PY4HPBC: Health Psychology and Behaviour Change

Module code: PY4HPBC

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: Level 4 (Undergraduate Masters)

When you'll be taught: Semester 2

Module convenor: Professor Kate Harvey, email: k.n.harvey@reading.ac.uk

Module co-convenor: Dr Sarah Snuggs, email: sarah.snuggs@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

This module uses psychological theories to understand topics in Health Psychology. These topics will be considered in relation to different developmental stages, for example food preferences in children, sleep among adolescents, stress in adults and chronic illness in older adults.  They will also be positioned within the context of broader society and interventions aimed at changing behaviour will also be studied. 

Studying this module will provide students with the opportunity to apply scientific theory and evidence to key topics in health psychology.  In addition to knowledge, students will develop practical skills in summarising and synthesising information, critical evaluation and argument, and oral and written communication thus preparing them for a further study (e.g. MSc Health Psychology), research and employment.  

Module learning outcomes

By the end of this module, it is expected that students will be able to:

1. Demonstrate knowledge and critical understanding of key concepts relating to health and illness
2. Demonstrate knowledge and critical understanding of theories that underpin these concepts
3. Demonstrate knowledge and critical understanding of the mechanisms involved in changing behaviour
4. Demonstrate skills in summarising and synthesising information, critical evaluation and argument, and oral and written communication

Module content

The module comprises ten 2-hour lectures and four 1-hour seminars. Content will span the BPS core areas of Cognitive, Developmental, and Social Psychology, Individual Differences and Research Methods. Through interactive lectures/seminars students will explore key concepts, theories and mechanisms in Health Psychology.

Topics may include:

1. Social cognition models of health behaviour
2. The development of food preferences
3. Addiction
4. Theories of behaviour change
5. Sleep
6. Stress
7. Illness Perceptions
8. Obesity
9. Chronic illness
10. Health Psychology and society

Structure

Teaching and learning methods

Teaching methods include in-person lectures/seminars and online materials.  Seminars are highly interactive, comprising mini-lectures, individual and small group work using techniques such as “think-pair-share" and online polls, and large group discussion.  In addition to seminars, digital technologies are used to support and extend students’ understanding.  In self-scheduled study before and after seminars students are provided with a range of activities, for example using curated online reading lists, viewing screencasts, listening to podcasts, viewing programmes or films, and then contributing ideas via class pinboards and Blackboard Discussion boards. 

Study hours

At least 24 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment activities are embedded in each seminar.  These activities will support students to: 

• develop their understanding of the marking criteria 
• address assignment questions 
• practice skills in summarising and evaluating studies 
• develop skills in evidence-based argument 
• create PowerPoint slides 
• writing case studies  

Reassessment

Additional costs