Module Details
| Module Code: |
EDUC8063 |
| Title: |
Positive Wellbeing&Resilience
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Long Title:
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Positive Wellbeing & Personal Resilience
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| NFQ Level: |
Advanced |
| Valid From: |
Semester 2 - 2020/21 ( January 2021 ) |
| Field of Study: |
1420 - Education Studies
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| Module Description: |
This module is designed to provide students with an understanding of how to develop and sustain their positive wellbeing. It will focus on providing the students with the knowledge and skills to develop and implement strategies to enhance their resilience and promote positive behaviour change. This will be delivered using evidence-based research and practices from relevant areas of wellbeing and positive psychology, Particular focus will be placed on the Junior Cycle Wellbeing Programme as a functioning model that can be embedded in a school's culture and ethos.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Identify and analyse the causes and impact of positive and negative stress for students in higher education |
| LO2 |
Plan and implement a personal intervention plan to enhance positive wellbeing in the 6 key pillars; physical activity, diet, sleep, mental health, relationships and substance control. |
| LO3 |
Identify and utilise positive psychology practices to enhance overall personal wellbeing for students in higher education |
| LO4 |
Reflect on a personal intervention plan, not limited to identifying supports and barriers to positive behavior change and habit formation at a personal and University level. |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
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| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| No requirements listed |
| Indicative Content |
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Wellbeing in Higher Education
Understanding of what is meant by wellbeing for students in higher education and beyond. Understanding of the many factors that contribute to positive and negative wellbeing. Understanding and identifying what is causing stress and impacting negatively on their wellbeing.
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Practicing Self Care
Developing self care strategies in key areas of relationships and mental health. Modifying substance use, physical activity levels, nutritional practices, sleep hygiene and relaxation practices.
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Behaviour Change and Habit Formation
Discussing and utilizing models of behaviour change. Enhancing personal motivation, autonomy, goal setting and habit formation.
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Positive Psychology
Undertaking of positive psychology interventions including setting highly valued goals, identifying and using personal strengths, savouring pleasures and being grateful, finding flow and meaning in life.
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Indicators and aspects of Wellbeing in Secondary Education
Focusing on how wellbeing can be developed in learners through relationships, policy and planning, curriculum and culture in schools through Junior Cycle and Senior Cycle. Identifying key indicators of wellbeing as set out by the National Council for Curriculum and Assessment and developing a plan as to how these can be implemented. Defining the role of wellbeing for enhancing teaching and learning for students and staff.
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Module Content & Assessment
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| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
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The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
A series of lectures and interactive discussions in the defined areas of the module |
Every Week |
1.00 |
1 |
| Tutorial |
Contact |
Workshop based tutorial focusing on the application of knowledge, the utilisation and implementation of various stratgies,tools,skills and resources for personal positve wellbeing |
Every Week |
2.00 |
2 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Independent study and reflective practice |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
A series of lectures and interactive discussions in the defined areas of the module |
Every Week |
1.00 |
1 |
| Tutorial |
Contact |
Workshop based tutorial focusing on the application of knowledge, the utilisation and implementation of various stratgies,tools,skills and resources for personal positve wellbeing |
Every Week |
2.00 |
2 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Independent study and reflective practice |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
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Module Resources
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| Recommended Book Resources |
|---|
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National Council for Curriculum and Assessment (NCCA). (2021), Junior Cycle Wellbeing Guideline, National Council for Curriculum and Assessment.
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Bonniwell I, Tunariu AD. (2019), Positive Psychology; Theory, Research and Applications, Oxford University Press., London,.
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Wener W.K. Hoeger, Sharon A. Hoeger, Cherie I. Hoeger, Amber L. Fawson. (2018), Fitness and Wellness, 13th. Cengage Learning, [ISBN: 978133739290].
| | Supplementary Book Resources |
|---|
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Nanette E. Tummers. (2013), Stress Management: A Wellness Approach, Human Kinetics, [ISBN: 9781450431668].
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Clear, J.. (2018), Atomic Habits, Random House Business Books, [ISBN: 9781847941831].
| | Recommended Article/Paper Resources |
|---|
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Seligman MEP, Csikszentmihalyi M. (2000), Positive Psychology: an introduction, American Psychologist, 55, p.5-14..
| | Other Resources |
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Website, Minding Your Wellbeing, Health Service Executive,
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Video, Dr Beth Frates.
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Ted Talk, Rangan Chatterjee.
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