Module Database Search
| MODULE DESCRIPTOR | |||
|---|---|---|---|
| Module Title | |||
| Contemporary Family Health and Wellbeing | |||
| Reference | NUM073 | Version | 4 |
| Created | January 2020 | SCQF Level | SCQF 11 |
| Approved | June 2016 | SCQF Points | 15 |
| Amended | May 2020 | ECTS Points | 7.5 |
| Aims of Module | |||
|---|---|---|---|
| To develop the student's ability to critically explore the theories, principles, and concepts of family health and wellbeing. | |||
| Learning Outcomes for Module | |
|---|---|
| On completion of this module, students are expected to be able to: | |
| 1 | Appraise stages of human development across the life span relevant to their areas of practice. |
| 2 | Critically analyse family theory and multiple factors that affect the health and social wellbeing of the individual, group and family. |
| 3 | Critically appraise tools and methods for assessing health and social needs of individuals and families. |
| 4 | Examine and formulate ways to enable the individual, family and groups to develop abilities to use resources to manage and improve their health and social well-being. |
| 5 | Evaluate planned interventions or strategies for the individual, family or group. |
| Indicative Module Content |
|---|
| Family theory; Family & individual life cycle and transitions; Systemic concepts; Wellbeing; Transgenerational trauma; Parenting; Relationships; Society and determents of health; Child development; Neuroscience; Theories of change; Resilience; Diversity; Cultural competence; Therapeutic communication; Use of self; Formulation; Interventions; Assessment tools; Specialist assessments - individual & family, outcome measures, capacity to change, barriers to change; Teaching and learning; Policy - guidelines and legislation. |
| Module Delivery |
|---|
| This module will be delivered via CampusMoodle with online tutorials and asynchronous discussions. |
| Indicative Student Workload | Full Time | Part Time |
|---|---|---|
| Contact Hours | 20 | 20 |
| Non-Contact Hours | 130 | 130 |
| Placement/Work-Based Learning Experience [Notional] Hours | N/A | N/A |
| TOTAL | 150 | 150 |
| Actual Placement hours for professional, statutory or regulatory body |
| ASSESSMENT PLAN | |||||
|---|---|---|---|---|---|
| If a major/minor model is used and box is ticked, % weightings below are indicative only. | |||||
| Component 1 | |||||
| Type: | Examination | Weighting: | 100% | Outcomes Assessed: | 1, 2, 3, 4, 5 |
| Description: | Written examination. | ||||
| MODULE PERFORMANCE DESCRIPTOR | |
|---|---|
| Explanatory Text | |
| Component 1 = Written examination. | |
| Module Grade | Minimum Requirements to achieve Module Grade: |
| A | C1 = A |
| B | C1 = B |
| C | C1 = C |
| D | C1 = D |
| E | C1 = E |
| F | C1 = F |
| NS | Non-submission of work by published deadline or non-attendance for examination |
| Module Requirements | |
|---|---|
| Prerequisites for Module | None, in addition to course entry requirements or equivalent. |
| Corequisites for module | None. |
| Precluded Modules | None. |
| INDICATIVE BIBLIOGRAPHY | |
|---|---|
| 1 | Children and Young People (Scotland) Act 2014. a.s.p 8. |
| 2 | FAULCONBRIDGE, J., HUNT, K. and LAFFAN, A., 2019. Effective prevention and early intervention across health, education and social care. London: Jessica Kingsley Publishers. |
| 3 | KEENAN, T., EVANS, S. and CROWLEY, K., 2016. An introduction to child development. London: Sage. |
| 4 | McGOLDRICK, M., CARTER, E.A. and GARCIA-PRETO, N., eds., 2014. The expanded family life cycle: individual, family, and social perspectives. 4th ed. Essex: Pearson. |
| 5 | SCOTTISH GOVERNMENT, 2008. Getting it right for every child. Edinburgh: Scottish Government. |
| 6 | WHITE, J., MARTIN, T. and ADAMSON, K., 2019. Family theories: an introduction. 5th ed. London: Sage. |
| 7 | A current and comprehensive list of references will be supplied on an annual basis to reflect the evolving nature of the topics addressed within this module. |