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Module Descriptors

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Session: 2022/23

Last modified: 12/10/2022 13:52:04

Title of Module: Psychological Wellbeing and Mindfulness

Code: MIND11001 SCQF Level: 11
(Scottish Credit and Qualifications Framework)		 Credit Points: 30 ECTS: 15
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:N  Douglas-Smith

Summary of Module

In this first module, students will consider the concept of mindfulness from both practice and academic perspectives. The module will help students broaden their knowledge and understanding of key psychological theories and concepts that are inherently relevant to mindfulness practice, with a particular focus on aspects of health psychology and research enquiry. Throughout the module students will engage with current theories, methods and research within the area of psychological wellbeing and will develop an understanding of the relevance and ethical application of these concepts in relation to mindfulness practice. Students will engage in structured mindfulness practice through a Mindfulness Based Learning Course (MBLC), personal mindfulness meditation practice and daily life mindfulness activities. This engagement with mindfulness practice will support learners in their future ethical practice of mindfulness teaching through the development of the core principles of mindfulness and compassion.

Students will have the opportunity to develop their ability to engage critically with peer-reviewed literature and will be required to actively reflect on how the knowledge and understanding of psychology acquired throughout the module may be relevant to their role as a mindfulness practitioner and to their personal mindfulness practice. Content will be delivered through face-to-face sessions and online learning activities. Examples of topics which may be covered are:

  • Psychological models of health behaviour
  • Stress and psychological wellbeing
  • Emotional processing and regulation

This module will develop the following graduate attributes: 

  • Critical Thinker
  • Analytical
  • Inquiring
  • Research-Minded
  • Socially Responsible
  • Transformational
  • Ethically-Minded

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

 

 

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate critical knowledge and understanding of key theoretical perspectives in psychology relating to health, emotion, psychopathology and research..

L2. Critically and systematically evaluate key theories and research relating to psychological wellbeing and mindfulness.

L3. Demonstrate evidence of using critical reflection models and ethics to inform future personal and teaching mindfulness practice

L4. Critically reflect on their experience of ethical mindfulness practice in relation to the relevant literature.

L5. Demonstrate commitment to effective academic practice by engaging appropriately with learning technologies, exercising appropriate autonomy, and deploying appropriate scholarly conventions.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

Demonstrating and/or working with:
A critical understanding of the theories, concepts and principles that are relevant to mindfulness and psychological wellbeing.
Extensive, detailed and critical knowledge and understanding of the psychological processes involved in practicing mindfulness.
A critical awareness of current issues in mindfulness and psychological wellbeing.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Applying knowledge, skills and understanding: In the use of a range mindfulness practices and techniques from the MBLC to inform understanding of the role of mindfulness practice in cultivating psychological wellbeing.

Generic Cognitive skills SCQF Level 11.

Applying critical analysis, evaluation and synthesis to forefront issues in mindfulness and psychological wellbeing.
Critically review, consolidate and extend knowledge, skills, practices and thinking in applying their experience of mindfulness practice in their lives.

Communication, ICT and Numeracy Skills SCQF Level 11.

Communicating with peers, more senior colleagues and specialists.
Using appropriate application to engage in blended and online learning activities

Autonomy, Accountability and Working with others SCQF Level 11.

Exercising substantial autonomy and initiative in carrying out personal mindfulness practice and learning activities.
Taking responsibility for own work and contributing to the collective learning activities of the group in ways which support and develop critical reflection.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below.

This course will have a blended delivery via online teaching resources, with synchoronous (live) teaching occurring over two weekend sessions, and occasionally in the evening.

The asynchronous teaching sessions will introduce fundamental topics in the area of mindfulness and psychological wellbeing. Students will engage with guided activities to explore issues in greater depth and will be encouraged to identify and follow up their own learning needs within a student-centred learning approach. The live sessions will develop and guide mindfulness practice (through delivery of the Mindfulness Based Learning Course) and support the content delivered synchronously, giving students the opportunity to engage with the teaching team to explore concepts in more depth in an interactive way.
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 Delivery26
Tutorial/Synchronous Support Activity7
Asynchronous Class Activity21
Practice Based Learning35
Independent Study211
300 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Anon (2015). Introduction to Psychology. University of Minnesota Libraries Publishing edition. Retrieved from https://open.lib.umn.edu/intropsyc/#main [Accessed 24 August 2020].

Choden & Regan-Addis, H. (2018). Mindfulness Based Living Course. Winchester UK, Washington US: O Books.

Crane, R. (2008). Mindfulness-based cognitive therapy. London: Routledge.

Fjorkback, L.O., Arendt, M., Ørnbøl, E., Fink, P., & Walach, H. (2011). Mindfulness-Based Stress Reduction and Mindfuless-Based Cognitive Therapy – A systematic review of randomized controlled trials. Acta Psychiatrica Scandinavia, 124(2), 102-119. https://doi.org/10.1111/j.1600-0447.2011.01704.x

Gu, J., Strauss, C., Bond, R., & Cavanagh, K. (2015). How do mindfulness-based cognitive therapy and mindfulness-based stress reduction improve mental health and wellbeing? A systematic review and meta-analysis of mediation studies. Clinical Psychology Review, 37, 1-12. https://doi.org/10.1016/j.cpr.2015.01.006

Gu, J., Strauss, C., Bond, R., & Cavanagh, K. (2016). Corrigendum to “How do mindfulness-based cognitive therapy and mindfulness-based stress reduction improve mental health and wellbeing? A systematic review and meta-analysis of mediation studies.” Clinical Psychology Review, 37, 1-12. Clinical Psychology Review, 49, 119. https://doi.org/10.1016/j.cpr.2016.09.011

Hilton, L., Hempel, S., Ewing, B.A., Apaydin, E., Xenakis, L., Newberry, S., Colaciaco, B., Maher, A.R., Shanman, R.M., Sorbero, M.E., & Maglione, M.A. (2017). Mindfulness Meditation for Chronic Pain: Systematic Review and Meta-Analysis. Annals of Behavioral Medicine, 51(2) 119-213. https://doi.org/10.1007/s12160-016-9844-2

McCowan, D., Reibel, D., & Micozzi, M.S. (2017). Resources for Teaching Mindfulness: An International Handbook. Switzerland: Springer. https://doi.org/10.1007/978-3-319-30100-6

Nairn, R., Regan-Addis, H., & Choden (2019) From mindfulness to insight: meditations to release your habitual thinking and activate your inherent wisdom. Boulder: Shambhala.

Ogden, J. (2012). Health Psychology (5th ed). London: McGraw-Hill
Retrieved from https://www.dawsonera.com/readonline/9780335243846

Spielman. R. M. (2019). Psychology. Open Stax. Retrieved from https://cnx.org/contents/Sr8Ev5Og@12.2:F_mjYFfh@24/Preface

Williams, J.M.G., & Kabat-Zinn, J. (2013) Mindfulness: diverse perspectives on its meaning, origins and applications. London: Routledge.

(**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)

Engagement Requirements

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:
Students are expected to attend a minimum of 75% of synchronous (live) learning activities and engage with at least 50% of asynchronous activities. In order to ensure that students meet the requirements of the UK Good Practice Guidelines for Mindfulness Teachers and are eligible to join the UK Listing, students will need to attend all assessed synchronous sessions. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: https://uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/regulatory-framework/

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Supplemental Information

Programme BoardPsychology & Social Work
Assessment Results (Pass/Fail) No
Subject PanelPsychology
ModeratorTBC
External ExaminerC Ramsey-Wade
Accreditation Details
Version Number

1.04

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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment 1: The first written assessment will involve the completion of a portfolio of written work, completed throughout the module, which identifies the links between psychological learning and mindfulness practice. This assessment will be no more than 3000 words. This assessment is worth 40% of the final mark.
Assessment 2: The second assessment will involve the critical evaluation of psychological research investigating mindfulness. This assessment will be no more than 3000 words. This assessment is worth 60% of the final mark.
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written workcheck markcheck mark check markcheck mark402

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Review/ Article/ Critique/ Papercheck markcheck markcheck mark check mark602
Combined Total For All Components100% 4 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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