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PSY 304 MENTAL HEALTH
Mental Health
Full Course Title:
Mentalno zdravlje
Course Code:
PSY 304
Course Level/BiH cycle:
1st cycle course,3rd year
ECTS credit value:
6 ECTS
Student work-load:
Lectures
Tutorial /
Practical
training
Project
Exercises
Individual
learning
TOTAL
30
15
40
25
40
150
Length:
Fall 2013
Faculty/School/Department:
Faculty of Arts and Social Sciences
Course leader:
Senior Assistant Selvira Draganovic
Contact details:
Office:
F 2.32
e-mail:
sdraganovic@ius.edu.ba
Office hours:
Wednesdays 11-13
Phone:
033-957-307
Thursdays 11-13
Site:
(IUS Main building,F 2.3)
(building, lab room - If applicable/available
Host Study Program:
Social Sciences
Course status:
Required
Pre-requisites:
None
Access restrictions:
1st study cycle students only
for tutorial/practical training)
interim exams,
weekly assignments/experiential exercises,
Assessment:
projects,
final exam
Date validated:
December 2013
1
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Course aims:
Learning outcomes:
Indicative syllabus content:
The course is dedicated to the study of mental health, mental illness, mental distress and the
manifestation of behaviours and experiences that may be indicative of mental health/ mental
illness or psychological impairment. Multiple causality/ positive and negative factors are
emphasized including various forms of mental health/illness. Understanding developmental
perspective in MH, attachment, attitude and major forms of events and distress, including daily
hassles, optimism/pessimism orientation, understanding emotions, communication patters, stress,
grief and psychological disorders anxiety, mood disorders, eating disorders
‘On successful completion of this course the student will be able to
 explore basic differences between mental health and mental illness
 explore main causes of mental health problems
 describe basic symptoms of ill and positive mental health
 describe basic symptoms of various mental disorders

describe an appropriate method for the scientific study of mental health.
The course is dedicated to the study of mental health, mental illness, mental distress and
the manifestation of behaviours and experiences that may be indicative of mental health/
mental illness or psychological impairment. Multiple causality/positive and negative
factors are emphasized including various forms of mental health/illness. Understanding
developmental perspective in MH, attachment, attitude and major forms of events and
distress, including daily hassles, optimism/pessimism orientation, understanding
emotions, communication patters, stress, grief and psychological disorders anxiety,
mood disorders, eating disorders contributing to mental health/mental illness will be
discussed.
The format of the course will be didactic, experiential, and interactive. Assigned
readings will be given weekly.)
Learning delivery:
lectures, exercises, case studies, projects, weekly assignment
Assessment Rationale:
(Briefly explain the reasons for the methods used. Precise assessment criteria need to be issued
below for each assessment component/task set)
Interim I 20%,
Interim II 20%,
weekly assignments/experiential exercises 10 %,
Assessment Weighting:
project 10%,
class participation and in class activities 10%,
Essential Reading:
Recommended readings:
final exam 30%)
1. Current Concepts of Positive Mental Health,
2. Promoting the emotional Well-being of Children and Adolescence
Multidisciplinary Handbook of Child and Adolescent Mental health for front line
professionals, 3. Clinical manual of prevention in mental health,
Why Zebras don’t get ulcers, An updated guide to stress, stress related diseases and
coping,
Warning: Psychiatry can be hazardous to your Mental health )
Intranet web reference:
N/A
Important notes
Course policy: (lateness in assignments /SS project submission and improper outlook
will result in point deduction. What is meant by improper outlook: paper submitted
without proper academic cover page, content, introduction, body, conclusion and
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reference: where applicable. Workshops and in class activities will also be closely
monitored- you can get 10% of your final mark for this activity. There will be no
additional make up exams, works, assignments (except in cases where valid excuse
applies: serious illness certified by a doctor). Students are expected to show academic
integrity, professionalism, collaboration in assignments, attendance.
Mission Statement: Let’s achieve positive mental health
Quality assurance:
(Ways of monitoring quality and complaints system) IUS quality management office, students
evaluations, in class discuassions, e-mail, formal feedback from students, assistants and
colleagues at the end of semester.
Course schedule:
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Week
Lesson
/ Date
Topics to be covered
1
01.10/13 Course introduction
2
08.10.13 Mental health /hygiene
defined
Mental health
conceptualization
Class activities
Lab
activities
Course syllabus and content
will be introduced to the
students along with
assessment components
No lab
activities
Problems/ Readings
Assignment
s
(Homework
)
Current concepts of
Mental Health by Jahoda
Pp 3-20
Learning objectives
(After this lesson
student will be able to:)
-define/Mental hygiene
Positive mental health!?
Differentiate between
suitable and unsuitable
conceptualizations of MH
Mental health criteria
Positive mental health_
3
15.10.13 Psychological meaning of
various concepts of mental
health:
6 approaches to MH
Multiple criteria for MH
Mental health: Developmental
perspective
Current concepts of
Mental Health by Jahoda
Pp 20 -59
- name and define
Psychological meaning of
various criteria t: Attitude
toward the Self, Growth,
Development, Self
actualization, Integration
Autonomy, Perception of
reality, Environmental
mastery
-name multiple criterion
approach to MH and MD
-name developmental
perspective in MH
4
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Attachment theory and mental
health
Formation of Attachment
Interaction
Internal working models and
attachment
Disorders of attachment –
adolescence
4
22.10.13
5
29.10.13
6
05.11.13 1st Interim exam
7
Emotion regulation and mental
health
Physiology/feelings/expression
Emotional differentiation and
acknowledgement
Self regulation, tolerance and
management of emotions
Desomatization and expression
Utilisation and responding
Enhancing emotional regulation
Attention and mental health12.11.13
ADHD
.
Addiction as a mark of adulthood
Autonomy / Youth movements
Adolescent rebellion
Attention through provocation
The right to be
Identify
Promoting the emotional
positive role Well-being of Children
model in
and Adolescence by Kedar
your life
Nath Dwivedi and Peter
Brinley Harper, editors
(2004), pp49-69
Identify 10 of
your
strengths
and 10
weaknesses
Promoting the emotional
Well-being of Children
and Adolescence by Kedar
Nath Dwivedi and Peter
Brinley Harper, editors
(2004)pp 69-85
Why is
empathy
important?
Promoting the emotional
Well-being of Children
and Adolescence by Kedar
Nath Dwivedi and Peter
Brinley Harper, editors
(2004) pp 85 -101
-define Attachment
-explain the role of
different attachment
styles in Mental health
-explain disorders of
attachment
understand the
difference between
physiology, feelings and
expression
explain and differentiate
various emotions
-explain between
regulation, tolerance
and management of
emotions
Understand between
emotional utilisation and
responding
-attention process and
types
understand
developmental process
of attention
role of attention in MH
Adolescence and
attentional problems
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misunderstood/mutual
challenge
8
19.11.13
Parenting
The Importance of Parenting in
promoting posMH
Quality in relationship???
“Good enough”
Developmental needs in parents
and children
Enlist 3
unhealthy
responses to
difficult
emotions
like guilt and
anger
Promoting the emotional
Well-being of Children
and Adolescence by Kedar
Nath Dwivedi and Peter
Brinley Harper, editors
(2004) pp113-132
What factors
had
infuelnced
development
of your
personality
the most?
Promoting the emotional
Well-being of Children
and Adolescence by Kedar
Nath Dwivedi and Peter
Brinley Harper, editors
(2004)pp 132-149
How do you
react to
constructive
criticism or
positive
feedback?
Promoting the emotional
Well-being of Children
and Adolescence by Kedar
Nath Dwivedi and Peter
Brinley Harper, editors
(2004)pp149- 198
understand:
The role of parents and
parenting styles in MH
Define quality
relationship
Developmental needs
of parents and children
and their role in MH
Transition to parenthood
9
26.11.13
10
03.12.13
11
10.12.13
Life skills education through
schools
Critical thinking
Creative thinking
Problem solving
Effective communication
Interpersonal relationships
Self awareness/ empathy/coping
with emotions
Anxiety, depression, eating
disorders, conduct
disorders/prevention and coping
Emotional, cognitive,
behavioural level
Primary, secondary tertiary
prevention
Understand the role of
education in
development of life
skills and their role in
MH
Understand major types
of psychological
disorders in
adolescence
-identify primary,
secondary and tertiary
MH prevention
strategies
2nd INTERIM EXAM
6
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12
17.12.13
13
24.12.13
14
22.01.14
15
Stress defined
Why is stress so stressful
Types of stress
GAS stages of stress
Coping with stress
Promotion of pro-social
development
Protective and adverse factors
relating to MH
Temperament
Character
Personality
What are
your stress
coping
strategies?
Lecturer’s Handouts
What are
risk and
protective
factors in
your
psychologic
al well
being?
Multidisciplinary
Handbook of Child and
Adolescent Mental health
for front line
professionals pp- 21-79
Understand stress, its
biological and
psychological
processes and their
relation to mental and
physical health
-identify types and
stages of stress
Identify different coping
strategies
Understand the role of
temperament,
personality and
character in mental
health
Enlist protective and
risk factors in mental
health
FINAL EXAM
7