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Session: 2022/23
Last modified: 13/04/2022 13:26:57
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Title of Module: Mental Health in Education |
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Code: EDUC11081 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Y
Hisbon
Matemba |
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| Summary of Module |
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The module critically engages with the characteristics and pedagogical principles supporting the mental health of learners and leaders/mentors of learning. In particular, the module appraises (i) motivational enhancement theories and interventions (therapies) applied within a learning, teaching and training/coaching context; (ii) impact of key skills on building capacity for motivational change and support within a learning, teaching and training context; (iii) critical understanding of the effective interpersonal skills underpinning psychosocial interventions/therapies within a learning, teaching and training context and (iv) critical examination of the role of early recognition that can provide support for learners and leaders of learning. Participants will explore the ethical implications relating to early recognition and support of mental health challenges.
Participants will engage with relevant research, textual and audio-visual resources (through University VLE) and have opportunities to reflect on their own practice and professional development in the area of Interdisciplinary Learning. A range of tasks and activities will be undertaken to probe participant’s developing knowledge and understanding. Current, and developing, trends and their application within a learning and teaching context are examined, and implications for practitioners and learners are considered. The module assessment will relate to the participants own practice and specific work environment.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate enhanced knowledge and critical awareness of motivational enhancement theories applied within a learning, teaching and training context.
L2.
Apply knowledge and a critical understanding of the impact of significant skills on building capacity for motivational change within a learning, teaching and training context.
L3.
Demonstrate knowledge and a critical review of the effective interpersonal skills underpinning psychosocial interventions within a learning, teaching and training context.
L4.
Critically evaluate and apply the knowledge and understanding of mental health early intervention support for learners and leaders of learning. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Enhanced knowledge that covers and integrates areas of mental health theories and interventions (therapies) within a learning, teaching and training context
A critical understanding of the specific theories and interventions (therapies) and early recognition and concepts as they apply to the participants’ learning, teaching and training context.
Critical awareness of current issues in mental health within a learning, teaching and training context.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a range of specialised interpersonal, motivational and early recognition skills, techniques, practices which are informed by relevant theories and interventions.
Apply a range of standard and specialised research instruments and techniques of enquiry.
Demonstrate originality and creativity in the application of knowledge, understanding and practices which relate to mental health and relevant interventions within a learning, teaching and training context.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to issues which are informed by the developments of mental health applications within a learning, teaching and training context.
Develop original and creative responses to concepts and issues which relate to a learning, teaching and training context.
Critically review, consolidate and extend knowledge, skills practices and thinking in mental health and motivational enhancement theory within a learning, teaching and training context.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate, using appropriate specialised methods, to a range of learning, teaching and training audiences with different levels of knowledge/expertise.
Act as a source of advice and mentorship for professionals, on particular aspects of mental health within a learning, teaching and training context.
Use wordprocessing, spreadsheet and data analysis software to support and enhance advanced academic work.
Engage and contribute to the literature and public discussion on mental health theory within a learning, teaching and training context.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities, demonstrating initiative in enhancing the work of mental health theory and motivational enhancement theory within a learning, teaching and training context.
Engage with the academic community on mental health theories and interventions within the School of Education and Sciences.
Demonstrate responsibility, leadership and initiative and contribute to change and development in mental health within a learning, teaching and training context.
Demonstrate the management of complex professional issues, in the field of mental health and education, and make informed judgements on issues both within and outside of professional codes or practices within a learning, teaching and training context.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | N/A |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning and teaching on this module is structured through individual and group tasks delivered through technology enhanced learning methodologies supported by the University Virtual Learning Environment (VLE). In addition, key material and presentations by University tutors and key practitioners are also made available through the VLE. Participant interaction is expected and encouraged using asynchronous and synchronous discussion boards, reflective blog, instant messaging and virtual classrooms. In addition, where necessary aspects of module support will be made available through Voice-thread.
The electronic module handbook, and other detailed material made available to students, will detail specific information on the particular learning and teaching methodologies and combinations of these methodologies. This will clarify for participants both their expectations on module content, and their expectations for the overall balance of learning and teaching methodologies implemented throughout the module.
Tutorial support for participants is provided through electronic communication, which is a valuable feature of this module. The creation of opportunities for social interaction - especially networking and developing contacts with other participants to share good practice is also a valuable aspect of the module. All participants will be expected to have regular access to a computer, the internet and are directed to instructional material regarding the VLE.
As part of a formal UWS collaborative agreement, this module might also be available in blended delivery format, in which case (only), up to nine hours of face-to-face tutorials or other appropriate synchronous input(s) may be provided during the course of the module (and this will be accounted for/factored in as part of the total 'student learning hours' detailed below). |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 90 |
| Tutorial/Synchronous Support Activity | 40 |
| Independent Study | 70 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Core Text
Knifton, L. and Quinn, N. (eds.) (2013) Public Mental Health: Global Perspective, Berkshire: Open University Press.
Supplementary Texts
Kutash, K., Duchnowski, A.J., and Lynn, N. (2006)School-based Mental Health: An Empirical Guide for Decision-Makers, Tampa: University of South Florida.
Grant, A. (2010) Cognitive Behaviour Interventions for Mental Health Professionals, Exeter: Sage Publications.
Miller, W.R. and Rollnick, S. (2012) Motivational Interviewing: Preparing people for Change, New York: Guilford Press.
Journals
Participants shall be directed to specific research papers as and when appropriate.
The most relevant journal is listed below:
The Journal of Mental Health Training, Education and Practice: https://www.emerald.com/insight/publication/issn/1755-6228
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
1. Engagement with compulsory reading and other materials suggested for weekly learning.
2. Engagement and completion of tasks and posting these to the learning forum
3. Students' engaging with each others' work on the weekly discussion forums
4. Submitting the summative assignment |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | School Assessment Board for CPL Programmes |
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| Moderator | L Lafferty |
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| External Examiner | S Jones |
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| Accreditation Details | N/A |
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| Version Number | 2.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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There is a single item of assessment for this module. The assessment is divided into two parts:
Part 1
A reflective report (referenced where appropriate) based on a media resource (10 minutes duration) which participants will share with colleagues the characteristics and pedagogical principles of interventions in support of the mental health of learners and leaders of learning. The resource should be aimed at sharing practice with other leaders of learning (1000 words) (40%)
Part 2
A 3000 word critical essay (fully referenced using Harvard style) which will comprise an appraisal of the relevant literature regarding motivational enhancement and mental health theory and its application to a learning, teaching and training context (60%).
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The School of Education & Social Sciences believe that education and participant diversity are central to achieving quality of mental health within a learning, teaching and training context.
Within the programme, sensitivity, inclusiveness and employability are achieved by:
• Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to
prospective participants and participants.
• Promotion of confidence and knowledge of participants’ rights.
• Promotion of respect and knowledge of the diverse needs and rights of participants and their clients.
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.
This module involves the development and application of mental health and motivational enhancement theory to the learning, teaching and training context.
Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
To enable the module to be responsive to the demand for equality and diversity, processes and procedures have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders throughout the life of the module is also central to meeting our commitments.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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