Topics in Child Health and Wellbeing
Rhedir gan School of Human and Behavioural Sciences
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Dr Mihela Erjavec
In this module we shall critically examine some of the key issues in child health and wellbeing, taking a multidisciplinary approach, with an emphasis on developmental context, evidence-based prevention, and behavioural interventions.
This module aims to engender understanding of the following:
• How psychological theories and basic research are applied to real-life issues that affect health and wellbeing of children and their families
• How our theoretical understanding inspires design of interventions and vice versa
• How intervention outcomes should be measured and reported to provide valid evaluations of their effectiveness
• How to critically evaluate research reports in this domain
• How to identify the strengths and weaknesses of various research methods and approaches to child health and wellbeing
• How to identify trends by examining psychological literature and other sources
The module content is updated annually to keep up with interesting research and intervention development. This year, it will include the following topics:
• Introduction to module context, content, and assessment methods
• Development of food preferences in childhood; the importance of healthy eating; childhood obesity
• Evidence-based healthy eating programmes in school and nursery settings
• Healthy eating in adolescents: determinants of disordered eating; treatment and interventions
• Parenting variables and family context: effectiveness of parenting programmes
• Growing up with peers: social interactions within a school context; problems associated with bullying; interventions
• Developmental disabilities and problems: importance of early detection; effective early intervention
• Common mental health issues and disorders in childhood and adolescence; treatment options and outcomes
• Determinants of mental health and wellbeing in children with chronic illness: an example from pediatric psychology
• Future of child health and wellbeing; emerging themes
Adequate answer to the question. Some development of arguments. Some inaccuracies. Shows enough evidence of understanding of the material presented in class and reading key texts. Grades given for this level would be in the C range (C-, C, C+) for Masters students.
Reasonably comprehensive coverage. Well organised and structured answers. Good understanding of the material and good evidence of reading and understanding key texts. Grades given for this level would be in the B range (B-, B, B+). This is equivalent to 'merit' classification.
Comprehensive and accurate coverage of the area; clarity of argument and expression. Depth of insight into theoretical issues and evidence of wider reading. Grades given for this level would be in the A range (A-, A, A+, A*). This is equivalent to 'distinction' classification.
The students should understand the origins and impact of several important childhood health and wellbeing issues and evaluate the effectiveness of the interventions designed to alleviate these problems.
The students shall understand and integrate work from diverse theoretical and practical approaches to the study of child health and wellbeing, including health, clinical, behavioural, cognitive, and social developmental perspectives.
The students completing the module should consider and critically evaluate basic and applied research into child health and wellbeing and its relevance in wider societal and cultural context; examining some of its key concepts, ethical issues, and global trends.
Working on their own, the students will identify scholarly papers that contribute to our understanding of childhood issues and critically evaluate their assumptions, methods, and findings.
The students will be expected to communicate recent research succinctly, in writing and orally, posing and answering questions, and presenting a coherent argument.
Finally, the students will examine the broader context in which development occur and understand the roles that carers, families, schools, and society play in determining the behavioural outcomes and choices available to children.
|LLAFAR||Oral presentation of a paper (article) critique||20.00|
|GWAITH CWRS||Written paper (article) critique||40.00|
Strategaeth addysgu a dysgu
• Lectures will be delivered online in 2020 (two hours per week)
• We will be alternating between (i) presenting theoretical and experimental context for each topic and (ii) examining key interventions that improve outcomes and discussing their results
• Students are strongly advised to attend and actively participate in all lectures; we shall record everything to aid revision, but this is no substitute for active learning
• Lecture slides will be made available through Blackboard ahead of each lecture and can be used to aid note-taking
• Core reading will be assigned ahead of each lecture. It is expected that students will have done this reading before taking part in lectures.
• At postgraduate level, it is expected that you already know which study strategies best suit your own learning preferences. A breakdown of this time for an individual student may look like this:
• 2 hours for the final exam
• 2 hours or more of participation in discussion forum
• 1 hour or more of individual consultation with the lecturer (during drop-ins)
• 15-20 hours to identify a relevant research paper and prepare a critique to present in class
• 10-15 hours to write up this critique for submission (taking into account any formative feedback and tips received in class)
• 5-10 hours of reading per week to prepare for the lecture and discussion / master and revise each individual topic
• 30 hours to revise / prepare for the final exam
• Workshops and seminars will be delivered online in 2020 (two hours per week)
• We will be alternating between students' presentations containing critique of relevant research papers; group discussions; class demonstrations; and assignment Q&A sessions
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
- Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
- Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- 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.
- 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.
- Comprehend and use psychological data effectively, demonstrating a systematic knowledge of the application and limitations of various research paradigms and techniques.
- 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.
Rhestrau Darllen Bangor (Talis)http://readinglists.bangor.ac.uk/modules/ppp-4014.html
Cyrsiau sy’n cynnwys y modiwl hwn
Gorfodol mewn cyrsiau:
- C8DU: MSc Psychology year 1 (MSC/PSY)
Opsiynol mewn cyrsiau:
- C8BY: MA Psychology year 1 (MA/PSYCH)
- C8BZ: MRes Psychology year 1 (MRES/PSYCH)
- C8EF: MSc Clinical and Health Psychology year 1 (MSC/CHPSY)
- C8DX: MSc Counselling year 2 (MSC/CNSL)
- C8DU: MSc Psychology year 1 (MSC/PSY)
- C8AL: MSc Psychological Research year 1 (MSC/PSYRES)
- C810: MSci Psychology with International Experience year 4 (MSCI/PIE)
- C807: MSci Psychology year 4 (MSCI/PS)