Run by School of Human and Behavioural Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Sarah Plum
Overall aims and purpose
The purpose of this module is to teach undergraduate students resilience skills in the face of commonly experienced stressors and difficulties. Stated simply, resilience is the ability to both survive and thrive. Resilience is not only about your ability to positively adapt in the face of adverse or challenging circumstances (that is, survive), but it is also about learning the positive skills, strategies and routines that enable you to live a happy, fulfilling, and successful life (in other words, thrive). This module will provide students with a personalized set of strategies and skills for self-care and to optimize their academic and social experiences while at Bangor University and beyond. By the end of the module, the student will have gained knowledge and skills that can be applied to their lives now and in the future.
Indicative content of the module will include:
- Introduction to Resilience: the roots of inherent stress, the concepts of stress and allostatic load; the dual factor model of Mental Health; including the importance of managing distress and promoting well-being; defining resilience and why it is important to you student and your life.
- Mindfulness: Understand mindlessness and how our brains function, including the different components of mindfulness and related practices that lead to increased awareness and better decision-making and coping strategies. Learn specific mindfulness practices that strengthen and enable you to be more aware of your thoughts, feelings, and surroundings
- Goals and values: Describe the psychological benefits of clarifying values as a way to guide decisions and behaviours towards a meaningful life. Learn to engage in specific values-directed behaviours that will enable you to live more consistent with your values.
- Willpower and habit formation: Explain the make-up and function of habits and how to use them effectively. Develop an understanding of and acquire distress tolerance skills.
- Reality acceptance skills: Understand the importance of accepting reality even during difficult times, and use the skills of turning the mind and willingness.
- Model of emotions: Understand the function and purpose of emotions; how to develop skills to cultivate positive emotions.
- Unhelpful thoughts: Understand the concepts of cognitive fusion and diffusion; concepts of CBT; the relationship between thoughts, emotions and behaviours; acquire skills in cognitive restructuring
- Managing negative emotions; Understand the model of emotions; how and why to manage negative emotions; why developing positive emotions is critical to having resilience
- Developing interpersonal effectiveness skills; Understand the need for these skills in relationships; learn three key skills and how to use them effectively, including how to problem solve when things go wrong.
Students must submit at least 10 out of 12 weekly journal entries. Each portfolio entry should be approximately 700 words and cover the following:
- Lecture and Reading reflection (200 words)
- Skills Practice Reflection (200 words)
- Activity Reflection- reflection of group activities that week (200 words)
- Gratitude Practice Reflection (100 words)
Completion of Diary Cards- from week 3 This will record the students progress in skills use and acquisition and be an opportunity to track progress
Develop a resilience toolbox of skills and strategies that serves the student on the roadmap for their future.
Practice a variety of resilience skills, habits, and routines in different areas of a student’s life to minimize stress and optimize well-being.
Recognise how and why intentionally ‘practicing’ resilience skills is critical to developing the fluency to use and reap the benefits from them.
Teaching and Learning Strategy
1.5 hours per week covering content
During this time, students will do some reading, watch videos around the content, and engage in reflective practice and write their weekly journal entries.
1 hour seminar per week. Students will be split into smaller groups for seminars.
- Literacy - Proficiency in reading and writing through a variety of media
- 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
- 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.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- 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
Subject specific skills
Develop a knowledge and understanding of stress and resilience in psychology and develop skills to improve personal wellbeing
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/php-1002.html
Mazza et al., 2016. DBT Skills in Schools: STEPS-A, 422, 457
Mazza et al., 2016. DBT Skills in Schools: STEPS-A, 466-474
Interpersonal Effectiveness Week 10
Mazza et al., 2016. DBT Skills in Schools: STEPS-A, 475-479
Beyond Tender Loving Care: TLCs’ Promise Health and Happiness Read summary and then click the “Related Journal Article” Link on the top left of the page and read the journal article