Module Details

Module Code: PSYC C3402
Module Title: Psychology of Mental Health and Neurodiversity
Title: Psychology of Mental Health and Neurodiversity
Module Level:: 7
Credits:: 5
Module Coordinator: Eileen Doyle
Module Author:: Dean McDonnell
Domains:  
Module Description: The aim of this module is to develop students’ understanding of mental health and the role neurodiversity can have on human behaviour.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Apply a social construction perspective to learning disability and mental health (D1: P1,3,5,6,8,23; D2: P1,2,3,4,9,10,12,13,14,17; D3: P1,2,4,5,6,7,8,9,15; D4: P4; D5: P1,2,3,4,5,6,8,11,15).
LO2 Discuss the prevalence, etiology and clinical presentations of a range of psychological and developmental conditions and describe a range of therapeutic interventions using an evidence-based best-practice framework (D1: P1,2,3,5,6,8,9,17,19,23; D2: P1,2,3,4,9,10,12,13,14,17; D3: P1,2,4,5,6,7,8,9,10,15; D4: P4; D5: P1,2,3,4,6,8,9,10,11,12,13,16).
LO3 Describe the incidence, causes and societal response to mental health and neurodiversity from a psychological perspective (D1: P1,2,3,5,6,8,9,17,1923; D2: P1,2,3,4,9,10,12,13,14,17; D3: P1,2,4,5,6,7,8,9,10,14,15; D4: P4; D5: P1,2,3,4,5,6,7,8,10,11,12,13,15).
LO4 Discuss current best-practice in the assessment and management of challenging behaviour and demonstrate ability to apply these skills in the context of Professional Social Care (D1: P1,2,3,5,6,8,9,13,17,19,23; D2: P1,2,3,4,9,10,12,13,14,15,17; D3: P1,2,3,4,5,6,7,8,9,10,14, 15; D4: P4; D5: P1,2,3,4,6,8,9,10,11,12,13,15,19).
LO5 Reflect on teamwork and professional skills development through collaborative learning (D1: P1,2,3,5,6,8,9,10,11,17,19,22,23; D2: P1,2,3,4,9,10,12,13,14,16,17; D3: P1,2,4,5,6,7,8,9,10,14,15; D4: P4; D5: P1,2,3,4,6,8,10,11,12,13,15,19).
LO6 Identify and understand neurodiversity and its importance in a professional social care context (D1: P1,2,3,5,6,8,9,17,19,23; D2: P1,2,3,4,9,10,12,13,14,17; D3: P1,2,4,5,6,7,8,9,10,15; D4: P4; D5: P1,2,3,4,6,8,10,11,12,13,15).
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Introduction
• What is mental health? What is Neurodiversity? • Theoretical models and Applications to Practice (D1: P3,5,6,8,9,19,23; D2: P1,2,3,4,12: D5: P1,2,3,4,6,15)
Learning disability and mental health: social construction
• Definitions • Social construction of learning disability/mental health • Biopsychosocial model • Empowerment and Power threat meaning Framework (D1: P3,5,6,8,9,13,19,23; D2: P1,2,3,4,12: D3: P4,9; D5: P1,2,3,4,6,15)
Psychological Classifications of Distress
• Incidence, etiology and clinical presentations of the following: • Depression, Anxiety disorders, Mood disorders, • Schizophrenia and Dissociation, Personality Disorders, • Addictions, Trauma, Eating Disorders, Developmental and Neurological Conditions (D1: P1,2,3,5,6,8,17,23; D2: 1,2,3,4,9,12,13,14,15,17; D3: P1,2,4,5,6,7,8,9,10,15; D4: P1,3,4; D5: P1,2,3,4,6,8,10,11,12,15)
Therapeutic interventions
• Computerised Therapy and Telehealth, • Biopsychosocial model, • Psychotherapeutic interventions, • Therapeutic efficacy, • Evidence-based best-practice guidelines D1: P1,2,3,5,6,8,13,17,23; D2: 1,2,3,4,9,12,13,14,15,17; D3: P1,2,4,5,6,7,8,9,10,15; D4: P1,3,4,6; D5: P1,2,3,4,6,8,10,11,12,15,19)
Social Perceptions of Mental Health
• Current research and societal responses • Irish context and research • Psychological models • Social Media and Technology Use (D1: P1,2,3,5,6,8,9,10,11,13,17,19,22,23 D2: 1,3,4,9,12,13,14,17; D3: P1,2,4,5,6,7,8,10, 14,15; D4: P1,3,4; D5: P1,4,6,8,12,15,19)
Dealing with challenging behaviour in adults and children
• Assessment of the areas of challenging behaviour • Role of Behaviour Analysis • Role of social care worker in team • Helping the individual move forward with specific interventions and nurturing therapeutic change, reflective practice. (D1: P1,2,3,5,6,8,9,10,11,13,14,17,19,22,23; D2: P1,2,3,4,9,10,12,13,14,15,17; D3: P1,2,4,5,6,7,8,9,10, 14,15; D4: P1,3,4; D5: P1,2,3,4,6,8,10,11,12,13,15)
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment40.00%
End of Module Formal Examination60.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Written Report % of Total Mark 40
Timing n/a Learning Outcomes 2,5,6
Non-marked No
Assessment Description
Choice of clinical case studies: Student is asked to discuss clinical features, assessment and evaluation of potential interventions. Students will also develop and design a tailored information leaflet outlining the main area being discussed and support services available. (D1: P1,2,3,5,6,8,9,17,19,23; D2: P1,2,3,4,9,10,12,13,14,17; D3: P1,2,4,5,6,7,8,9,10,15; D4: P4; D5: P1,2,3,4,6,8,10,11,12,13,15).
No Project
No Practical
End of Module Formal Examination
Assessment Type Formal Exam % of Total Mark 60
Timing End-of-Semester Learning Outcomes 1,2,3,4,5,6
Non-marked No
Assessment Description
Three hour written exam (D1: P. 1,2,3,6, 8,17,23; D2: P1,2,3,4,9,10,12,13,14,15,17; D3: 1,2,4,5,6,7,8,9,10,14,15; D5: P 1,2,3,4,6,8,10,11,12,13,15,19)
Reassessment Requirement
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact D1: P 1,2,3,5,6,8,9,10,11, 13,17,19,22,23. D2: P1,2,3,4,9,10,12,13,14,15,17.; D3: P1,2,4,5,6,7,8,9,10, 14,15; D4: P3,4,5. D5: P1,2,3,4,6,8,10,11,12,13,15,19. 12 Weeks per Stage 3.00 36
Tutorial Contact D1: P 1,2,3,5,6,8,9,10,11,13,17,19,22,23. D2: P1,2,3,4,9,10,12,13,14,15,17.; D3: P1,2,4,5,6,7,8,9,10,14,15; D4: P3,4,5. D5: P1,2,3,4,6,8,10,11,12,13,15,19. 12 Weeks per Stage 1.00 12
Independent Learning Non Contact D1: P 1,2,3,5,6,8,9,10,11,13,17,19,22,23. D2: P1,2,3,4,9,10,12,13,14,15,17.; D3: P1,2,4,5,6,7,8,9,10,14,15; D4: P3,4,5. D5: P1,2,3,4,6,8,10,11,12,13,15,19. 15 Weeks per Stage 5.13 77
Total Weekly Contact Hours 4.00
 
Module Resources
Recommended Book Resources
  • Comer, R.J & Comer, J.S.. (2018), Abnormal Psychology, 9th Ed.. Worth Publishers Inc., New York..
  • Carr, A. (2001), Abnormal Psychology, 1st Ed.. Routledge, Dublin.
  • Emerson, E. & Einfeld, S.L.. (2011), Challenging Behaviour, 3rd ed.. Cambridge University Press, Cambridge, UK.
  • Kinsella & Garland. (2008), Cognitive behavioural therapy for mental health workers: Beginners Guide, Routledge.
  • Oliver W. Sacks. (1987), The Man who Mistook His Wife for a Hat and Other Clinical Tales, HarperCollins, p.243, [ISBN: 0060970790].
  • Dale Purves,George Augustine,David Fitzpatrick,William Hall,Anthony LaMantia,Leonard White,Richard Mooney,Michael Platt. Neuroscience, [ISBN: 160535841X].
  • Crombie, J., et al.. (2013), Psychology, Mental Health and Distress, MacMillan Education UK, [ISBN: 9780230549562].
  • Kapp, Stephen,. (2020), Autistic Community and the neurodiversity movement,, Palgrave Macmillan,, Singapore.
Supplementary Book Resources
  • Johnstone, L. & Boyle, M. with Cromby, J., Dillon, J., Harper, D., Kinderman, P., Longden, E., Pilgrim, D. & Read, J.,. he Power Threat Meaning Framework: Towards the identification of patterns in emotional distress, unusual experiences and troubled or troubling behaviour, as an alternative to functional psychiatric diagnosis,, British Psychological Society.
Recommended Article/Paper Resources
  • British Journal of Clinical Psychology.
Other Resources
Discussion Note: