Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Description This module aims to develop participants’ knowledge and understanding of the promotion of social and emotional wellbeing/mental health in schools. Participants will demonstrate a critical awareness of current policies relevant to this area. They will critically reflect on their own views, understanding, skills and practice in relation to social and emotional wellbeing/mental health as well as reflecting on learners’ experiences in this area. Participants will recognise the range of risk and protective factors that contribute to social and emotional wellbeing/mental health at varying levels (e.g. individual, relational, school, community, society). They will be aware of the relationship between reduced wellbeing/mental health and key outcomes including pupils’ learning and engagement in school. Participants will be introduced to the value of a whole school approach to the promotion of social and emotional wellbeing/mental health and be able to contribute in an informed way to its development. Participants will demonstrate critical understanding of evidence informed teaching approaches aimed at fostering children’s social and emotional wellbeing/mental health and recognise the theory on which they are based. This module will emphasise a preventative, whole-school, multi-component, evidence informed approach to the promotion of social and emotional wellbeing/mental health. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate critical awareness of current policies relevant to social and emotional wellbeing/mental health. 2. Critically reflect on one’s own views, understanding, skills and practice in relation to social and emotional wellbeing/mental health. 3. Demonstrate awareness of and reflection on the experiences of learners in relation to social and emotional wellbeing/mental health. 4. Understand the range of risk and protective factors that contribute to social and emotional wellbeing/mental health (e.g. individual, relational, school, community, society). 5. Recognise the relationship between reduced wellbeing/mental health and key outcomes including pupils’ learning and engagement in school. 6. Understand the value of a whole school approach to the promotion of social and emotional wellbeing/mental health and be able to contribute in an informed way to its development. 7. Demonstrate critical understanding of evidence informed teaching approaches aimed at fostering children’s social and emotional wellbeing/mental health and recognise the theory on which they are based. | |||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative Content● Definitions of social & emotional wellbeing/mental health ● Current policy relating to social & emotional wellbeing/mental health ● Risk & protective factors contributing to social & emotional wellbeing/mental health ● Impact of reduced wellbeing/mental health on key outcomes ● Whole school approach to promoting social & emotional wellbeing/mental health ● Teaching strategies and interventions ● Theoretical models of social & emotional wellbeing/mental health. ● Preventive approaches ● Social and emotional learning ● Collaboration ● Pupil voice | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||