
- Identify core factors related to psychological wellbeing
- Evaluate how various factors interact to influence an individual's levels of wellbeing
- Detail how wellbeing varies as a result of intersectional identities
- Detail the relationship between psychological wellbeing and resilience
- Apply psychological wellbeing research findings to the student population
- Develop an understanding of how wellbeing can be researched
Module content
The course will cover 4 key topics:
1) Well-being - Here the focus will be on the hedonic (e.g. happiness, life satisfaction) and eudaimonic (e.g. satisfying one's important needs) as well as the biopsychosocial models (biological e.g. growth and morbidity rates; psychological e.g. satisfying our most important needs; social e.g. social identity)
2) Resilience - differentiating having good levels of wellbeing from having the capacity to maintain wellbeing during adversity (does this happen through being born with resilient personality traits or is it a natural process that spans the lifespan?)
3) Application to student wellbeing - Here, the focus will be on understanding the complexity of applying general findings to specific student groups (e.g. is resilience the same across university students in different countries?)
4) Improving well-being - Here we will introduce students to non-traditional (e.g. art, mindfulness, religion-based therapies, and music) as well as traditional methods (e.g. psychotherapy)
Indicative assessment
Task | % of module mark |
---|---|
Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
Task | % of module mark |
---|---|
Essay/coursework | 100 |
Module feedback
The marks on all assessed work will be provided on e-vision.
Indicative reading
None specified.