Mental health and education
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.
• 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
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 - 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 - 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%
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.
|Mental health issues within an educational context||50.00|
|A support strategy for an individual with mental health needs.||50.00|
Teaching and Learning Strategy
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.
Private study - reading time, preparing and taking assessments (265 hours)
- 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.