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Session: 2022/23
Last modified: 13/04/2022 13:30:52
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Title of Module: Stress Management in Education |
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Code: EDUC11082 |
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: | C
Oates |
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| Summary of Module |
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Stress within education settings contributes to the likelihood of illness and absence, burnout and the development of associated physical and mental health difficulties and deterioration in well-being. These adverse consequences impact on both learners and those involved in learning and teaching roles.
This module critically reviews the models and theories of stress and in particular the specific stress management theories, underpinning research and strategies that have been effective in managing and coping with the manifestation of stress. Participants will be introduced to stress management theory and critically appraise this in terms of effectiveness, suitability and applicability for learners and leaders of learning within learning, teaching and training contexts.
Participants will engage with a range of specific stress management tools such as anxiety management, goal setting, problem solving and behavioural reattribution techniques. They will critically evaluate the planning, implementation and evaluation of stress management strategies on a self-help, collegial and team basis.
There will be opportunities to discuss and critically reflect upon the delivery of effective stress management strategies and consider ethical issues within the participant’s learning, teaching and training setting throughout this module.
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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.
Critically appraise stress management theories and models
L2.
Critically review the specific evidence base for effective stress management strategies within learning, teaching and training settings for both learners and Leaders of Learning
L3.
Apply enhanced skills in planning, implementing and evaluating effective stress management strategies within a learning, teaching and training context.
L4.
Critically reflect on the implementation of stress management strategies within their learning, teaching and training context. |
| 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.
Critically review literature in relation to the theories and models of stress management.
Develop a critical understanding of the range, skills, effectiveness, suitability and applicability of stress management strategies within learning, teaching and training settings.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Demonstrate a significant range of skills in implementing and delivering stress management strategies.
Critically evaluate the application of stress management strategies for learners, Leaders of Learning (self-help), colleagues and their organisation.
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| Generic Cognitive skills |
SCQF Level 11.
Critically reflect on the use of enhanced skills to solve problems where issues occur in the application of stress management strategies.
Critically appraise the evidence regarding suitability and applicability of the application of stress management strategies within a learning, teaching and training context.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrate high levels of communication and interpersonal skills, whilst interacting with learning resources and engaging with the application of stress management strategies.
Interpret interpersonal communication effectively to deliver stress management strategies to learners, self and others within their organisation.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Work with learners and others within their organisation to analyse the causes of stress and to deliver support and advice in relation to the implementation of stress management strategies.
Demonstrate a critical understanding of leadership skills to facilitate the implementation of stress management strategies within their organisation.
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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: | No Pre-requisites or Co-requisites |
| 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 for 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, aspects of module support will be made available through Voicethread.
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).
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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) |
| Asynchronous Class Activity | 90 |
| Independent Study | 110 |
| 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:
Davis, M., Eshelman, E.R., McKay, M. (2008) The Relaxation and Stress Reduction Workbook 6th edition, Oakland: New Harbinger Publications.
Hartney, E. (2008) Stress Management for Teachers, www.continuimbooks.com
Kottler, J., Chen, D.D. (2008) Stress Management and Prevention: Applications to daily life, Belmont: Thompson, Wadsworth.
Tummer, N.E. (2011) Teaching Stress Management: Activities for Children and
Young Adults, Champaign: Human Kinetics.
Sorenson, Ricard (2007) “Stress management in education: warning signs and coping mechanisms,” British Educational Leadership, Management & Administration Society, 21(3), pp. 10–13.
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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 |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | Y Matemba |
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| External Examiner | S Jones |
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| Accreditation Details | |
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| Version Number | 2.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Written Assignment providing discourse, synthesising reading and underpinning knowledge and understanding of wider research. The context for the assignment will focus on the following:
“Critically appraise the evidence for the efficacy and suitability of stress management strategies for learners and others within learning, teaching and training settings and make recommendations for the delivery and evaluation of a stress management strategy within your learning organisation.” (4000 words) (100%).
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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 and the School of Health & Life Sciences believe that education and participant diversity are central to achieving quality of stress management training.
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.
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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