Postgraduate Course: Developmental Well-being (CLPS11048)
Course Outline
| School | School of Health in Social Science |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course aims to equip students with a deep understanding of current models of well-being across the lifespan.
The term 'well-being' (psychological and psychosocial) encompasses positive elements (a person's strengths, positive emotions, environmental mastery, self-efficacy, sense of purpose, etc.) as well as classical indicators of mental health and disease. Well-being is contrasted with ill-being, which is conceptualised in terms of negative affect, psychiatric comorbidity, unhealthy behaviours, etc.
Many psychologists now believe that well-being and ill-being usually coexist. These views emphasise the importance of promoting strengths in populations with special needs and in the general population as a way of preventing the emergence of ill-being.
This course will encourage students to explore issues such as changes in well-being requirements in further stages of psychosocial development, the cross-cultural validity of the concept and the relation with social inequalities. The course will also address these debates as a basic tool for being able to deepen into applied aspects of mental health and well-being promotion.
This course is delivered fully online. Teaching takes place through a range of online-based interactive activities supported by media including video lectures, videos, e-books and journal articles, reflective blogs and group wikis, students will develop a critical awareness of the factors affecting the well-being of children, young people and families.
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| Course description |
Not entered
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
Course Delivery Information
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| Academic year 2014/15, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative evaluation and feedback will be ongoing via asynchronous discussion boards and live tutorials and there will be a short piece to test understanding of concepts in the early part of the course. Students will receive feedback on this piece but it will not be graded.
Summative evaluation will be in the form of a reflective blog or other online reflective piece (30%) and a 3,000 word essay (70%).
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
Conceptualise, analyse and present the essential theoretical models of well-being across the lifespan, among populations with different access to public services, and different cultures.
Critically review the different variables associated with well-being at different development stages.
Critical appraisal and understanding of life-span theories under a positive psychological and flourishing perspective.
Critically review and contextualise different identity, cognitive, relational and motivational factors involved in a positive life-span development.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Charles Marley
Tel: (0131 6)51 3970
Email: Charles.Marley@ed.ac.uk |
Course secretary | Mrs Lorna Sheal
Tel: (0131 6)51 3970
Email: L.Sheal@ed.ac.uk |
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