Module XME-4044:
Mental health and education
Module Facts
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Semester 1 & 2
Organiser: Miss Angharad Hughes
Overall aims and purpose
• To develop an awareness of a range of mental health difficulties which some students and staff members face within an educational context. • To enable the enhancement of expertise in making provision for students and staff members with mental health needs within a range of educational settings • To develop a critical understanding of support strategies available in order to be able to support students and staff • To gain insight into the importance of ethical and safeguarding issues within education linked to mental health • To develop current knowledge regarding the prevalence of mental health issues within education both locally, nationally and wider • To be aware of and able to critique different policies and procedures regarding working with, and supporting students and staff with mental health needs.
Course content
• Explore a range of mental health issues: • Stress • Depression • Anxiety • Bipolar Disorder • Phobias • Eating disorders • Substance abuse • The effects on the individual within an educational context • Ways of identifying mental health issues • Risk factors • Ethical issues • Current provision in Wales / UK • Communicating • Inclusion • Stress management • Support
Assessment Criteria
excellent
Excellent - at this level students demonstrate excellence in power of analysis, argument and originality. Students also demonstrate excellent organisation, use a wide range of research and stylistic quality. Assignment mark range - 70%+
threshold
Threshold - at this level students show evidence of planning which leads to a satisfactory assignment structure, satisfactory understanding of theories and analysis, and appropriate use of research. Arguments are supported by appropriate evidence. Assignment mark range - 50% - 59%
good
Good - at this level students show good insight, offer sustained and relevant analysis. Assignments are well researched and referenced, written with a clear structure and style. Assignment mark range - 60% - 69%
Learning outcomes
-
Demonstrate a critical understanding of the current underlying principles, attitudes, values and practices relevant to the effectiveness of including of students or staff members with mental health needs within education.
-
Critically evaluate current educational provision and practice for learners or staff members with mental health needs within chosen educational context.
-
Compare the prevalence of current mental health issues within a chosen field of education whilst demonstrating a critical awareness of a range of mental health issues within chosen educational context.
-
Implement an educational strategy for promoting mental wellbeing and mental health with students or staff within a chosen educational context whilst critically evaluating its potential and analysing potential ethical and safeguarding issues within the strategy.
-
Critically analyse wider ethical and safeguarding issues when working alongside staff or students with mental health issues within an educational context.
Assessment Methods
| Type | Name | Description | Weight |
|---|---|---|---|
| Mental health issues within an educational context | 50.00 | ||
| Presentation | 15.00 | ||
| Report following presentation | 35.00 |
Teaching and Learning Strategy
| Hours | ||
|---|---|---|
| Lecture | Contact time - in the classroom or fieldwork (35 hours) 7 hours x five one day weekend sessions. The teaching strategy will be a combination of lectures, practicals, seminars, tutorials and role play. |
35 |
| Private study | Private study - reading time, preparing and taking assessments (265 hours) |
265 |
Transferable skills
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- 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
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- 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.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- 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
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Adapt and transfer ideas from one educational context to another.
- Identify problems, evaluate solutions and critique research associated with educational practice.
- Acquire and analyse data in an educational context.
- Adopt an ethically sound approach to research with children and vulnerable adults.
Use theoretical and research-based evidence to extend knowledge and understanding of mental health issues in education.
Courses including this module
Optional in courses:
- X3AA: Diploma Education Studies year 1 (DIP/ED)
- X3AB: MA Education Studies (part-time) year 1 (MA/ED)
- X3AN: MA Education Studies year 1 (MA/EDST)
- X3BG: MA Education Studies (12-months) year 1 (MA/EST)