EDUC5012 Promoting Positive Mental Health and Wellbeing: Translating Theory into Practice
- 6 points
If this unit does not have an online alternative, then students who are presently unable to enter Western Australia and whose studies would be delayed by an inability to complete this unit, should contact the unit coordinator (details given on this page) to ascertain, on an individual case-by-case basis, if alternate arrangements can be made to support their study in this unit.
Availability Location Mode Non-standard teaching period UWA (Perth) Face to face Predominantly face-to-face. On campus attendance required to complete this unit. May have accompanying resources online.
- In this unit, students will be required to work directly with a school to design an individual, group, or whole of class/school program that promotes positive mental health and wellbeing and details strategies for leading school-wide change. This design must include an in-depth analysis of the school context, highlighting key issues that have already been identified; a plan for the initial school-wide assessment of mental health and emotional wellbeing levels; strategies for enhancing and maintaining mental health and wellbeing within the school on a sustained basis; and tools that the school can use to monitor the efficacy of the strategies. Students will not work directly with children in the unit, but will liaise with key staff members in the school to design their programs.
- Students are able to (1) demonstrate awareness of key mental health issues that can impact individuals and groups in education settings; (2) evaluate the mental health needs of a specific education context based on information provided by key personnel within that context; (3) propose a suite of suitable assessment tools and protocols that can be used in the context to identify mental health and emotional wellbeing issues; (4) adapt the program developed in EDUC5011 to enhance and maintain positive mental health and emotional wellbeing within the specific context chosen; and (5) propose a suitable mechanism that can be used in the chosen context to evaluate the efficacy of the program.
- Indicative assessments in this unit are as follows: (1) context evaluation and assessment protocol development and (2) context-specific program design. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Dr Elaine Chapman
- Unit rules
- The in-class presentation will require the students to work with a group of peers and present on a key mental health issue outlined by the unit co-ordinator during class. Context evaluation and assessment protocol development (Assignment 1) will require students to work with staff in a given education context to gain an understanding of this context, and identify key areas related to mental health and emotional wellbeing that should be targeted in that setting. In the submitted report, students will provide a detailed description of the setting, describing the key focus areas identified, and propose a set of assessments that can be used in the setting to gain a more precise picture of the mental health and wellbeing of individuals or groups in the setting. These assessments must be fit for purpose, reliable, valid, practical and efficient, and a justification for same must be provided in the report. The context-specific program design (Assignment 2) will require students to adapt the program developed in EDUC5011 to meet the needs of the specific education context examined in Assignment 1. This program must address the issues identified in Assignment 1, and be based on a thorough review of available scholarly evidence (i.e., published evaluation literature on each strategy proposed), as well as a consideration of feasibility and practicality within the chosen setting (i.e., evidence that the program has been seen and endorsed by relevant staff members). The program must also include a mechanism that can be used in the setting to evaluate the efficacy of the program, and this must meet the requirements of being fit for purpose, reliable, valid, practical and efficient.
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Unit readings, including any essential textbooks, are listed in the unit outline for each unit, one week prior the commencement of study. The unit outline will be available via the LMS and the UWA Handbook one week prior the commencement of study. Reading lists and essential textbooks are subject to change each semester. Information on essential textbooks will also be made available on the Essential Textbooks. This website is updated regularly in the lead up to semester so content may change. It is recommended that students purchase essential textbooks for convenience due to the frequency with which they will be required during the unit. A limited number of textbooks will be made available from the Library in print and will also be made available online wherever possible. Essential textbooks can be purchased from the commercial vendors to secure the best deal. The Student Guild can provide assistance on where to purchase books if required. Books can be purchased second hand at the Guild Secondhand bookshop (second floor, Guild Village), which is located on campus.