Module Descriptors
IMPLEMENTING EMOTIONAL RESILIENCE STRATEGIES IN PERSONAL AND PROFESSIONAL CONTEXTS
NURS70762
Key Facts
School of Health, Science and Wellbeing
Level 7
20 credits
Contact
Leader: John Anthony
Email: P.Anthony@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 36
Independent Study Hours: 164
Total Learning Hours: 200
Assessment
- Written Reflection- 3,500 words weighted at 100%
Module Details
LEARNING OUTCOMES
1. Demonstrate a systematic understanding of current evidence in emotional resilience in order to advance knowledge
Knowledge and Understanding
Learning
2. Demonstrate advanced scholarship in the critical 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 skills to provide an adaptive response
Problem Solving
Application
Reflection
Knowledge and Understanding
Learning
2. Demonstrate advanced scholarship in the critical 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 skills to provide an adaptive response
Problem Solving
Application
Reflection
ADDITIONAL ASSESSMENT DETAILS
You will complete a 3,500 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.
INDICATIVE CONTENT
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 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
LEARNING STRATEGIES
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 and utilise case studies to examine issues which will allow students to practice problem-solving skills to identify and apply solutions in practice.
24 hrs: Scheduled face to face Learning and Teaching Activities
12 hrs: Scheduled Blackboard VLE teaching activities
Guided Independent Study: (164 hours)
60 hours On-line activities
84 hours Reading and Study
20 hours Assessment preparation
The 4 Study Days will include face to face teaching and utilise case studies to examine issues which will allow students to practice problem-solving skills to identify and apply solutions in practice.
24 hrs: Scheduled face to face Learning and Teaching Activities
12 hrs: Scheduled Blackboard VLE teaching activities
Guided Independent Study: (164 hours)
60 hours On-line activities
84 hours Reading and Study
20 hours Assessment preparation
REFERENCE TEXTS
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. (2010) The Philosophy of Cognitive Behavioural Therapy: Stoic Philosophy as Rational and Cognitive Psychotherapy. London. Karnac Books.
SOUTHWICK, S. M. AND CHARNEY, D. S. (2014) Resilience: The Science of Mastering Life’s Greatest Challenges. Cambridge University Press. Cambridge.
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. (2010) The Philosophy of Cognitive Behavioural Therapy: Stoic Philosophy as Rational and Cognitive Psychotherapy. London. Karnac Books.
SOUTHWICK, S. M. AND CHARNEY, D. S. (2014) Resilience: The Science of Mastering Life’s Greatest Challenges. Cambridge University Press. Cambridge.
RESOURCES
Specialist Lecturers
Library
IT resources
Blackboard
Library
IT resources
Blackboard
SPECIAL ADMISSION REQUIREMENTS
Work in an environment where you have responsibility for supporting individuals who may be struggling to cope with life events
Demonstrate your ability to study at level seven or equivalent
Demonstrate your ability to study at level seven or equivalent