| Unit name | Children and Young People's Mental Health and Wellbeing in Educational Contexts |
|---|---|
| Unit code | EDUCM0079 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Bakopoulou |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Cannot be taken alongside EDUCM0061 |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
EDUCM0061 |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Children and young people’s mental health and well-being is influenced by developmental processes at multiple levels, from individual to socio-cultural. Approaches to working with mental health and well-being need to be informed by this dynamic and interactional system. The unit will aim to equip students with the knowledge necessary for understanding children and young people’s mental health and well-being from this unique perspective. The unit will also draw upon other perspectives, including early intervention, health and social inequalities, developmental psychopathology, risk and resilience and protective factors.
The unit will aim to:
Review different theories of children and young people’s mental health involved in the complex structure of typical and atypical development, including psychodynamic, humanistic, behaviourist, cognitive behavioural approaches and eco-systemic interactional theoretical perspectives of mental health;
Consider the different child, family and school factors impacting on children’s and young people’s mental health and wellbeing as well as the factors known in research as risk/contributing versus protective factors;
Review in greater detail research related to the impact of poor mental health on children’s educational attainment and the central role that schools can play in children and young people’s social, emotional and academic development
Examine the research evidence on the impact of health and social inequality on children’s mental health and wellbeing;
Explore the research evidence on the importance of early intervention in tackling the problem and supporting the development of social and emotional learning of children and young people in schools.
Review a range of interventions aiming to improve children’s and young people’s mental health and wellbeing, with a particular focus on a review of high-quality social and emotional skills-based interventions within the context of whole-school approach and effective teaching practices to support social and emotional learning as part of everyday classroom activity.
Upon successful completion of this unit, the students will demonstrate that they have:
This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including lectures, reading and discussions.
Formative assessment
Group discussions and activities during lectures.
Summative assessment
Group presentation (30%) – 1000-word equivalent. A group presentation debating the role of schools in supporting students’ mental health and wellbeing from a socio-cultural perspective. ILOs 1-4
Essay 2500-word (70%). ILOs 1-4
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0079).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
