Module Details
Module Code: |
PSYC C3R04 |
Module Title:
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Psychology of Mental Health and Neurodiversity
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Title:
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Psychology of Mental Health and Neurodiversity
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Module Level:: |
7 |
Module Coordinator: |
Janette Davies
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Module Author:: |
Sarah Robinson
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Module Description: |
The aim of this module is to develop students’ understanding of mental health and the role neurodiversity can have on human behaviour.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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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: P1,2,3,4,6,8,11,15). |
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: P1,2,3,4,6,8,10,11,12,13,15). |
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: P1,2,3,4,6,8,10,11,12,13,15). |
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, 21,23; 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: P4; D5: P1,2,3,4,6,8,10,11,12,13,15,19). |
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.
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9705 |
PSYC C2701 |
Psychology of Social Cognition |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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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)
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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)
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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)
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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, 5, 6; D5: P1,2,3,4,6,8,10,11,12,15,19)
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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)
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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: P1,2,3,4,6,8,10,11,12,13,15,16)
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Module Content & Assessment
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Assessment Breakdown | % |
Continuous Assessment | 40.00% |
End of Module Formal Examination | 60.00% |
AssessmentsFull Time
End of Module Formal Examination |
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Reassessment Requirement |
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.
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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 |
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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 |
4.00 |
48 |
Independent Learning |
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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
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Recommended Book Resources |
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Comer, R.J & Comer, J.S.. (2018), Abnormal Psychology, 9th Ed.. Worth Publishers Inc., New York..
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Carr, A. (2001), Abnormal Psychology, 1st Ed.. Routledge, Dublin.
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Emerson, E. & Einfeld, S.L.. (2011), Challenging Behaviour, 3rd ed.. Cambridge University Press, Cambridge, UK.
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Kinsella & Garland. (2008), Cognitive behavioural therapy for mental health workers: Beginners Guide, Routledge.
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Oliver W. Sacks. (1987), The Man who Mistook His Wife for a Hat and Other Clinical Tales, HarperCollins, p.243, [ISBN: 0060970790].
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Dale Purves,George Augustine,David Fitzpatrick,William Hall,Anthony LaMantia,Leonard White,Richard Mooney,Michael Platt. Neuroscience, [ISBN: 160535841X].
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Crombie, J., et al.. (2013), Psychology, Mental Health and Distress, MacMillan Education UK, [ISBN: 9780230549562].
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Kapp, Stephen. (2020), Autistic Community and the neurodiversity movement, Palgrave Macmillan, Singapore.
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Johnstone, L. & Boyle, M. with Cromby, J., Dillon, J., Harper, D., Kinderman, P., Longden, E., Pilgrim, D. & Read, J.. (2018), The 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, Leicester.
| Recommended Article/Paper Resources |
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British Journal of Clinical Psychology.
| Other Resources |
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URL,
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URL,
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URL,
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URL,
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Jstor. Multiple articles.
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Taylor and Francis. Multiple articles.
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Relevant HSE and Governmental Agency
policy documents and frameworks for
practice.
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Current national and international best
practice guidelines.
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Relevant documents published by
charitable organisations.
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Relevant ongoing university research.
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TED talks and other similar resources,
to access the voice of the Service User/
Expert By Experience.
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