Module Database Search
| MODULE DESCRIPTOR | |||
|---|---|---|---|
| Module Title | |||
| Adversity and Resilience 1 | |||
| Reference | SS2054 | Version | 4 |
| Created | January 2017 | SCQF Level | SCQF 8 |
| Approved | November 2014 | SCQF Points | 15 |
| Amended | February 2017 | ECTS Points | 7.5 |
| Aims of Module | |||
|---|---|---|---|
| To enable students to develop a critical understanding of the short and longer term impact of adversity on development and functioning. To enable students to understand and apply appropriate therapeutic models of working to facilitate recovery and develop resilience. | |||
| Learning Outcomes for Module | |
|---|---|
| On completion of this module, students are expected to be able to: | |
| 1 | Evidence understanding of the dynamics of trauma, abuse and adversity in the interface between the personal world and society. |
| 2 | Identify key research in relation to the impact of adversity on individuals throughout the lifespan. |
| 3 | Identify therapeutic approaches to developing resilience and facilitating recovery from the impact of adversity. |
| Indicative Module Content |
|---|
| Conceptual models for understanding abuse and trauma. Short and long term impacts of abuse, trauma and adversity. The biological, social, psychological and educational impacts of trauma and abuse. Upbringing. Recovery from trauma and abuse. Care. Resilience. Communication. Health and wellbeing. Suicide. Self harm. Therapeutic approaches and development of skills for working with groups and individuals to develop resilience. The pedagogy of relationships. Safe care. Evidence based practice. Assessment, planning and review. Values. Codes of practice. |
| Module Delivery |
|---|
| This module is based on directed and private study supplemented by lectures and tutorials. Introductory lectures are linked to course materials. |
| Indicative Student Workload | Full Time | Part Time |
|---|---|---|
| Contact Hours | N/A | 20 |
| Non-Contact Hours | N/A | 90 |
| Placement/Work-Based Learning Experience [Notional] Hours | N/A | 40 |
| TOTAL | N/A | 150 |
| Actual Placement hours for professional, statutory or regulatory body | 40 |
| ASSESSMENT PLAN | |||||
|---|---|---|---|---|---|
| If a major/minor model is used and box is ticked, % weightings below are indicative only. | |||||
| Component 1 | |||||
| Type: | Coursework | Weighting: | 100% | Outcomes Assessed: | 1, 2, 3 |
| Description: | All learning outcomes will be assessed by a project report. | ||||
| MODULE PERFORMANCE DESCRIPTOR | |
|---|---|
| Explanatory Text | |
| This Module is assessed by a single component project report. To pass this module, students must obtain a minimum grade of D. | |
| Module Grade | Minimum Requirements to achieve Module Grade: |
| A | A |
| B | B |
| C | C |
| D | D |
| E | E |
| F | F |
| NS | Non-submission of work by published deadline or non-attendance for examination |
| Module Requirements | |
|---|---|
| Prerequisites for Module | None in addition to SCQF8 entry requirements or equivalent. |
| Corequisites for module | None. |
| Precluded Modules | None. |
| INDICATIVE BIBLIOGRAPHY | |
|---|---|
| 1 | Bogdashina, O., 2006. Theory of Mind and the Triad of Perspectives on Autism and Asperger Syndrome. London: Jessica Kingsley. |
| 2 | Cairns, K., and Cairns, B., 2016. Attachment, Trauma and Resilience: Therapeutic Caring for Children. London: Coram BAAF. |
| 3 | GERHARDT, S., 2004. Why Love Matters: How Affection Shapes the Human Brain. Hove: Brunner Routledge. |
| 4 | MURPHY, D. and JOSEPH, S., 2013. eds. Trauma and the Therapeutic Relationship: Approaches to Process and Practice. London: Palgrave MacMillan. |
| 5 | SOUTHWICK et al., 2011. eds. Resilience and Mental Health: Challenges Across the Lifespan. Cambridge: Cambridge University Press. |
| 6 | UNGAR, M., 2012. Ed. The Social Ecology of Resilience: A Handbook of Theory and Practice. New York: Springer. |