This module examines how an understanding of health and the treatment of illness can be advanced through knowledge and techniques derived from the behavioural sciences. It will then allow students the opportunity to acquire related practical experience via a supervised work activity. In the first semester, the module will explore different approaches to the prevention and treatment of illness using behavioural methods, and it will identify various psychological factors that contribute to successful rehabilitation programmes. Examples of topics covered in the first part include cardiovascular disease, cancer, chronic fatigue syndrome, smoking and alcohol use, obesity, chronic pain, HIV/AIDS, and women's reproductive health. In the second semester, students will spend a minimum of 50 hours in a placement of their choosing. It is expected that a professional from within the institution will oversee and determine the extent of the student's role within the placement setting (this will vary with each student). Examples of placement settings include: rehabilitation services, forensic settings, psychology departments, maternal services, cancer wards, charitable organisations concerned with the well-being of refugees. It is expected that students will arrange their own work placements, the suitability of which will be discussed and agreed upon with the module leader and/or the course director. In the absence of an external placement, students will be offered a work placement in the Department of Psychology.
This module will be delivered through 22 one-hour lectures in Semester 1 led by academic staff or practitioners (which will present key theories and research evidence concerning various illnesses followed by practical exercices and/or student-led discussions related to the core material to develop an awareness of the relationship between the principles underlying the applications of behavioural research to real-world health problems). In Semester 2, students will spend 50 hours in a work placement. The module will also be delivered through 5 hours of supervision meetings where each student will report on their progress towards the learning outcomes and discuss potential obstacles and ways of overcoming them. Finally, students will also benefit from 6 one-hour seminars where students will be able to learn from each others' experiences, discuss the relevant empirical literature relating to their work activity and to explain how psychological knowledge is or could be applied in particular settings. Such sharing of experiences will contribute to collaborative learning and will facilitate problem solving. Students will draw on the material from semester one to inform their report of their work experience.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Lectures | 22 |
| Scheduled learning and teaching | Supervision meetings | 5 |
| Scheduled learning and teaching | Seminars | 6 |
| Study abroad / placement | Work placement | 50 |
| Guided independent study | Independent study | 217 |
| Total (number of credits x 10) | 300 | |
Learning will be assessed via a 2-hour unseen examination worth 50% of the final mark, a 1,500-word reflective placement diary worth 25% of the final mark and a 1,500-word report worth 25% of the final mark. The examination will assess knowledge of the basic principles and theoretical underpinnings of psychological approaches to clinical problems; it will also assess breadth of knowledge across different disease entities. In the reflective placement diary, students will briefly record all relevant activities carried out in the workplace setting. Reflections should seek to address connections to issues raised in the first semester, to organisational issues and to the personal development of the student. Important events, observations or experiences in relation to the main objectives of the work activity should also be stated, together with a brief critical reflection. Finally, the main outcomes of meetings and discussions with the supervisor should be reported. The diary will serve as a document to demonstrate the extent to which the agreed objectives are reached. The report will assess students' ability to identify relevant psychological issues in the work activity, and to demonstrate an understanding of how psychological knowledge is applied (or could be applied) in a clinical setting. They will need to demonstrate an ability to critically examine the relevant literature in the field and to provide examples from the placement setting to illustrate the application of psychological knowledge, and the ways in which psychological provision could be enhanced.
| Learning Outcome | Assessment Strategy |
|---|---|
| Demonstrate an in-depth knowledge of how psychological factors might contribute to the aetiology and maintenance of various health problems | Formatively in seminars and discussion groups and summatvely in the exam |
| Propose and critically evaluate behavioural interventions for different illnesses on the basis of current research | Formatively in seminars and discussion groups and summatvely in the exam |
| Demonstrate an advanced understanding, based on practical experience, of how psychological knowledge is applied (or could be applied) in a given context to enhance the well-being of a particular population | Formatively in supervision meetings and summatively in the diary and report |
| Critically evaluate the empirical literature in the area relevant to the chosen work activity. | Formatively in supervision meetings and summatively in the diary and report |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Coursework | Portfolio | 50% |
| Written exam | Examination | 50% |
| Total (to equal 100%) | 100% | |
It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module.
Christensen, A.J. & Antoni, M.J. (2002). Chronic physical disorders: Behavioral medicine's perspective. London: Wiley-Blackwell.
Davey, G.C.L. (2008). Psychopathology: Research, assessment and treatment in clinical psychology. Chichester: BPS Blackwell.
Kerig, P. K. & Wenar, C. (2006). Developmental Psychopathology From Infancy through Adolescence (5th Ed.). McGraw-Hill
Nezu, A.M., Nezu, C.M. & Geller, P.A. (2003). (Eds.) Handbook of psychology, volume 9, Health psychology. Hoboken, NJ: John Wiley & Sons, Inc.
Nik?evi?, A.V., Kuczmierczyk, A.R., & Bruch, M. (Eds). (2010). Formulation and treatment in clinical health psychology. Hove: Routledge.
Steptoe, A. (2011). Handbook of behavioral medicine: Methods and applications. London: Springer.
Vingerhoets, E. (ed.) (2001). Assessment in behavioral medicine. London: Routledge.
Wilmshurst, L. (2011). Child and adolescent psychopathology: A casebook. London: Sage Publications.
Recent journal articles and websites will also be recommended each week.