MODULE TITLE
MODULE CODE
Grand Challenges: No Health Without Mental Health?
MODULE CONVENOR
GRC1101 / GRC2101
TERM
1
2
3
DURATION
WEEKS
Yr 2, 11 weeks
Yr 1, 2 weeks
CREDIT VALUE 15
Professor Mark Jackson & Dr
Ali Haggett
Number Students
Taking Module
(anticipated)
70
DESCRIPTION – summary of the module content
Grand Challenges modules provide you with an opportunity to tackle some of the world's greatest contemporary
issues in a week of interdisciplinary research in the Summer Term of your first year, culminating in a showcase of
your ideas. You will have the chance not only to work with industry heavyweights and local businesses as well as
some of our top academics and external specialists, but also with other students from across the University.
You will follow up the work you have done in Grand Challenges Week by finalising your project during the Autumn
Term of your second year – which could include, for example, developing an app, organising an event, setting up a
charity or implementing a social media campaign. The module will help provide you with both practical and
academic skills to take forward into your degree and future career.
According to recent statistics, at least 25% of the population is likely to experience one of the most common mental
disorders (such as anxiety or depression). In addition to being the source of considerable personal and family
distress, mental illness presents major socio-economic challenges, both in terms of high levels of sickness absence
and the spiraling costs of pharmaceutical and psychological treatment. In Grand Challenge week, students will be
set the task of considering current populations in relation to mental health and will be challenged to explore possible
initiatives to reverse the current burden of mental ill-health. The broad aim of this Grand Challenge credit-bearing
module is to develop, expand and finalize the work undertaken during Grand Challenge week so that the work may
count towards your final degree. Topics explored may include: prevention, treatment and recovery; the distribution
of mental illness by age, gender and class; work and mental health; the importance of personal perspectives; mental
health and the media; government policies on mental health; the challenges and opportunities of the internet age;
relationships and mental health.
MODULE AIMS – intentions of the module
In this module, we aim to provide you with a research-inspired, innovative, multi-disciplinary, enquiry-led learning
experience and encourage you to improve your employability and academic skills whilst tackling one of the world's
greatest contemporary issues. The module is student-led, enabling you to work with fellow students to shape your
own educational experience.
The module aims to allow you to use and develop your skills and knowledge to make a real difference in a
challenging, fun and engaging environment, whilst working and networking with employers, alumni, honorary
graduates, local businesses and the local community.
Working with students from disciplines across the University, under the guidance of the module tutor, you will
engage with experts in mental health at the University and outside in the community. You will expand upon and
complete the research that you began during Grand Challenge week. The direction of this work is flexible and will be
determined with help and guidance of the academic staff and facilitators during Challenge week. This unique style
of learning will allow you to develop a range of valuable skills to equip you for future employment or graduate study
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Module Descriptor Template Revised October 2011
INTENDED LEARNING OUTCOMES (ILOs) (see assessment section below for how ILOs will be assessed)
On successful completion of this module you should be able to:
Module Specific Skills and Knowledge:
1
Identify important problems and challenges facing our world today from an interdisciplinary perspective
2
Propose and critically evaluate potential solutions to problems
3
Demonstrate an awareness of different methodologies and theoretical approaches
4
Complete group projects successfully, including collection of information and presentation via a chosen method
5
Understand the ethical aspects of working with vulnerable adults
Personal and Key Transferable/ Employment Skills and Knowledge:
6
Communicate ideas, principles and theories effectively and fluently using a variety of formats in a manner
appropriate to the intended audience
7
Collect and interpret appropriate information and complete research-like tasks, drawing on a range of
sources, with limited guidance
8
Undertake independent/self-directed study/learning (including time management) to achieve consistent,
proficient and sustained attainment
9
Reflect effectively on learning experiences and summarise personal achievements, including recognising and
articulating employability skills gained during this module
10
Work in a small team and deal proficiently with the issues that teamwork requires (i.e. communication,
motivation, decision-making, awareness, responsibility, and management skills, including setting and working
to deadlines)
SYLLABUS PLAN – summary of the structure and academic content of the module
Students will develop work that was undertaken in Grand Challenge Week to create an output. This may involve:
 Working with a local charity
 Working on campus with wellbeing services and the Guild
 Undertaking a policy review and writing a report
 Producing a drama production or an event
 Producing an art exhibition
 Creating an awareness video or social media campaign
 Working with the local media
LEARNING AND TEACHING
LEARNING ACTIVITIES AND TEACHING METHODS (given in hours of study time)
Scheduled Learning and 36
Guided independent
114
Placement/study abroad
Teaching activities
study
0
DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODS
Category
Hours of study time
Description
Scheduled learning and teaching
5
Before Grand Challenges Week - preparation
including meetings, lectures and training sessions.
Scheduled learning and teaching
25
Grand Challenges Week – June of Year 1 lectures, debates, and guided facilitation led by
experts, staff and PGR facilitators and
complemented by key texts and references.
Course leaders will organise and oversee group
projects.
nd
Scheduled learning and teaching
6
2 Year – One hour of supervision, per group,
fortnightly
Guided independent study
15
Before Grand Challenges Week - preparatory
reading, research and reflection.
nd
Guided independent study
99
2
Year - Additional reading, research and
preparation of group output and presentation
2
Module Descriptor Template Revised October 2011
ASSESSMENT
FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module grade
Form of Assessment
Size of the assessment
ILOs assessed
Feedback method
e.g. duration/length
Participation in daily group tasks and
Ongoing throughout Grand
Oral, group and
1,2,3,5,6,7,8,10
discussion during Grand Challenges
Challenges Week
individual
Week
Continuous contribution during the
Ongoing throughout the
Oral and/or written,
1,2,3,4,5,6,7,8,
Autumn Term
Autumn Term
group and individual
9,10
Group Presentation at the end of
10-20 minutes
Grand Challenges Week
SUMMATIVE ASSESSMENT (% of credit)
Coursework
100
Written exams
4, 6, 10
0
Oral, group and
individual
Practical exams
0
DETAILS OF SUMMATIVE ASSESSMENT
Form of Assessment
% of
Size of the assessment
ILOs assessed
Feedback method
credit
e.g. duration/length
Group Output
75
An output as agreed with
1,2,3,4,5,6,7,8,
Written
the module convenor,
10
(10% of this mark will be
equivalent to 3000 words.
awarded through peer
Possible formats could
assessment of each
include, but are not limited
individual group member’s
to a video, a social media
participation in the work.)
campaign, the design and
business case for an app,
promoting and organising
an event for external
attendees or setting up a
charity.
Individual reflective blog
25
A reflective blog of 1,500
1,2,3,5,6,8,9
Written
words
DETAILS OF RE-ASSESSMENT (where required by referral or deferral)
Original form of assessment
Form of re-assessment
ILOs re-assessed
Time scale for re-assessment
Group Output
3000 word essay
August ref/def period
Reflective blog
Reflective blog or log,
August ref/def period
1,500
RE-ASSESSMENT NOTES
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you
will normally be either deferred in the assessment or an extension may be granted. The mark given for a reassessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first
attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be
required to fulfil the full reassessment criteria. The individual contribution to the module assessment is non-referable
due to its practical nature. The mark given for a re-assessment taken as a result of referral will count for 100% of the
final mark and will be capped at 40%.
RESOURCES
INDICATIVE LEARNING RESOURCES - The following list is offered as an indication of the type and level of
information that you are expected to consult. Further guidance will be provided by the Module Convener.
Department of Health, Closing the Gap: Priorities for Essential Change in Mental Health (2014)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/281250/Closing_the_gap_V2__17_Feb_2014.pdf
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Module Descriptor Template Revised October 2011
H M Government, No Health Without Mental Health (2011)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/138253/dh_124058.pdf
WHO Mental Health Atlas (2014)
http://www.who.int/mental_health/evidence/atlas/mental_health_atlas_2014/en/
Dame Carol Black, Working for a Healthier Tomorrow (2008)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/209782/hwwb-working-for-a-healthiertomorrow.pdf
OECD Sick on the Job: Myths and Realities about Mental Health and Work (2012)
file:///C:/Users/anh206/Downloads/OECD%20factsheet%20Sick%20on%20the%20Job.pdf
Jill Astbury, Gender Disparities in Mental Health (WHO 2001)
file:///C:/Users/anh206/Downloads/GENDER%20DISPARITIES%20IN%20MENTAL%20HEALTH.pdf
Science Daily http://www.sciencedaily.com/news/health_medicine/mental_health/
Mind http://www.mind.org.uk/
Nancy C Andreasen, Brave New Brain: Conquering Mental Illness in the Era of the Genome (2004)
Peter Kinderman, A Prescription for Psychiatry: Why We Need a Whole New Approach to Mental Health and
Wellbeing (2014)
Richard P Bentall, Doctoring the Mind: Why Psychiatric Treatments Fail (2010)
David Healy, The Antidepressant Era (1999)
Joanna Moncrieff The Myth of the Chemical Cure: A Critique of Psychiatric Drug Treatment (2009)
Michael H Stone, Healing the Mind: A History of Psychiatry from Antiquity to the Present (1998)
CREDIT VALUE
PRE-REQUISITE MODULES
CO-REQUISITE MODULES
NQF LEVEL (FHEQ)
ORIGIN DATE
KEY WORDS SEARCH
ECTS VALUE
15
7.5
None
None
AVAILABLE AS DISTANCE LEARNING
5
NO
LAST REVISION DATE
16/07/2015
27/10/2015
Grand Challenges
Mental Health, Well-being, Mental Illness, Interdisciplinary, Group Work,
Independent Learning, Employability
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Module Descriptor Template Revised October 2011