MEd Psychology of Education
Year of entry: 2024
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Course unit details:
Applied Prevention in Education
|Unit level||FHEQ level 7 – master's degree or fourth year of an integrated master's degree|
|Teaching period(s)||Semester 2|
|Available as a free choice unit?||No|
- To develop knowledge and understanding of how theory and research in prevention science can applied in educational contexts to improve social, emotional and behavioural experiences and outcomes among vulnerable learners
- Develop knowledge and understanding of how theory and research in prevention science can applied in educational contexts to improve social, emotional and behavioural experiences and outcomes among vulnerable learners
Indicative Curriculum Content
- Introduction to prevention science.
- Understanding intervention research.
- Implementation science 1.
- Implementation science 2.
- Assessment and outcomes 1.
- Assessment and outcomes 2.
- Universal interventions.
- Targeted interventions.
- Towards an integrated model of school-based prevention.
Teaching and learning methods
This course unit will be delivered by members of the Applied Prevention in Education research team. Sessions will take the form of lectures, which will include small group and whole class discussion and debate, case/scenario based learning, and other approaches to teaching and learning. Students will be required to work both independently and in groups. Active participation will be encouraged at all times.
Knowledge and understanding
• Demonstrate knowledge and understanding of how prevention science theory can be applied to understand and address social, emotional and behavioural difficulties in educational contexts
• Critically evaluate the contribution of research in applied prevention science
• Analyse and evaluate different approaches to school-based intervention in applied prevention science
• Apply their learning to specific cases/scenarios
Transferable skills and personal qualities
Key transferable skills
- Written communication
- Oral communication (contributing to discussion and debate)
- Working with others (group work, case-based work)
- IT skills (word processing, accessing electronic databases and library facilities, managing references)
- Analysis and application of theory and research
You will complete one assignment for this unit. Assessment of your learning will be achieved through Psychology Applied Learning Scenarios (PALS). In PALS a brief scenario is provided with some indicative guidance questions.
Unit Feedback and Student Engagement
Student representation at both the programme and unit level plays an important role helping the quality of provision be upheld. MEd student representatives liaise between staff and students on matters of concern to either side; provide two-way feedback on the course and on teaching quality, and promote student involvement in course development. Student representatives participate in course review meetings (including a confidential meeting with external examiners) and feedback information from these meetings to other students.
At the end of each semester all students are asked to complete an on-line evaluation questionnaire for each course unit they have taken. This anonymous feedback is circulated to unit leaders and supports quality assurance.
Formative assessment and written feedback to students is a key feature of this unit. Students are provided with an opportunity to complete an outline in advance of the submission deadline for assessed work and formative written feedback is provided when marking has been completed
As with all units on the MEd, we like to offer a range of books and let you choose the combination that appeals to you. As such, you are advised to have a look through them all first (either in the University Library or online).
The Online version of this Reading List will show you where these core texts can be found in the library or online:
In addition to the recommended texts, you will be provided with an expanded reading list, including additional recommendations, reading lists of journal articles, chapters in edited texts and on-line resources that you are strongly encouraged to make use of. You will also be expected to search relevant databases (e.g. PsycInfo) to find research that extends beyond explicit recommendations and the content covered in sessions.
|Clifford Mitchell||Unit coordinator|
|Neil Humphrey||Unit coordinator|
This is a semester two unit