PY7193 - Resilience and Mindfulness (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Resilience and Mindfulness|
|Module level||Masters (07)|
|Credit rating for module||20|
|School||School of Social Sciences|
|Total study hours||160|
|Running in 2017/18||
This module will focus on the importance of integrating resilience and mindfulness into healthcare practices to support and develop clients skills necessary for coping with problems and set- backs. It will integrate resilience and mindfulness across the lifespan in the context of mental health, special needs, the care system, at risk families and end of life issues from a cultural and systemic perspective. This module will further employ a family systems approach and explore the assessment of families, resilience, mental health promotion and empowering families towards making positive changes towards mental wellbeing. Theoretical models such as attachment theory, epigenetics, family and bio-ecological systems approach will be also covered.
- The aim of this module is to develop an understanding of the importance of integrating resilience and mindfulness practices into healthcare as part of clients treatment programme.
- It will also provide the key aspects of the family systems approach and how mindfulness and resilience are indicators of mental well- being among individuals and varied family systems.
Resilience, wellbeing, mindfulness, mental awareness, skills development, psychopathology, therapy programmes, Buddhism, positive emotions, risk and protective factors, health awareness, non- normative and normative events, the Life Course Model, mental health and at crisis families; varied family systems, attachment theory and epi-genetics
Learning and teaching
Delivery and discussion of the module syllabi will be via interactive lectures and tutorials (11 x 2hrs). In addition to the weekly seminar workshops which will provide a forum for the application of theory to practical problems (11 hrs), students are expected to work in groups to learn from each other and learn how to independently use other resources available, e.g. library, the internet, Web Learn and own organisation. Hence a total of 11x3 hrs interactive sessions including seminar activities are designed to discuss various topics in the lectures and the precirculated seminar workshop activities. The module will also have its own dedicated Weblearn site to enables staff and students to readily contact each other and offers an on-line support/learning.
Workshops and seminars:
Information and materials relating to the workshop will be circulated once the course has commenced. The seminars and workshops will familiarize students with various aspect of the course. All workshops will relate to lecture topics and may be tested in the examination. Hence, each student is expected to do the prior reading and consult few recommended texts and be actively involved in the seminar activities and group discussion.
The usual programme each week will comprise of a lecture followed by seminar workshop activities and group discussion. The workshops will use the content of the lecture and pre-circulated material for class discussion and group work.
- To develop an understanding of how resilience and mindfulness may be used to aid clients and families with psychological distress as part of a multisystemic treatment approach
- To develop an understanding of health awareness in the context of psychological distress in order to support clients and/or families mental well- being
- To have a critical understanding of the empirical and theoretical tools needed in integrating mindfulness and resilience in individual and family assessments along with evidence based interventions
- To have a critical understanding of mindfulness and resilience and how research supports its clinical use
- To develop students skills via learning and assessment methods aimed at increasing employability skills
Two 1500 word coursework assignments on topics related to course material. The assignments will test students’ critical understanding and evaluation skills and knowledge in the subject context, and will provide opportunities for them to discuss and seek feedback from the module team.
|1,500 word assignment||50||1,2,3,4,5|
|1,500 word assignment||50||1,2,3,4,5|
Berkowitz, D & Marsiglio, W (2007). Gay Men: Negotiating Procreative, Father, and Family Identities. Journal of Marriage and Family 69 (5): 366–381
Burch, V., & Penman, D., (2013). Mindfulness for Health: A practical guide to relieving pain, reducing stress and restoring wellbeing. London, Piatkus. [Core reading]
Burdick, D., (2013). Mindfulness Skills Workbook for Clinicians & Clients: 111 Tools, Techniques, Activities & Worksheets. Wisconsin. PESI Publishing & Media.
Dallos, R., & Drapor, R., (2015). An Introduction To Family Therapy: Systemic Theory And Practice. 4TH ed. Berkshire. Open University Press. [Core reading]
Kirk, H.W., Weisbrod, J.O.A., Ericson, K.A., (2003). Psychosocial and Behavioural Aspects of Medicine. Baltimore and Philadelphia. Lippincott Williams and Wilkins. [Core reading]
Pemberton, C., (2015). Resilience: A Practical Guide for Coaches. Berkshire, Open University Press. [Core reading]
Russell, E., (2015). Restoring Resilience. Discovering your client’s capacity for healing. New York/London. W.W. Norton & Company.
Smith-Acuri & Shelly, A., (2010). Systems Theory in Action: Applications to Individual, Couple, and Family Therapy. 1st ed. Hoboken, New Jersey. John Wiley & Sons, Inc. [Core reading]
Stewert, T., (2009). Invisible Families: For Parents Of Lesbian & Gay Children. Australia, Heartflags Publishers.