Topics in Illness and Disability
Run by School of Human and Behavioural Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Prof Valerie Morrison
Overall aims and purpose
This module will draw from health psychological theory relevant to the experience of illness, pain, disability and healthcare. Starting with theory, students shall be taught the classic psychological theories pertaining to stress appraisal and the self regulation of cognition, emotion and coping. Evidence of cultural, group and individual differences in these will be considered in terms of how they moderate or mediate illness outcomes. Evidence from empirical studies will be described within lectures and supplemented with a fortnightly workshop either in the form of a) a debate around a controversial issue, for example in relation to perceptions of disability/ability; positives and negatives of the caregiver experience, b) review and critique of assessment materials, or c) case material presented through video. For each workshop reading lists are provided in advance for students to prepare an informed contribution. By the end of semester students will be expected to have designed an evidence- based intervention proposal targeted at improving health status of patients and/or their carers.
Models of health and illness; biomedical, social-environmental and biopsychosocial models of disability; illness perceptions and the self-regulation of illness; the role of assistive technology; coping; pain; cognitive, emotional and behavioural models of illness outcomes; families and disease; carer strain and gain; assessing patient outcomes, mood and QoL; dr-patient communication and healthcare decision-making; developing and evaluating interventions
Reasonably comprehensive coverage of both the underlying theory and empirical material relevant to health psychology. Well organised and structured answer demonstrating a good understanding of health psychology concepts and their application in research and practice
Comprehensive and accurate coverage of the area demonstrating a synthesis of relevant material, clarity of argument and expression. Depth of insight into theoretical issues with back up from empirical evidence base showing a strong grasp of health psychology concepts and their application in research and practice.
Adequate answer to the question, largely based on lecture material. No real development of arguments or evidence of critique.
Understand the principles underlying biomedical and biopsychosocial explanations of illness and how these underpin theories of symptom perception, interpretation and coping response
Interpret and demonstrate understanding both orally and in writing (both assessed) of empirical findings from correlational, prospective or interventional studies in terms of their relevance to a) assessment b) theory and c) healthcare practice and intervention
Demonstrate an advanced level of understanding of current theories of responses to illness through critical evaluation of competing explanations of illness and disability (cultural, social, individual, biomedical), and place these within contemporary health psychology.
Demonstrate how theory is applied in psychological assessments common to the practice of health psychology by means of evaluation published intervention studies in terms of their processes and outcomes.
Review and sythesise empirical evidence so as to generate a proposal for a theoretically derived and evidence-based intervention targeted at patients, their informal carers, or health care practitioners.
|GROUP PRESENTATION||Group presentation of journal article (possibly online)||
Students will choose one empirical paper from provided options for their group (0f 4-6 students) to review, allocate a section to each student, and prepare a coherent summary review of all sections of the paper to present to the markers (MO and the GA) and the class using Powerpoint or Prezi. If we are in lockdown this will be presented online via TEAMS or BBD Ultra. This assignment requires students to work together to prepare and rehearse their presentation thus they may need to work together online
to be copied from last year
|INDIVIDUAL PRESENTATION||Poster -Intervention Development and Presentation||
to be copied from last year
Teaching and Learning Strategy
Powerpoint based lectures will present and summarise core theory and collate evidence whilst also pointing students to further readings
There is a core textbook attached to this module as it is the first time students fully encounter Health Psychology. Each lecture relates to core chapters of this book PLUS each lecture provides students with additional readings, from which to start their own searches in order to best inform their later assignments
Class debate and discussion around pre-set topics described on the module outline handout provided at the start of term. Students are expected to come prepared to these workshops which add value to lecture content and enable more in-depth review and critigue of concepts and models, measures and methods.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- Understand the scientific underpinnings of psychology as a discipline.
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- Communicate psychological concepts effectively in written form.
- Communicate psychological concepts effectively in oral form.
- Be computer literate for the purpose of processing and disseminating psychological data and information.
- Retrieve and organise information effectively.
- Handle primary source material critically.
- Engage in effective teamwork for the purpose of collaborating on psychological projects.
- Be sensitive and react appropriately to contextual and interpersonal psychological factors.
- Use effectively personal planning and project management skills.
- Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
- Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
- Reason scientifically and demonstrate the relationship between theory and evidence.
- Understand and investigate the role of brain function in all human behaviour and experience.
- Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
- Be aware of ethical principles and approval procedures.
Resource implications for students
Students will need to prepare an A3 poster - if they choose to laminate it they will need to meet the costs
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/php-3006.html
Recommended Reading: In addition to the articles listed next to the lectures each week, the following text is a recommended purchase (also available on short-loan). Morrison V & Bennett P (2016) An Introduction to Health Psychology. 4th edition. London: Pearson/Prentice Hall
Courses including this module
Compulsory in courses:
- C880: BSC Psych with Cl & Hlth Psych year 3 (BSC/PHS)
- C88B: BSc Psychology w Clin & Health Psy (4yr with Incorp Found) year 3 (BSC/PHS1)
- 8X44: BSc Psychology with Clinical & Health Psychology (Int Exp) year 4 (BSC/PHSIE)
- C88P: BSc Psychology with Clinical & Health Psy with Placement Yr year 4 (BSC/PHSP)
- C808: MSci Psychology with Clinical & Health Psychology year 3 (MSCI/PHS)
Optional in courses:
- X320: BA Astudiaethau Plentyndod ac Ieuenctid a Seicoleg year 3 (BA/APIS)
- MC98: BA Criminology/Psychology year 3 (BA/CRP)
- X319: BA Childhood and Youth Studies and Psychology year 3 (BA/CYP)
- CQ83: BA English Language & Psychology year 3 (BA/ELPSY)
- R181: BA French with Psychology (with International Experience) year 4 (BA/FPIE)
- R1C8: BA French with Psychology year 3 (BA/FPSY)
- R2C8: BA German with Psychology year 3 (BA/GPSY)
- Q1C8: BA Linguistics and Psychology year 3 (BA/LP)
- CL83: BA Sociology/Psychology year 3 (BA/PS)
- CL84: BA Social Policy/Psychology year 3 (BA/SPP)
- CL85: BA Social Policy & Psychology with International Experience year 3 (BA/SPPIE)
- C883: BSc Clinical Sports Science year 3 (BSC/CLSPS)
- C804: BSc Psychology (with International Experience) year 4 (BSC/PIE)
- C800: BSC Psychology year 3 (BSC/PS)
- C81B: BSc Psychology (4 year with Incorporated Foundation) year 3 (BSC/PS1)
- C80F: BSc Psychology year 3 (BSC/PSF)
- C80P: BSc Psychology with Placement Year year 4 (BSC/PSP)
- C801: BSC Psychol w Neuropsychol year 3 (BSC/PSYN)
- C83B: BSc Psychology with Neuropsychology (4yr with Incorp Found) year 3 (BSC/PSYN1)
- C809: BSc Psychology with Neuropsy (with International Experience) year 4 (BSC/PSYNIE)
- C84P: BSc Psychology with Neuropsychology with Placement Year year 4 (BSC/PSYNP)
- C680: BSc Sport and Exercise Psychology year 3 (BSC/SEXP)
- M1C8: LLB Law with Psychology year 3 (LLB/LPSY)
- C810: MSci Psychology with International Experience year 3 (MSCI/PIE)
- C807: MSci Psychology year 3 (MSCI/PS)