1. Demonstrate a systematic understanding of current evidence in emotional resilience in order to advance knowledge and develop the skills to maintain protection from the potential negative consequences of adversity
Knowledge and Understanding
Learning

2. Demonstrate advanced scholarship in the evaluation of the approaches and techniques utilised in developing emotional resilience
Enquiry
Analysis

3. Demonstrate responsibility and act autonomously in recognising the challenges to personal emotional resilience and develop an adaptive response
Problem Solving
Application
Reflection

You will complete a 3,000 word reflection regarding emotional resilience as applied to yourself and develop a personal resilience plan (meeting all Learning Outcomes). This critical reflection should demonstrate your understanding of the approaches and techniques utilised in demonstrating personal emotional resilience and you should develop an adaptive response and personal resilience plan.

Include all relevant content as referred to in the learning outcomes and assessment.

The module will introduce students to the background, context and relevance of resilience in contemporary society, including current definitions and models of resilience and its impact on current policies.

The key functions of resiliency in the management of current adversity will be examined, along with the management of the potential detriment to emotional and physical well-being as a consequence of past adversity.

Students will be made aware of the function of resiliency as a protective factor for both emotional and physical well-being, utilising research based evidence to examine the approaches to the assessment of resilience.

The module will utilise cognitive behavioural models to inform the understanding and formulation of normal emotional processing and emotional responses to threat (fear and anxiety), loss (depression and grieving) and perceived injustice (anger and embitterment), in the context of adversity.

Students will gain knowledge and skills in assessment, formulation and appropriate interventions, including; the early recognition of early warning signs of a reduction in well-being, as well as the development of more resilient coping.

Tools to assist in the development of strategies to provide on-going self-awareness and management of individual well-being, through the process of resilience, will also be included.

Blackboard Activities and Content
Critical Review of philosophical origins and theories of resilience (e.g., Stoic Philosophy)
Developing a Strength based Cognitive Behavioural Formulation and implementing formulation driven interventions (including discussion of key maintenance factors, potential setbacks and adaptive responses to setbacks)
Evidence based approaches to cognitive and behavioural change (e.g., Fogg Behaviour model) to inform resilience planning.
Strategies to monitor and evaluate progress in enhancing resilience
Developing reflexivity and self-awareness

The module requires participation from students to relate and utilise course content relevant to the students' own personal or professional context. The module is divided into independent learning and contact time. A range of strategies will be used during the contact time including:

The 4 Study Days will include face to face teaching (currently online) and utilise case studies to examine issues which will allow students to practice problem-solving skills to identify and apply solutions in practice. 24 Hours

Scheduled Learning and Teaching Activities: (24 hours)
12 hours Group work and discussion
12 hours Lectures -on line

The Guided Independent Study Hours will be supported through on-line activities on Blackboard which will be appropriate to Level 7 Students

Specify the number of Guided Independent Study Hours attributed to each type of activity (eg reading / assessment preparation). Total hours should equate to Guided Independent Study Hours identified on page 1 of this form.

Guided Independent Study: (126 hours)
40 hours On-line activities
62 hours Reading and Study
20 hours Assessment preparation

FOGG, B. J. (2019) Tiny Habits: The small changes that change everything. London. Virgin Books. London.

PADESKY, C. and MOONEY, K. (2012) Strengths Based Cognitive-Behavioural Therapy: A Four Step Model to Build Resilience. Clinical Psychology and Psychotherapy. Vol 19. pp 283 – 290.

ROBERTSON, D. (2012) Build Your Resilience London Hodder Education

SOUTHWICK, S. M. AND CHARNEY, D. S. (2014) Resilience: The Science of Mastering Life’s Greatest Challenges Cambridge Cambridge University Press

Specialist Lecturers
Library
IT resources
Blackboard

Work in an environment where you have responsibility for supporting individuals who may have mental health issues.

Demonstrate your ability to study at level seven or equivalent