Undergraduate Course: Promoting Health and Wellbeing in Primary School: theory and policy into practice (EDUA10186)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Drawing from research and current practice, the course aims to give students a deeper understanding of the role of the primary school teacher in the promotion of wellbeing and what this means in practice. |
| Course description |
The course will also provide opportunities to observe and explore current practice so that students are able to critically evaluate strategies, initiatives and approaches used in practice, drawing from their knowledge of theoretical perspective.
The course will involve weekly workshops in which students engage with current theory, policy and research relating to the role of the primary school teacher in the promotion of wellbeing. Through reading, discussion and practical activities students will gain a deeper understanding of wellbeing and mental health policies, and how to enact them. Students will visit certain primary schools to observe and explore the use of specific initiatives. These opportunities to observe and explore current practice will enable students to critically evaluate strategies, initiatives and approaches used in practice, with reference to theoretical perspectives. Ethical, moral and wellbeing considerations of the teacher¿s role will also be explored
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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 |
| High Demand Course? |
Yes |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of key concepts, policy and literature relating to positive mental health promotion and the wellbeing of children in primary schools.
- Demonstrate understanding of and the difference between approaches and interventions that promote positive wellbeing for all pupils, those designed to support pupils experiencing health difficulties and those intended to remove demoting factors.
- Demonstrate a critical understanding of the teacher¿s role in promoting wellbeing in their pupils, particularly but not exclusively within the current context in Scotland and Scottish education
- Engage with relevant research and theoretical perspectives and use these to offer a critical analysis of initiatives and policies that have been employed to improve the social, emotional and mental wellbeing of children in primary school.
- Demonstrate knowledge and understanding of the barriers, constraints and ethical considerations that influence the teacher¿s role in wellbeing promotion.
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Reading List
Indicative readings:
Currie, C and Todd, J. 2003. Mental Well-being among Schoolchildren in Scotland: Age and Gender Patterns, Trends and Cross-National Comparisons. Edinburgh: Child and Adolescent Health Research Unit, University of Edinburgh
Davis-Kean, P. and Sandler, H. (2001) A metaanalysis of measures of self-esteem for young children: A framework for future measures. Child development, Vol.72:3,pp 887¿906.
Edmundson, M (2013) Why Teach? In defence of a Real Education. New York:Bloomsbury
Haney, P. & Durlak, J.A. 1998. ¿Changing Self-Esteem in Children and Adolescents: A Meta-Analytic Review.¿ Journal of Clinical Child Psychology, 27(4): 423¿433.
Noddings, N (2013) Caring: A Relational Approach to Ethics and Moral Education. UCP
Scottish Government (2009) Towards a Mentally Flourishing Scotland. Edinburgh: Scottish Government
Scottish Health Promoting Schools Unit (SHPSU) (2004) Being Well Doing Well: A framework for Health Promoting Schools in Scotland. Dundee: SPSHU.
Wells, J., Barlow, J. & Stewart-Brown, S. (2003) A systematic review of universal approaches to mental health promotion in schools, Health Education, Vol.104, pp 197¿220.
Weare, K. & Markham,W. (2005). What do we know about promoting mental health through schools? Promotion & Education, XII (3-4), 118-122.
West, P. and Sweeting, H. 2002. The Health of Young People in Scotland: Quantitative Dimensions. Glasgow: MRC Social and Public Health Sciences Unit.
World Health Organization (WHO). (1986). Ottawa Charter for Health Promotion. World Health Organization.
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Additional Information
| Graduate Attributes and Skills |
Students on this course will have knowledge of:
¿ the schools and learning communities in which they teach and their own professional responsibilities within them;
¿ health promotion theory, policy and practice in the context of the primary school;
Students on this course will have the following research skills and be able to:
¿ use scholarship to access and evaluate relevant professional literature;
¿ critically review and evaluate knowledge, skills and thinking in relation to health promotion in the primary classroom;
¿ use communication methods, including a variety of media, to motivate and sustain the interest of their audience;
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| Keywords | health and wellbeing,emotional wellbeing,mental health promotion |
Contacts
| Course organiser | Dr Deborah Holt
Tel: (0131 6)51 6609
Email: Deborah.Holt@ed.ac.uk |
Course secretary | Miss Lorraine Nolan
Tel: (0131 6)51 6571
Email: Lorraine.Nolan@ed.ac.uk |
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