Intervening to Promote Mental Health and Wellbeing in Educational Contexts

EDUC71522 Intervening to Promote Mental Health and Wellbeing in Educational Contexts 15 Semester 2 Postgraduate Taught Level 7 Neil Humphrey Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This unit offers a comprehensive examination of theory and research underpinning the development and implementation of effective interventions to foster mental health and wellbeing in diverse educational settings. We will explore foundational principles, intervention theories and evaluation, the professional's role, implementation science, and different intervention models, culminating in the creation of integrated, scalable and sustainable approaches.    This unit offers a comprehensive examination of theory and research underpinning the development and implementation of effective interventions to foster mental health and wellbeing in diverse educational settings. We will explore foundational principles, intervention theories and evaluation, the professional's role, implementation science, and different intervention models, culminating in the creation of integrated, scalable and sustainable approaches.    This unit aims to provide students with a comprehensive understanding of theory and research underpinning the development and implementation of interventions to promote mental health and wellbeing in diverse educational settings.  <ul><li>Explain the fundamental principles of intervention / implementation / prevention science and their application in educational settings.</li><li>Classify interventions according to their form, function, and role within wider systems of support</li></ul> <ul><li>Critically appraise evidence in intervention / implementation / prevention science.</li><li>Analyse the factors that drive mental health and wellbeing in educational settings.  </li></ul> <ul><li>Select and justify an appropriate intervention model(s) for a given educational setting.</li></ul> <ul><li>Work independently to identify, synthesize, and critically engage with key academic literature.  </li><li>Design an integrated, scalable, and sustainable framework for intervention in a chosen educational setting.</li><li>Use digital tools to summarise, visualise and communicate their intervention framework</li></ul> Week 1: Foundations and Principles (e.g. drivers of MHWB in educational settings; interventions in education settings as part of wider systems of support; form and function of interventions; fundamentals of prevention science)Week 2: Theorising and Researching Interventions (e.g. logic models and theories of change; evaluation models)Week 3: The Role of the Education Professional (e.g. skills and competencies, multi-agency work, supervision and self-care, advocacy and leadership)Week 4: Implementation Science (e.g. understanding, supporting and evaluating implementation processes, dimensions and drivers)Week 5: Identification and Assessment (e.g. measurement of mental health and wellbeing, universal screening)Weeks 6, 7, 8: Universal, Targeted and Indicated Models of InterventionWeek 9: Creating Integrated, Scalable and Sustainable Models of Intervention    Interactive lectures (13.5 hours total, whole class) will introduce core concepts, with active student participation through Q&A, Menti polls, and small group discussion (e.g. case study of a theory of change for an intervention)  Hands-on seminars/workshops (9 hours total, small groups) will be used to develop practical skills and apply learning from the interactive lectures.  Each seminar/workshop will include guided exercises on, e.g. modelling key skills and competencies for educational professionals.Asynchronous online learning will build on/extend learning from the seminars/workshops. This will include engagement with VLE materials (e.g., multimedia learning resources, quizzes, discussions, self-assessments) for the course unit. Finally, students will be expected to engage in both directed (e.g., pre- and/or post-session reading) and independent (e.g., searching the academic literature and identifying relevant sources) reading, and assignment preparation (127.5 hours total, individual).    5 Portfolio 20% 9 Set exercise 80% Via the VLE, using standard marking rubric, within standard period following submission deadline  MSc Mental Health & Wellbeing MSc Mental Health & Wellbeing PGDT Taught Component Mandatory MSc Mental Health&WellbeingPT MSc Mental Health&Wellbeing PT PGDT Taught Component Mandatory N Evans, S. et al (eds.) (2023). Handbook of school mental health. New York: Springer.Sloboda, Z. & Petras, H. (eds.) (2014). Defining prevention science. New York: Springer.Nilsen, P. (ed.) (2024). Implementation science: theory and application. London: Routledge.Kern, M. & Wehmeyer, M. L. (eds.) (2021). The Palgrave handbook of positive education. London: Palgrave McMillan.    Lectures 13.5 Seminars 9 127.5