
- UCAS course code
- C812
- UCAS institution code
- M20
Course unit details:
Prevention science and education
Unit code | EDUC33051 |
---|---|
Credit rating | 20 |
Unit level | Level 3 |
Teaching period(s) | Semester 1 |
Available as a free choice unit? | No |
Overview
This unit will provide students with an introduction to theory and research relating to the inter-related fields of prevention science, implementation science, and intervention development and research. It will build on foundations provided by the Level 4 unit, ‘Development and childhood’, and the level 5 unit, ‘Risk and resilience processes in human development. Indicative course unit content as follows: Introducing prevention science; understanding and evaluating interventions; implementation science; assessing social, emotional and behavioural outcomes; intervention form and function; sustainability and scaling up of interventions.
Pre/co-requisites
Unit title | Unit code | Requirement type | Description |
---|---|---|---|
Risk & Resilience processes in human development | EDUC23011 | Pre-Requisite | Compulsory |
Aims
The unit aims to develop students’ knowledge and understanding of how theory and research in prevention science can applied in educational contexts to improve children’s social, emotional and behavioural outcomes
Teaching and learning methods
Face to face lectures (e.g. including whole class discussion and debate, case/scenario based learning, and other approaches to learning and teaching)
Small group seminars (e.g. focused, critical discussion of selected papers)
Supplementary e-learning processes (e.g. asynchronous discussion of stimulus questions set by tutors between lectures and tutorials) and resources (e.g. online videos)
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
Intellectual skills
Critically analyse research in prevention science, particularly in relation to school-based interventions
Transferable skills and personal qualities
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)
Assessment methods
Students are presented an applied learning scenario by which they are to propose the implementation and evaluation of a school-based intervention.
Feedback methods
Online via Blackboard/Turnitin
Recommended reading
Bosworth, K. (ed) (2015). Prevention science in school settings. New York, Springer.
Humphrey, N. et al (2016). Implementation and process evaluation for interventions in education settings: a synthesis of the literature. London: EEF.
Weist, M.D., Lever, N. A., Bradshaw, C. & Sarno Owens, J. (eds.) (2014). Handbook of school mental health. New York: Springer
Study hours
Scheduled activity hours | |
---|---|
Lectures | 10 |
Independent study hours | |
---|---|
Independent study | 190 |
Teaching staff
Staff member | Role |
---|---|
Neil Humphrey | Unit coordinator |
Additional notes
Activity | Hours allocated |
Staff - student contact | 10 x 2 hour interative lectures |
Small group seminatr: case scenario | 10 x 1 hour sessions |
Preparation for seminar work | 20 |
Private study, reading, assignment preparation | 140 |
Total hours | 200 |