This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.

Undergraduate Handbook 2016-2017 (archived)

Module PSYS3297: Psychology and Health Promotion

Department: Psychology (Applied Psychology) [Queen's Campus, Stockton]

PSYS3297: Psychology and Health Promotion

Type	Level	Credits	Availability	Module Cap	Location
Open	3	10	Available in 2016/2017		Queen's Campus Stockton

Pre-requisites

100 credits from C817 Psychology (Applied) Level 2 modules; or PSYC2081 Topics in Cognitive Psychology

Corequisites

None

Excluded Combinations

None.

Aims

The aim of this module is to provide an introduction to theoretical approaches and empirical research in psychology that can be applied in promoting people's health and preventing disease

Content

The application of psychological theories and empirical research to heatlh promotion and disease prevention (example topics: Theory of Planned Behaviour; Health Belief Model; Stage Models; Implementation intentions; Fear appeals; Debiasing risk perceptions; Rewarding; Nudges; Principles of influence; Message framing)

Learning Outcomes

Subject-specific Knowledge

Detailed knowledge of health psychopathology including current theory, evidence, and research methods
In-depth knowledge of some specialist sub-areas of applied psychology

Subject-specific Skills

Ability to review critically and consolidate understanding of a coherent body of psychological knowledge and apply it appropriately

Key Skills

Good written communication skills
Good IT skills in word processing, data manipulation, and data presentation
Ability to work independently in scholarship and research within broad guidelines

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

Knowledge and understanding is developed through the weekly two hour sessions involving a variety of learning modes including lectures, video based material, and some small group work
All modes of teaching are designed to promote critical evaluation of evidence and arguments, to adopt different theoretical positions, and to interpret empirical work in terms of its application to health promotion and disease prevention
These abilities will be assessed in the written summative assignment. The assessment will be essay based, providing students with the opportunity to demonstrate their abilities to appraise and apply empirical evidence and theoretical claims in a critical manner
Preparations for the formative and summative assignment promote students' abilities to locate, read and evaluate a body of evidence
Feedback is provided for the formative and summative assignments

Teaching Methods and Learning Hours

Activity	Number	Frequency	Duration	Total Hours
Lectures / Seminars	10	1 per week	2	20
Preparation and Reading				80
Total			100	0

Summative Assessment

Component	Component Weighting	Element	Length/Duration	Element Weighting	Resit Opportunity
Written Assignment / Report	100%	Assignment	2500 words	100%

Formative Assessment

Assignment

Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.