Library facilities
Study skills/IT advisors
Tutorial support / Peer support
Access to computer and the internet
Utilising email facilities
Blackboard

Bracken, B & Thomas P (2006) Postpsychiatry: Mental Health in a Postmodern World, London, Oxford University Press, ISBN-10: 0198526091
Gladwell, M, (2001) The tipping point: How little things can make a big difference, London, Abacus ISBN - 10: 0349114463
Primhe (2003) Primhe resource pack, London, Primhe ISBN- 0-9545260-0-7
Senge, PM, Jaworski, J, Otto-Schamer, C, flowers, BS, (2005) Presence: Exploring profound change in people, organisations and society, London, Nicholas Brearley Publishing Ltd ISBN-10: 1857883551

The learning strategy employed within this module is centred upon the interactive assessment strategies employed by other post-graduate modules, which means that the student will be involved in the learning process, in the form of problem-based learning. The general mode of delivering this module is through:

Contact Hours:
40% Interactive Lectures
40% Group/Individual activities/reflection
20% Feedback from activities
Independent Learning
20% Self Analysis
40% Reading and Reflection
40% Writing assignment.

achieving learning outcomes 1,2,3,4

Additional Assessment Details:
Students will be required to compare and contrast two contemporary models of service redesign and apply one to an initiative within their individual field of practice. The student will also be required to critically reflect on and evaluate their own development within the team, providing a critical analysis of the contextual factors that may influence effective commissioning of services to promote emotional, health and wellbeing within the mental health arena.

Twenty minute presentation of assignment subject with supporting written notes to peer group and award leader, to demonstrate reflective critical evaluation of the chosen model of service re-design.

Formative Assessment:
Formative assessment will involve group discussion, seminar involvement and the use of tutorials to clarify, explore and critically discuss the focus of the reflective issue used for the assignment.

This module intends to equip students with the relevant knowledge, leadership skills and attitudes to challenging professional boundaries, confidently and competently negotiate change, actively contributing towards advancing ethical clinical practice, service redesign and research within primary care mental health services.

The indicative content will include:

The importance of wellbeing and optimal management of mental illness to a wide variety of other professionals, health & social staff, local employers & organisations (e.g. libraries & schools) & students.
Audit of practice - identifying and generating quality practice based evidence.
Effective commissioning of services to promote emotional health & wellness within a mental health arena.
Outcome measures
Wellbeing mental health promotion.
Contemporary working with multi-agency professionals; collaborative working; social inclusion and anti-discriminatory practice.
Theories of change management and service redesign; Social involvement model: Action learning and research (Trailblazers example); Time management strategies and resources.
Working with partner agencies (including statutory and voluntary)
Whole systems approach to patient care/recovery
Multiprofessional approaches to service planning
Models of service provision
Leadership profile inventory.