CC Education Academy
Licensed as a Further and Higher Education Institution by the MFHEA
Licence no. 2022-019

The Programme

The Master of Education in Mental Health Literacy is designed to equip educators, social workers, youth workers, and mental health professionals with the knowledge and skills necessary to promote mental health and wellbeing among children. Responding to the increasing recognition of the importance of mental health in education, this program addresses the need for specialized training to help professionals prevent mental health crises and support the holistic development of young people. As mental health issues among children rise, this program aims to enhance their overall wellbeing and educational experience.
The curriculum encourages proactive teaching and support through lectures that include theory, best practices, and discussions, along with practical assessments. Upon completion, participants will have the tools to implement and evaluate Mental Health Literacy programs aligned with national policies, such as Malta's National Education Strategy for 2024-2030. Additionally, graduates will be equipped to emotionally coach children facing challenging situations and promote self-care and wellbeing skills among young people.

Course Content

Module 1: Philosophical Perspectives of Mental Health Literacy
2 ECTS (equivalent to 50 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Reading material

The unit offers learners a comprehensive exploration of the philosophical underpinnings that inform the concept and practice of MHL. Participants will delve into the rich history of philosophical thought surrounding mental health, examining how different perspectives have shaped our understanding, treatment, and advocacy for mental health and wellbeing. This unit will explore the evolution of societal attitudes towards mental health across different historical periods and cultures, including the emergence of moral, medical, and social models of understanding. Through the unit, the works of prominent philosophers and thinkers such as Michel Foucault and Erving Goffman will be explored. Also, contemporary mental health ideologies will be investigated including person-centred approaches, neurodiversity perspectives, and the implications for MHL. Ethical considerations related to MHL including topics such as stigma, autonomy, informed consent, and the intersection of mental health with social justice and human rights will be explored. Through this unit the learners will be encouraged to synthesize their understanding of different philosophical perspectives to construct a personal framework for MHL that aligns with the educational and professional goals.

Assessment Methods:
The forum (10%)
Learner participation is a wholesome part of the lessons but is also a principle used during assessment. The tutor will put a question or a discussion title in the forum and the learners will have the opportunity to discuss with their peers in written form. This will be done during the ongoing module lessons, so that if any difficulties or misconceptions arise, the relevant tutor will have the opportunity to discuss with the learners.

Assignment (90%)
The assignment holds 90% of the grade. The assignment is expected to be between 2000 – 2500 words and should be well referenced and in context. Assignments are to first be handed to the tutor for the formative assessment stage, where the tutor comments on errors that he/she may find, or any improvement that can be done. During the formative assessment, no formal grading is given. In the second stage, the learner is expected to submit the final result for grading.

Module 2: Sociological Perspectives of Mental Health Literacy
2 ECTS (equivalent to 50 total hours, which include self study and assessment hours)

This module aims to provide a foundation of MHL through a sociological perspective and offers the learners an in-depth exploration of the sociological aspects that shape their understanding, treatment, and advocacy of mental health. Participants will examine how societal structures, norms, and inequalities influence mental health literacy and contribute to the development of comprehensive strategies for promoting mental health and wellbeing. This unit will explore sociological theories and concepts such as socialisation, stigma, deviance, and social inequality that contribute to the understanding of MHL. It also investigates how cultural norms, societal expectations, and diverse perspectives shape mental health perceptions, treatment, and access to services. This unit also explores the influence of institutions like the education system, the healthcare system, and justice system on mental health literacy and disparities in mental health outcomes. It also delves into the disparities in mental health outcomes related to factors like race, ethnicity, gender, socioeconomic status, and access to resources, and explores strategies for reducing these disparities. It, also, encourages learners to apply sociological insights to develop effective advocacy strategies and educational programmes that address the sociocultural dimensions of MHL.
This module aims to provide a foundation of MHL through a sociological perspective and offers the learners an in-depth exploration of the sociological aspects that shape their understanding, treatment, and advocacy of mental health. Participants will examine how societal structures, norms, and inequalities influence mental health literacy and contribute to the development of comprehensive strategies for promoting mental health and wellbeing. This unit will explore sociological theories and concepts such as socialisation, stigma, deviance, and social inequality that contribute to the understanding of MHL. It also investigates how cultural norms, societal expectations, and diverse perspectives shape mental health perceptions, treatment, and access to services. This unit also explores the influence of institutions like the education system, the healthcare system, and justice system on mental health literacy and disparities in mental health outcomes. It also delves into the disparities in mental health outcomes related to factors like race, ethnicity, gender, socioeconomic status, and access to resources, and explores strategies for reducing these disparities. It, also, encourages learners to apply sociological insights to develop effective advocacy strategies and educational programmes that address the sociocultural dimensions of MHL.

Assessment Methods:
The forum (10%)
Learner participation is a wholesome part of the lessons but is also a principle used during assessment. The tutor will put a question or a discussion title in the forum and the learners will have the opportunity to discuss with their peers in written form. This will be done during the ongoing module lessons, so that if any difficulties or misconceptions arise, the relevant tutor will have the opportunity to discuss with the learners.

Group Work Presentation (90%)
The group work presentation holds 90% of the grade. The assignment is expected to be between 2000 – 2500 words and should be well referenced and in context. Presentations are to first be handed to the tutor for the formative assessment stage, where the tutor comments on errors that he/she may find, or any improvement that can be done. During the formative assessment, no formal grading is given. In the second stage, the learnerss are expected to present the presentation to the rest of the group and then submit the final presentation for grading.

Module 3: Psychological Perspectives of Mental Health Literacy
2 ECTS (equivalent to 50 total hours, which include self-study and assessment hours)

This unit offers a comprehensive exploration into the intricate interplay between psychological principles and MHL. This unit delivers into the theoretical underpinnings and practical applications of psychology in understanding, assessing, and promoting MHL. Throughout this unit, learners engage in critical analysis of various psychological frameworks, including cognitive-behavioural, psychodynamic, humanistic, and sociocultural perspectives, to deepen their understanding of mental health phenomena. Emphasis is placed on examining how these perspectives influence individuals’ perceptions, attitudes, and behaviours related to mental health and mental illness. Key topics covered include stigma reduction strategies, psychological resilience, coping mechanisms, and the role of social support networks in fostering MHL. Through case studies, group discussions, and experiential learning activities, learners develop the skills necessary to integrate psychological insights into educational practices aimed at enhancing MHL with diverse populations. This unit aims to equip learners with a nuanced understanding of the psychological dimensions of MHL, and to empower them to enact meaningful change in educational settings and beyond.

Assessment Methods
The forum (10%)
Learner participation is a wholesome part of the lessons but is also a principle used during assessment. The tutor will put a question or a discussion title in the forum and the learners will have the opportunity to discuss with their peers in written form. This will be done during the ongoing module lessons, so that if any difficulties or misconceptions arise, the relevant tutor will have the opportunity to discuss with the learners.

Workshop (90%)
The assignment holds 90% of the grade. The assignment is expected to be between 2000 – 2500 words and should be well referenced and in context. Assignments are to first be handed to the tutor for the formative assessment stage, where the tutor comments on errors that he/she may find, or any improvement that can be done. During the formative assessment, no formal grading is given. In the second stage, the learner is expected to submit the result for grading.

Module 4: Policy Perspectives in Mental Health Literacy
8 ECTS (equivalent to 200 total hours, which include self study and assessment hours)

This module provides learners with a comprehensive understanding of the policies shaping mental health education, practice, and advocacy. It explores the dynamic interplay between mental health policy, social justice, and public health initiatives. preparing learners to become informed advocates and change agents in the field. Throughout the module, learners will critically analyse national and international mental health policies, examining their historical contexts, underlying ideologies, and impacts on diverse populations. They will be offered the opportunity to explore national and international key policy frameworks. Moreover, this module addresses emerging policy issues in mental health, including the integration of mental health into broader systems, the impact of socioeconomic factors on mental health outcomes, and the role of stigma reduction campaigns in shaping public attitudes towards mental illness. By the end of the module, learners will be equipped to critically evaluate mental health policies, propose evidence-based reforms, and advocate for social just and inclusive approaches to mental health education and care.

Assessment Methods:
The forum (10%)
Learner participation is a wholesome part of the lessons but is also a principle used during assessment. The tutor will put a question or a discussion title in the forum and the learners will have the opportunity to discuss with their peers in written form. This will be done during the ongoing module lessons, so that if any difficulties or misconceptions arise, the relevant tutor will have the opportunity to discuss with the learners.

Assignment (90%)
The assignment holds 90% of the grade. The assignment is expected to be between 2000 – 2500 words and should be well referenced and in context. Assignments are to first be handed to the tutor for the formative assessment stage, where the tutor comments on errors that he/she may find, or any improvement that can be done. During the formative assessment, no formal grading is given. In the second stage, the learners is expected to submit the final result for grading.

Module 5: Understanding Students with Mental Health Conditions
8 ECTS (equivalent to 200 total hours, which include self study and assessment hours)

This module offers an in-depth exploration of the multifaceted realm of mental health in the context of education. Informed by the evidence-based MHL this module delves into the diverse spectrum of mental health states, encompassing mental health, distress, mental health problems and mental illness. Learners will gain a comprehensive understanding of the varying mental health challenges that learners may encounter in their lives. The module will provide an overview of the distinctions between distress, which represents transient emotional responses to stressors, mental health problems, characterised by persistent emotional or behavioural difficulties, and mental illness, which entails clinically diagnosable conditions. Key areas of focus within this module include the identification and recognition of learners experiencing these different mental health states, as well as strategies for providing appropriate support and intervention. Learners will explore evidence-based approaches to promoting emotional wellbeing, fostering resilience, and reducing stigma within educational settings. Furthermore, the module will delve into the ethical considerations and best practices for creating inclusive and supportive learning environments that accommodate the unique needs of learners with mental health conditions. It will equip the learners with the knowledge and skills necessary to identify signs of distress, mental health problems, or mental illness, facilitating early intervention and appropriate support.

Assessment Methods:
The forum (10%)
Learner participation is a wholesome part of the lessons but is also a principle used during assessment. The tutor will put a question or a discussion title in the forum and the learners will have the opportunity to discuss with their peers in written form. This will be done during the ongoing module lessons, so that if any difficulties or misconceptions arise, the relevant tutor will have the opportunity to discuss with the learners.

Case Study (90%)
The assignment holds 90% of the grade. The assignment is expected to be between 2000 – 2500 words and should be well referenced and in context. Assignments are to first be handed to the tutor for the formative assessment stage, where the tutor comments on errors that he/she may find, or any improvement that can be done. During the formative assessment, no formal grading is given. In the second stage, the learner is expected to submit the final result for grading.

Module 6: Teaching Mental Health Literacy
8 ECTS (equivalent to 200 total hours, which include self-study and assessment hours)

Mental Health Literacy (MHL) refers to knowledge and attitudes regarding mental health that aid in recognition, management and prevention of mental health issues (Jorm et al. 1997) as cited in O’Connor & Casey (2015). It consists of seven attributes: the ability to recognise specific disorders, knowing how to seek mental health information, knowledge on risk factors and causes, knowledge of self-treatment, knowledge of professional help available and attitudes that promote recognition and appropriate help-seeking (O’Connor & Casey, 2015). This module equips participants with the essential knowledge and skills needed to effectively teach mental health literacy in educational settings. Through this module participants will delve into theory and practice or mental health education, learning evidence-based strategies for promoting emotional wellbeing, resilience, and stigma reduction among children and young people. Also, through this module the participants gain the competence to create inclusive and supportive learning environments, identify and respond to mental health challenges and empower children and young people with the tools to navigate their emotional wellbeing.

Assessment Methods:
The forum (10%)
Learner participation is a wholesome part of the lessons but is also a principle used during assessment. The tutor will put a question or a discussion title in the forum and the learners will have the opportunity to discuss with their peers in written form. This will be done during the ongoing module lessons, so that if any difficulties or misconceptions arise, the relevant tutor will have the opportunity to discuss with the learners.

Programme Design (90%)
The assignment holds 90% of the grade. The assignment is expected to be between 2000 – 2500 words and should be well referenced and in context. Assignments are to first be handed to the tutor for the formative assessment stage, where the tutor comments on errors that he/she may find, or any improvement that can be done. During the formative assessment, no formal grading is given. In the second stage, the student is expected to submit the final result for grading.

Module 7: Whole-School Approaches to Mental Health Literacy
8 ECTS (equivalent to 200 total hours, which include self study and assessment hours)

This module offers an in-depth exploration of strategies and practices designed to foster mental health literacy within educational institutions. Informed by the latest research and evidence-based approaches, this module equips learners with the knowledge and skills necessary to create nurturing and inclusive school environments that prioritise the mental wellbeing of children and young people. Participants will delve into the concept of whole-school approaches to mental health literacy, gaining a comprehensive understanding of its principles, benefits, and implementation strategies. Participants will discover how to foster a culture of empathy, understanding, and emotional wellbeing throughout the entire school community, from children and young people and staff to parents and the community. This module will emphasise prevention and early intervention strategies, equipping participants with the skills to identify, assess, and address mental health challenges among students and will learn how to seamlessly integrate mental health literacy into the curriculum, through a whole-school approach.

Assessment Methods:
The forum (10%)
Learner participation is a wholesome part of the lessons but is also a principle used during assessment. The tutor will put a question or a discussion title in the forum and the learners will have the opportunity to discuss with their peers in written form. This will be done during the ongoing module lessons, so that if any difficulties or misconceptions arise, the relevant tutor will have the opportunity to discuss with the learners.

Whole-School Approach Programme Design (90%)
The assignment holds 90% of the grade. The assignment is expected to be between 2000 – 2500 words and should be well referenced and in context. Assignments are to first be handed to the tutor for the formative assessment stage, where the tutor comments on errors that he/she may find, or any improvement that can be done. During the formative assessment, no formal grading is given. In the second stage, the learner is expected to submit the final result for grading.

Module 8: Education and Intervention for Students with Mental Health Conditions
8 ECTS (equivalent to 200 total hours, which include self study and assessment hours)

This module equips educators and professionals in the field of mental health literacy with the knowledge and skills necessary to support students facing mental health challenges effectively. In today’s educational landscape, it is crucial to address the mental wellbeing of students. This module delves into the understanding of various mental health conditions commonly found among students, including anxiety disorders, depression, eating disorders, and conduct disorders. Participants will explore the intersection of mental health and education, gaining insights into how mental health issues can impact academic performance and overall wellbeing. Throughout the module, learners will learn evidence-based interventions and strategies to create inclusive and supportive learning environments. Topics covered include early identification of mental health concerns, destigmatisation, effective communication with students, parents, and colleagues, and the development of customised support plans. Moreover, this module emphasises the importance of self-care for educators and provides tools for managing stress and burnout. By the end of this module, participants will be well-equipped to promote mental health literacy within their educational communities, fostering a nurturing environment that empowers students to thrive academically and emotionally.

Assessment Methods:
The forum (10%)
Learner participation is a wholesome part of the lessons but is also a principle used during assessment. The tutor will put a question or a discussion title in the forum and the learners will have the opportunity to discuss with their peers in written form. This will be done during the ongoing module lessons, so that if any difficulties or misconceptions arise, the relevant tutor will have the opportunity to discuss with the learners.

The Assignment (90%)
The assignment holds 90% of the grade. The assignment is expected to be between 2000 – 2500 words and should be well referenced and in context. Assignments are to first be handed to the tutor for the formative assessment stage, where the tutor comments on errors that he/she may find, or any improvement that can be done. During the formative assessment, no formal grading is given. In the second stage, the learner is expected to submit the result for grading.

Module 9: Collaborative Works at Systems Levels
6 ECTS (equivalent to 150 total hours, which include self-study and assessment hours)

This unit delves into the dynamics of collaborative work within the education, health, and social sectors, emphasising the significance of teamwork in fostering effective mental health practices. Learners explore the nuances of various team structures, including multidisciplinary, interdisciplinary, and transdisciplinary teams, understanding their unique contributions to mental health literacy. Through this unit, the learners will be able to develop skills in effective communication, conflict resolution, and collaborative problem-solving, preparing them to lead and participate in these diverse teams. The unit instils an appreciation for the systemic nature of mental health challenges and the pivotal role of collaboration in addressing them.

Assessment Methods:
The forum (10%)
Learner participation is a wholesome part of the lessons but is also a principle used during assessment. The tutor will put a question or a discussion title in the forum and the learners will have the opportunity to discuss with their peers in written form. This will be done during the ongoing module lessons, so that if any difficulties or misconceptions arise, the relevant tutor will have the opportunity to discuss with the learners.

Group Work Workshop (90%)
The workshop holds 90% of the grade. The assignment is expected to be between 2000 – 2500 words and should be well referenced and in context. Assignments are to first be handed to the tutor for the formative assessment stage, where the tutor comments on errors that he/she may find, or any improvement that can be done. During the formative assessment, no formal grading is given. In the second stage, the learner is expected to submit the final result for grading.

Module 10: Research Methods in Education
8 ECTS (equivalent to 200 total hours, which include self study and assessment hours)

This module which is divided into three parts (Qualitative, Quantitative & Philosophical Inquiry) equips learners with the essential knowledge and skills necessary to undertake research projects within their chosen field of study. This module serves as a foundational step towards preparing learners to craft a research proposal for a research-based dissertation that may take the form of a quantitative or qualitative study or a philosophical analysis. In this module the learners will learn how to formulate research questions, hypotheses or philosophical problems that serve as the foundation of their research projects. This crucial step ensures that research endeavours are focused and purpose driven. Also, this module will guide learners in selecting their research topics that align with their academic interests and career aspirations. It encourages the exploration of research areas within MHL and other relevant fields. It will gain proficiency in designing comprehensive research plans that outline the methodology, data collection, and analysis techniques necessary to address their research questions, philosophical problems or hypotheses. The module emphasises ethical considerations when conducting research, ensuring that learners are equipped to navigate ethical issues, obtain informed consent, and uphold the highest ethical standards in their research endeavours. Learners will explore a range of research tools and data collection mentions enabling them to select the most appropriate tools for their research. This module also reinforces the importance of proper citation and referencing in academic research, instructing learners on the Harvard Style referencing system to ensure scholarly integrity in their work. By the end of this module, the learners will possess the foundational skills and knowledge needed to embark on their research journey, from formulating research questions to designing and implementing research plans while upholding ethical standards and serves as a vital step in the learners’ academic and professional development preparing them for the subsequent dissertation.

Assessment Methods:
The forum (10%)
Learner participation is a wholesome part of the lessons but is also a principle used during assessment. The tutor will put a question or a discussion title in the forum and the learners will have the opportunity to discuss with their peers in written form. This will be done during the ongoing module lessons, so that if any difficulties or misconceptions arise, the relevant tutor will have the opportunity to discuss with the learners.

Research Proposal (90%)
The assignment holds 90% of the grade. The assignment is expected to be between 2000 – 2500 words and should be well referenced and in context. Assignments are to first be handed to the tutor for the formative assessment stage, where the tutor comments on errors that he/she may find, or any improvement that can be done. During the formative assessment, no formal grading is given. In the second stage, the learner is expected to submit the final result for grading.

Module 11: Dissertation
30 ECTS (equivalent to 750 total hours, which include self study and assessment hours)

The Dissertation serves as a culmination of the learner’s academic journey, providing the opportunity to the learner to demonstrate their expertise, research skills, and critical thinking abilities. This module allows the learner to engage in an in-depth exploration of a chosen topic within the field of Mental Health Literacy such as ‘The Impact of Mental Health Literacy Programmes on Student Wellbeing’, ‘Teacher Training and Mental Health Literacy’, ‘The Integration of Mental Health Literacy into the Curriculum;, ‘Stigma Reduction in Educational Institutions’, ‘Digital Tools and Mental Health Education’, ‘Cultural Competence in Mental Health Education’, ‘Early Intervention Strategies for Schools’, ‘Supporting Children and Young People with Mental Health Conditions’, ‘Student Voice in Mental Health Literacy’, ‘Parent and Community Involvement’, ‘Measuring the Impact of Mental Health Literacy’ and ‘Educator Wellbeing and Mental Health’. Within this module, learners have the flexibility to choose between a research-based dissertation of either a quantitative or qualitative nature. This choice will empower the learner to align their research methodology with the specific demands and objective of their research topic. Alternatively,learners can opt for a philosophical analysis, delving into the theoretical underpinnings, ethical considerations, and philosophical implications of a chosen subject within their field of study. The dissertation is expected to be between 20,000 and 25,000 words in length, adhering to the Harvard Style referencing system provided that this programme is a Masters Programme (Level 7). The choice behind the word length of the dissertation is that a 20,000 to 25,000 Masters dissertation has to ensure academic rigour and depth while maintaining a manageable scope for learners. This length allows for a comprehensive literature review, detailed methodology explanation, in-depth analysis of results and/or thorough discussion of findings with well-reasoned conclusions and recommendations. The dissertation accounts for 30 ECTS out of a total of 90 ECTS for the programme representing one-third of the overall workload. The word count, also, reflects a demonstration of the mastery of the subject chosen by the learners and allows for a more extensive research project compared to shorter assignments and commensurate with the time and effort expected for 30 ECTS. This will provide the learners with enough room for in-depth exploration of a specific topic whilst at the same time preventing the dissertation for becoming overly broad or unfocused. This provides the learners with ample space to present a comprehensive and well-researched exploration of their chosen topic. Also, it provides the learner with the opportunity to engage in independent, scholarly word that showcases their analytical prowess, research acumen, and ability to contribute to the body of knowledge in their chosen area.

Assessment Methods:
Dissertation (100%)
Submission of Dissertation: Once dissertation is completed the learner will submit their dissertation for review from two examiners and learner’s tutor so that following the review there are two manners of actions:
[a] If learner is found to have presented an unsatisfactory dissertation (i.e. a mark of 0-45%) learner must revisit the dissertation and amend according to detailed feedback provided by examiners. A resubmission is required within a timeframe of a deadline of 6 months.
[b] If learner is found to have presented a satisfactory dissertation (i.e. a mark of 46-100%) learner will proceed to a viva voce examination.

Course delivery: ONLINE
Price: €‎4500 + €‎20 registration fee
Placement Hours: This programme DOES NOT have a placement
Course duration: Approximately 30 months - Part-time basis only
Date of next intake: Periodically - Interested students are to register their interest and be contacted once another intake is announced
Language of delivery: English/ Maltese
Total Hours (which includes self-study and assessment hours calculated according to the MFHEA guidelines) 2250hrs

Exit Qualifications
Post-Graduate Diploma in Mental Health Literacy – MQF/EQF Level 7 - 60ECTSs

To qualify for a Post-Graduate Diploma in Mental Health Literacy – MQF/EQF Level 7 - 60ECTSs , students would need to successfully obtain 60ECTSs credits through the below modules:

Module 1: Philosophical Perspectives of Mental Health Literacy - MQF 7 – 2ECTSs
Module 2: Sociological Perspectives of Mental Health Literacy - MQF 7 – 2ECTSs
Module 3: Psychological Perspecitves of Mental Health Literacy - MQF 7 – 2ECTSs
Module 4: Policy Perspectives in Mental Health Literacy - MQF 7 – 8ECTSs
Module 5: Understanding Students with Mental Health Conditions - MQF 7 – 8ECTSs
Module 6: Teaching Mental Health Literacy - MQF 7 – 8ECTSs
Module 7: Whole-School Approaches to Mental Health Literacy - MQF 7 – 8ECTSs
Module 8: Education and Intervention for Students with Mental Health Conditions - MQF 7 – 8ECTSs
Module 9: Collaborative Works at Systems Levels - MQF 7 – 6ECTSs
Module 10: Educational Research Methods - - MQF 7 – 8ECTSs

The following modules can be taken individually and an award will be given to those who participate in the module, clearly marking the MQF level and the number of ECTSs. If a learner who has already done the module as a stand-alone, would like to participate in the Masters or Post graduate diploma programme, the learner will be exempted from the module once the certificate is presented.

Award in Understanding students with Mental Health conditions – MQF Level 7 – 8ECTSs
Module 5: Understanding Students with Mental Health Conditions – 8ECTSs – MQF Level 7

Award in Teaching mental Health Literacy – MQF Level 7 – 8ECTSs
Module 6: Teaching Mental Health Literacy – 8ECTSs – MQF Level 7

Award in Whole school approaches in Mental Health Literacy – MQF Level 7 – 8ECTSs
Module 7: Whole-School Approaches to Mental Health Literacy – 8ECTSs – MQF Level 7

Award in Education and Intervention for students with Mental Health conditions – MQF Level 7 – 8ECTSs
Module 8: Education and Intervention for Students with Mental Health Conditions – 8ECTSs – MQF Level 7

Programme Structure
Year 1 Semester 1
Module 1: Philosophical Perspectives of Mental Health Literacy - MQF 7 – 2ECTSs
Module 3: Psychological Perspectives of Mental Health Literacy - MQF 7 – 2ECTSs
Module 5: Understanding Students with Mental Health Conditions - MQF 7 – 8ECTSs
Module 6: Teaching Mental Health Literacy - MQF 7 – 8ECTSs
20ECTSs

Year 1 Semester 2:
Module 8: Education and Intervention for Students with Mental Health Conditions - MQF 7 – 8ECTSs
Module 2: Sociological Perspectives of Mental Health Literacy - MQF 7 – 2ECTSs
Module 7: Whole-School Approaches to Mental Health Literacy - MQF 7 – 8ECTSs
18ECTSs

Year 2 Semester 1:
Module 4: Policy Perspectives in Mental Health Literacy - MQF 7 – 8ECTSs
Module 9: Collaborative Works at Systems Levels - MQF 7 – 6ECTSs
Module 10: Educational Research Methods - - MQF 7 – 8ECTSs
22ECTSs

Year 2 Semester 2 & Year 3 Semester 1:
Module 11: Dissertation - MQF 7 – 30ECTSs
30ECTSs

Target Audience
Educators and other people who work with children and young people who have a Bachelor’s Degree (MQF Level 6 in Education, Psychology, Social Policy, Social Work, Youth Work or Inclusive Education and who wish to further their training in the area of Mental Health and Wellbeing.

Entry Requirements
Prospective learners must have:
Effective communication using the English language.
In possession of an MQF Level 6 in one of the following areas: Inclusive Education, Education, Social work, Social Policy, Youth work, Psychology and/or any other related field.

Grading
Learners must achieve a minimum score of 50% in each module to qualify for certification.

Student Success Rate
The programme has started in January 2025, so no accurate rate can be calculated.

MFHEA Certification: https://qualifications.mfhea.gov.mt/#/qualifications?provider=MFHEA-ORG-389&search=true

Learning Outcomes
Masters of Education in Mental Health Literacy – MQF7 – 90ECTSs
Part time – Approximately 30 months - 2250hrs
Programme Learning Outcomes

By the end of the programme, the learner will be able to:

To identify mental health challenges.
To develop and implement evidence-based interventions.
To create emotionally supportive and inclusive learning environment.
To include mental health literacy into curricula through cross-curricular approaches.
To promote and implement emotional intelligence, emotional literacy, and resilience (including the concept of relational resilience).
To practice crisis management and suicide prevention skills.
To address the unique needs of diverse student populations.
To critically evaluate of research and best practices in mental health education, mental health literacy and mental health policy.
To identify mental health challenges.
To develop and implement evidence-based interventions.
To create emotionally supportive and inclusive learning environment.
To include mental health literacy into curricula through cross-curricular approaches.
To promote and implement emotional intelligence, emotional literacy, and resilience (including the concept of relational resilience).
To practice crisis management and suicide prevention skills.
To address the unique needs of diverse student populations.
To critically evaluate of research and best practices in mental health education, mental health literacy and mental health policy.

Module 1: Philosophical Perspectives of Mental Health Literacy
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Critically define and articulate the philosophical underpinning of MHL, demonstrating the ability to apply this knowledge in diverse educational and professional contexts.
Independently analyse and interpret the historical evolution of philosophical thought related to mental health, showcasing the ability to draw connections between past models and current practices.
Autonomously evaluate and synthesise the perspectives of prominent philosophers such as Michel Foucault and Erving Goffman, demonstrating the capacity to apply these insights in developing MHL curricula.
Responsible illustrate how different philosophical perspectives have influences mental health treatment and advocacy, showcasing the ability to adapt this knowledge to various educational settings.
Independently assess and critique societal attitudes towards mental health across different historical periods and cultures, demonstrating the ability to identify and address cultural biases in MHL practices.
Autonomously communicate and implement person-centered approaches and neurodiversity perspectives in MHL, showcasing the ability to adapt educational strategies to diverse student needs.
Take responsibility for addressing ethical considerations surrounding MHL, including stigma, autonomy, and informed context, demonstrating the ability to navigate complex ethical dilemmas in professional practice.
Independently analyse and articulate the intersection of mental health with social justice and human rights, showcasing the ability to advocate for inclusive MHL practices in educational and community settings.
Autonomously synthesise various philosophical perspectives to construct and implement a personal framework for MHL that aligns with educational and professional goals, demonstrating adaptability to evolving mental health paradigms.
Critically analyse contemporary mental health ideologies and their impact on MHL, showcasing the ability to lead evidence-based improvements in mental health education practices.
Take responsibility for synthesizing diverse philosophical perspectives on mental health to formulate and implement a comprehensive understanding of the historical and cultural evolution of MHL in educational programmes.
Autonomously integrate key concepts from influential thinkers with contemporary mental health ideologies to critically analyse and enhance current MHL practices, demonstrating leadership in advancing the field of mental health education.
To critically analyse the philosophical underpinnings of mental health literacy including the contributions of thinkers such as Michel Foucault and Erving Goffman.
To assess and appraise the evolution of societal attitudes towards mental health across various historical periods and cultures, discerning the influences of moral, medical and social models of understanding.
To discriminate different philosophical perspectives to critically evaluate contemporary mental health ideologies, including person-centred approaches and neurodiversity perspectives.
To develop and demonstrate an understanding of the intersectionality of mental health with social justice and human rights, utilising philosophical frameworks to analyse and advocate for equitable mental health policies and practices.
To critically analyse the implications of different philosophical perspectives on mental health support, advocacy and education, considering factors such as power dynamics and social constructions.
To evaluate, judge and justify the relevance and applicability of philosophical theories to the development of personal frameworks for MHL, synthesising diverse perspectives to align with educational and professional goals.
To critique philosophical concepts to address diverse cultural contexts and perspectives, recognising the influence of socio-cultural factors on mental health, beliefs and practices.
To apply and integrate philosophical theories to inform effective communication strategies in MHL, including techniques for promoting understanding, empathy, and destigmatisation.
To critically reflect on personal biases and assumptions regarding mental health, utilising philosophical inquiry to challenge preconceptions and enhance self-awareness in MHL practice.
To construct a personal working definition for MHL that incorporates ethical considerations, person-centred approaches, and neurodiversity perspectives, aligned with educational and professionals goals.
To develop a nuanced understanding of the intersection between mental health, social justice, education, and human rights, and articulate how this understanding can inform advocacy and practice in MHL.
To develop critical thinking skills to analyse and evaluate the philosophical underpinnings of MHL and their implications for practices.
To demonstrate effective communication skills in discussing complex philosophical concepts related to mental health, both orally and in writing.
To acquire research skills to explore and synthesise diverse perspectives on mental health from philosophical literature and contemporary discourse.
To engage in reflective practice to examine personal beliefs, biases, and assumptions about mental health, fostering self-awareness and reflexivity.
To adapt philosophical principles and frameworks to diverse cultural contexts, demonstrating cultural competency in MHL practice.
To apply ethical reasoning skills to navigate complex ethical dilemmas in MHL, including issues of stigma, autonomy, and informed consent.
To devise innovative strategies for promoting MHL in educational and professional settings, drawing on philosophical insights and evidence-based practices.
To link theoretical knowledge with practical applications by designing and implementing MHL interventions informed by philosophical perspectives.
To demonstrate teamwork and collaboration skills by engaging in discussions and projects that require cooperation and mutual respect among peers.
To develop the ability to critically analyse and evaluate philosophical texts and arguments related to mental health, refining skills in textual interpretation and argumentation.
To acquire the capacity to construct and articulate a personal framework for mental health literacy that integrates diverse philosophical perspectives and aligns with educational and professional goals.
To gain proficiency in utilising online databases and digital libraries to access scholarly literature and resources related to mental health philosophy and literacy.
To learn to effectively use digital platforms and tools for collaborative learning, discussion, and presentation of ideas, enhancing digital literacy skills relevant to MHL education and practice.

Module 2: Sociological Perspectives of Mental Health Literacy
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Independently define and articulate sociological perspectives of MHL, demonstrating the ability to apply this knowledge to analyse societal influences on mental health perceptions, treatment, and advocacy in diverse educational and community settings.
Critically analyse and apply sociological theories and concepts such as socialisation, stigma, deviance, and social inequality to develop comprehensive MHL strategies, showcasing the ability to address complex sociocultural factors in mental health education.
Autonomously evaluate and compare cultural norms, societal expectations, and diverse perspectives that shape mental health perceptions, demonstrating the capacity to develop culturally sensitive MHL programmes and interventions.
Take responsibility for identifying and addressing how societal structures, norms, and inequalities influence MHL, showcasing the ability to implement targeted interventions that reduce mental health disparities in various educational and community contexts.
Independently assess and communicate disparities in mental health outcomes related to social factors, demonstrating the ability to develop and implement inclusive MHL strategies that address diverse population needs.
Autonomously design and implement strategies for reducing mental health disparities, showcasing the ability to lead advocacy efforts and educational programmes that address sociocultural dimensions of mental health.
Take responsibility for synthesising sociological insights to develop and implement comprehensive strategies for promoting mental health and wellbeing, demonstrating adaptability to diverse societal contexts.
Critically analyse the impact of societal structures, norms, and inequalities on mental health form a sociological perspective, showcasing the ability to inform policy and practice in mental health education.
Independently develop and implement effective advocacy strategies and educational progammes that integrate sociological understanding, demonstrating leadership in addressing sociocultural dimensions of MHL and promoting mental health equity.
Synthesise and apply key sociological theories and concepts to develop a comprehensive understanding of MHL, showcasing the ability to lead innovative approaches in mental health education and advocacy.
Take responsibility for integrating knowledge of societal structures, cultural norms, and institutional influences to critically analyse and address mental health disparities across diverse populations, demonstrating the capacity to implement systematic changes in mental health education and policy.
To critically analyse the societal structures, norms, and inequalities that impact mental health literacy, and assess their implications for promoting mental health and wellbeing.
To formulate an understanding of sociological theories and concepts such as socialisation, stigma, deviance, and social inequality, and apply them to analyse MHL.
To examine and investigate how cultural norms, societal expectations, and diverse perspectives influence mental health perceptions, support, and access to services within different communities.
To critically analyse the influences of institutions like the education system, health care system, and justice system on MHL, and modify strategies to address disparities in mental health outcomes.
To organise and integrate knowledge of disparities in mental health outcomes related to race, ethnicity, gender, socioeconomic status, and access to resources to develop strategies for reducing these disparities.
To critically analyse the intersections of various societal factors in shaping MHL literacy and disparities in mental health outcomes and assess their implications for advocacy and educational programmes.
To critically assess research findings and literature on MHL from a sociological perspective and apply them to real-world scenarios.
To critically analyse case studies and to identify how sociocultural dimensions influence mental health perceptions, support, and access to services, and propose appropriate interventions.
To differentiate between sociological insights in developing advocacy strategies and educational programmes that address the sociocultural dimensions of MHL.
To critically analyse the effectiveness of existing advocacy strategies and educational programmes in addressing mental health disparities, and modify them based on sociological understandings to enhance their impact.
To critically analyse the role of various social institutions (education, healthcare, justice) in shaping mental health perceptions, treatment accessibility, and mental health literacy levels across different societal groups.
To formulate effective adovocacy strategies and educational programmes that address sociocultural dimensions of MHL, taking account factors such as race, ethnicity, gender, and socioeconomic status.
To develop skills to critically engage with sociological perspectives on MHL.
To demonstrate the ability to analyse and to synthesise complex concepts.
To demonstrate effective communication skills by conveying sociological insights into MHL through written and verbal presentations.
To acquire research skills to investigate the impact of societal structures, norms, and inequalities on MHL and disparities in mental health outcomes.
To engage in collaborative learning activities to adopt diverse perspectives and devise comprehensive strategies for promoting mental health and wellbeing.
To apply theoretical knowledge of sociological concepts such as socialisation, stigma, and social inequality to real-world scenarios in mental health advocacy and education.
To demonstrate the ability to link sociological theories with practical interventions aimed at addressing disparities in mental health outcomes across different demographics.
To develop leadership skills by leading discussions and group activities focused on understanding and addressing sociocultural dimensions of MHL.
To apply innovative approaches to devise educational programmes and advocacy strategies that effectively address socio-cultural dimensions of MHL.
To gain proficiency in utilising digital tools and platforms to disseminate information, connect with stakeholders, and promote awareness about MHL and advocacy efforts.
To develop critical thinking skills to evaluate and synthesise complex sociological perspectives on MHL.
To gain research skills to explore and analyse literature and data related to MHL and socio-cultural factors.
To gain proficiency in using digital platforms for online collaboration, communication, and information sharing in the context of mental health advocacy.
To become proficient in utilising digital tools to assess the impact and reach of advocacy efforts related to MHL.

Module 3: Psychological Perspectives of Mental Health Literacy
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Independently define and critically evaluate key concepts and principles of MHL within psychological frameworks, demonstrating the ability to apply this knowledge in diverse educational and professional contexts.
Take responsibility for comprehensively understanding and articulating the theoretical underpinnings of various psychological perspectives relevant to MHL, showcasing the ability to adapt these theories to different educational settings.
Autonomously compare different psychological frameworks in their application to understanding mental health, demonstrating the capacity to select appropriate approaches for specific educational interventions.
Independently provide and analyse examples illustrating how psychological perspectives influence perceptions and attitudes towards mental health, showcasing the ability to tailor communication to diverse audiences including students, colleagues, and community members.
Take responsibility for effectively communicating psychological theories and their implications for MHL promotion, demonstrating leadership in implementing evidence-based practices in educational environments.
Autonomously convey complex psychological concepts in a clear and accessible manner, showcasing the ability to tailor communication to diverse audiences including students, colleagues, and community members.
Synthesise various psychological frameworks to develop and implement a comprehensive approach to MHL promotion, demonstrating adaptability in addressing the diverse needs of different educational contexts.
Critically summarise and apply main ideas and findings from psychological research related to MHL, showcasing the ability to integrate current research into educational practices.
Take responsibility for critically analysing psychological factors underlying stigma, resilience, coping mechanisms, and social support networks, demonstrating the ability to develop and implement targeted interventions to enhance MHOL in diverse populations.
Independently evaluate and implement effective stigma reduction strategies, showcasing leadership in creating inclusive educational environments that promote positive mental health attitudes.
Autonomously develop and implement strategies for promoting psychological resilience and coping mechanisms within educational contexts, demonstrating the ability to adapt these strategies to meet the needs of diverse student populations.
Take responsibility for integrating psychological insight into educational practices to foster MHL among diverse populations, showcasing the ability to lead innovative approaches in mental health education and advocacy within educational institutions.
To critically analyse the theoretical underpinnings of cognitive-behavioural psychology in the context of MHL.
To discriminate between how psychodynamic theories contribute to the comprehension of mental health phenomena.
To question the applicability of humanistic psychology principles in promoting positive attitudes towards MH.
To investigate sociocultural perspectives to analyse how cultural factors influence perceptions of MI.
To critically analyse the effectiveness of stigma reduction strategies in the promotion of MHL.
To formulate psychological insights to evaluate the impact of educational interventions on MHL outcomes.
To critically analyse ethical considerations in applying psychological principles to promote MHL.
To integrate psychological insights and principles into the design of educational practices and interventions aimed at enhancing MHL, demonstrating the ability to apply theoretical knowledge to practical scenarios.
To critically develop skills in analysing psychological frameworks relevant to MHL promotion.
To demonstrate the ability to engage in reflective practices to deepen understanding of MH phenomena.
To acquire strategies for effectively applying psychological insight to educational practices aimed at enhancing MHL.
To develop proficiency in facilitating group discussions and experiential learning activities focused on MHL.
To demonstrate skills in adapting psychological theories for diverse educational settings.
To engage in collaborative learning experiences to explore the intersection of psychology and MHL.
To apply psychological research methods to assess the effectiveness of MHL interventions.
To gain proficiency in communicating complex psychological concepts.
To acquire skills in designing educational interventions that promote psychological resilience and coping mechanisms.
To demonstrate the ability to critically evaluate the impact of psychological perspectives on MHL promotion.
To formulate evidence-based strategies for enacting meaningful change in educational settings and beyond, drawing on a nuanced understanding of the psychological dimensions of MHL and their applications in diverse contexts.
To gain a deeper understanding of psychological frameworks and their application to MHL.
To critically develop thinking skills in analysing and evaluation psychological perspectives on MH.
To gain proficiency in utilising digital resources for accessing and presenting psychological research on MHL.
To develop digital literacy skills to effectively engage with online platforms for MHL advocacy and education.

Module 4: Policy Perspectives in Mental Health Literacy
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Independently define and critically analyze policies shaping mental health education, practice, and advocacy, demonstrating the ability to apply this knowledge to inform policy development and implementation in diverse educational and professional settings.
Take responsibility for understanding and articulating the complex interplay between mental health policy, social justice, and public health initiatives, showcasing the ability to navigate and influence these intersecting domains in professional practice.
Autonomously compare and evaluate national and international mental health policies, demonstrating the capacity to identify best practices and adapt them to local contexts in educational and community settings.
Independently analyse and communicate the historical evolution of mental health policies and their impacts on diverse populations, showcasing the ability to apply historical insights to current policy development and advocacy efforts.
Take responsibility for promoting and implementing strategies that integrate mental health into broader systems, demonstrating leadership in fostering holistic well-being and reducing stigma across educational and healthcare settings.
Critically synthesize and apply key national and international policy frameworks, showcasing the ability to translate policy objectives into actionable strategies for mental health promotion in various professional contexts.
Autonomously analyze the impact of socioeconomic factors on mental health outcomes, demonstrating the ability to develop and implement targeted interventions that address disparities and promote equity in mental health resources and services.
Take responsibility for developing and advocating evidence-based proposals for mental health policy reform, showcasing leadership in driving positive change within mental health systems and educational institutions.
Independently evaluate and critique stigma reduction campaigns, demonstrating the ability to design and implement effective strategies that positively shape public attitudes towards mental illness in educational and community settings.
Autonomously advocate for social justice and inclusive approaches to mental health education and care, demonstrating the capacity to lead initiatives that promote systemic change and equitable access to mental health resources across diverse populations.
To critically analyse the historical context and underlying ideologies and impacts on diverse populations of national and international mental health policies to develop a comprehensive understanding of the policy landscape in mental health.
To differentiate between the dynamic interplay between mental health policy, social justice, and public health initiatives.
To evaluate the impact of mental health policies on diverse populations, including marginalised and vulnerable groups.
To apply knowledge of key policy frameworks to critically evaluate mental health policies at national and international levels.
To critically analyse emerging policy issues in mental health, such as the integration of mental health into broader systems and the impact of socioeconomic factors on mental health outcomes, to identify gaps and opportunities for improvement.
To formulate understanding of the impact of socioeconomic factors on mental health outcomes and access to care.
To question and investigate the effectiveness of stigma reduction campaigns in shaping public attitudes towards mental illness.
To critically analyse the role of advocacy and activism in influencing mental health policy development and implementation.
To critically analyse the ethical implications of mental health policies on individual rights and autonomy.
To formulate and generate knowledge of evidence-based approaches to mental health policy reform and advocacy.
To synthesise and generate knowledge from key policy frameworks, public health initiatives, social justice principles, and education based principles to assess the effectiveness of current mental health education, practice, advocacy strategies.
To develop skills in critically analysing and interpreting national and international mental health policies
To demonstrate effective communication skills in advocating for evidence-based policy reforms.
To acquire research skills to gather and synthesise information on mental health policy issues.
To apply problem-solving skills to address complex challenges in mental health policy development and implementation.
To engage in collaborative discussions and debates on mental health policy issues with diverse stakeholders.
To gain proficiency in using data and evidence to support policy recommendations and advocacy efforts.
To develop skills in drafting policy briefs, position papers, and advocacy materials.
To apply ethical principles in advocating for social justice and inclusive approaches to mental health policy.
To engage in interdisciplinary approaches to mental health policy analysis and advocacy.
To gain proficiency in evaluating the effectiveness of mental health policies and interventions.
To formulate evidence-based policy recommendations and advocacy strategies that promote socially just and inclusive approaches to mental health education and care, demonstrating the ability to translate theoretical knowledge into practical solutions.
To gain a comprehensive understanding of the key national and international mental health policy frameworks.
To develop strategies for advocating for evidence-based reforms and social justice in mental health policy.
To gain proficiency in using digital tools and platforms to access and analyse mental health policy documents and data.
To develop skills in leveraging digital media for advocacy and awareness-raising campaigns on mental health policy issues.

Module 5: Understanding Students with Mental Health Conditions
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Independently define and differentiate between mental health states, demonstrating the ability to apply this knowledge in diverse educational settings to inform appropriate interventions and support strategies.
Critically analyse and evaluate the spectrum of mental health states within educational contexts, taking responsibility for developing comprehensive support systems that address the unique needs of children and young people across this spectrum.
Autonomously assess and interpret the distinctive characteristics, symptoms, and prevalence of mental health conditions, showcasing the ability to identify these in educational settings and initiate appropriate responses.
Take responsibility for comparing various mental health conditions, demonstrating the capacity to tailor educational approaches and support mechanisms accordingly.
Independently outline and explain the distinctions between distress, mental health problems, and mental illness, showcasing the ability to communicate these differences effectively to students, colleagues, and parents.
Autonomously provide and analyse examples of varying mental health challenges in educational settings, demonstrating the ability to develop targeted support strategies for each scenario.
Take responsibility for interpreting signs and symptoms indicative of distress, mental health problems, or mental illness in students, showcasing the ability to initiate timely and appropriate interventions.
Independently relate mental health states to the educational context, demonstrating leadership in implementing strategies that support students' learning and wellbeing across different mental health states.
Autonomously develop and implement strategies for providing appropriate support and intervention to students experiencing different mental health states, showcasing the ability to adapt these strategies to individual student needs and changing circumstances.
Take responsibility for creating and promoting inclusive and supportive learning environments that accommodate students with mental health conditions, demonstrating the ability to lead initiatives that reduce stigma and enhance understanding of mental health in educational settings.
To assess and differentiate between various mental health states.
To critically analyse and investigate the distinctions between transient distress, persistent mental health problems and clinically diagnosable mental illnesses, using evidence-based criteria.
To evaluate and engage in reflective practices to consider how varying mental health challenges may impact students’ educational experiences and overall wellbeing.
To differentiate between support strategies based on their assessment of a students’ mental health state, considering the specific needs and circumstances of the individual.
To compose strategies and approaches for creating inclusive and supportive learning environments within educational settings, taking into account ethical considerations, best practices, and the unique needs of students with mental health conditions.
To apply and develop evidence-based approaches to promote emotional wellbeing, build resilience, and reduce stigma among students, integrating these strategies into their educational practice.
To evaluate the importance of early intervention and will be able to utilise early intervention techniques when identifying signs of distress, mental health problems and mental illness in students.
To plan ethical principles and guidelines when addressing mental health concerns in the educational context, ensuring that their actions align with the highest ethical standards.
To formulate and integrate skills acquired in the module to real work educational scenarios, demonstrating their ability to identify, assess, and support students with varying mental health needs.
To develop the skill to assess the mental health needs of students by recognising signs and symptoms associated with distress, mental health problems or mental illness.
To develop a comprehensive framework for promoting emotional wellbeing and fostering resilience in educational settings, integrating evidence-based approaches and considering the diverse needs of children and young people.
To demonstrate the ability to review and critically analyse literature to inform their understanding of mental health in educational contexts.
To acquire the skill to analyse and differentiate between distress, mental health problems, and mental illness, utilising evidence-based criteria and assessment tools.
To engage in reflective practices to critically evaluate their own teaching or support practices in light of their enhanced understanding of mental health, fostering continuous improvement.
To adapt and tailor support strategies to meet the specific mental health needs and circumstances of individual students, ensuring a personalised approach to intervention.
To develop the ability to devise strategies and interventions that create inclusive and supportive learning environments, considering ethical considerations and the diverse needs of students with mental health conditions.
To formulate and apply evidence-based approaches to promote emotional wellbeing, resilience and stigma reduction among students, integrating these strategies into their educational practices.
To possess the skills to identify signs of distress, mental health problems, or mental illness in students and employ early intervention techniques to provide timely support.
To apply ethical principles and guidelines when addressing mental health concerns in educational settings, ensuring their actions are consistent with ethical standards.
To devise and implement tailored interventions and support plans for students with varying mental health needs, demonstrating their capacity to adapt strategies for different situations and individuals.
To develop the skills to recognise and differentiate between mental health states.
To acquire the ability to provide effective and compassionate support to students experiencing various mental health challenges, applying evidence-based strategies tailored to individual needs.
To learn how to effectively utilise digital resources, including online databases, research articles, and educational platforms, to access up-to-date information and evidence-based practices related to mental health in education.
To gain digital competence in analysing data related to mental health trends and interventions, enabling them to make informed decisions and adapt support strategies based on data-driven insights.

Module 6: Teaching Mental Health Literacy
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Independently define and articulate the core components and attributes of MHL, demonstrating the ability to apply this comprehensive understanding in diverse educational settings.
Take responsibility for accurately quoting and referencing seminal research in MHL, showcasing the ability to critically evaluate and synthesize current literature to inform evidence-based practices in mental health education.
Autonomously retrieve, assess, and integrate evidence-based information related to mental health and MHL programmes, demonstrating the capacity to make informed decisions in curriculum development and implementation.
Independently outline and implement evidence-based strategies for teaching MHL in educational settings, taking responsibility for bridging theory and practice to create effective learning experiences.
Take the initiative to design and lead stigma reduction initiatives surrounding mental health, showcasing the ability to foster inclusive and supportive educational environments.
Critically compare and evaluate various MHL programmes, demonstrating the autonomy to select and adapt appropriate interventions for specific educational contexts.
Independently identify and proactively address risk factors that might hinder the implementation of MHL in schools, showcasing leadership in overcoming institutional barriers.
Take responsibility for developing and implementing systems to identify early signs of mental health challenges in children and young people, demonstrating the competence to respond appropriately and initiate timely interventions.
Autonomously integrate self-care and emotional self-regulation practices into their professional role as educators, demonstrating leadership in promoting educator wellbeing and serving as role models for students and colleagues.
To integrate and organise key concepts related to MHL.
To integrate theoretical knowledge of MHL with practical applications.
To propose evidence-based strategies for promoting wellbeing, resilience, and stigma reduction among children and young people in educational settings.
To differentiate between risk factors and underlying causes associated with mental health conditions, providing accurate explanations for each.
To generate link between attitudes and their role in promoting recognition and appropriate help-seeking behaviours in individuals facing mental health challenges.
To proficiently categorise and appraise various self-care approaches within the context of MHL, including self-care practices and emotional regulation strategies. To appraise strategies and practices to create inclusive and supportive learning environments that foster emotional wellbeing. To critique existing mental health education policies and practices in schools, proposing innovative solutions to enhance MHL and support for students and staff.
To identify and categorise the types of professional help available for children and young people with mental health conditions, elucidating the distinct roles and benefits of each. To evaluate common mental health challenges among children and young people, outlining how to identify, address and refer to children and young people in need of support.
To develop the skill to assess the MHL needs of children and young people in educational settings, identifying areas where support and education are required.
To review and evaluate evidence-based practices in MHL, ensuring that teaching methods align with latest research and best practices.
To design evidence-based intervention programmes to promote emotional wellbeing and reduce stigma among children and young people, synthesising best practices from mental health education research.
To critically analyse MHL programmes.
To evaluated the effectiveness of various MHL teaching strategies and select the most appropriate approaches for diverse student populations and learning environments.
To reflect on the teaching approaches that support MHL of children and young people.
To adapt strategies to meet the diverse emotional wellbeing needs of children and young people.
To devise inclusive and supportive teaching methods and classroom practices that promote emotional wellbeing and reduce stigma.
To assess the impact of MHL education efforts, measuring changes in children and young people’s attitudes, knowledge, and behaviour related to mental health.
To review and implement intervention strategies for addressing mental health challenges, ensuring a timely and effective response.
To develop the skill to effectively communicate with children and young people regarding mental health topics demonstrating the ability to explain complex concepts in a manner that is age-appropriate, sensitive, and clear.
To acquire the competence to facilitate group discussions and activities that encourage open dialogue on mental health, allowing learners to share their thoughts, concerns, and experiences in a safe and supportive environment.
To become proficient in utilising digital resources and online platforms to access up-to-date information on mental health, research articles, and educational materials to enhance their teaching materials and methods.
To develop the ability to use digital tools and platforms for assessing and tracking students’ progress in understanding mental health concepts, allowing for data-driven adjustments to teaching strategies and interventions.

Module 7: Whole-School Approaches to Mental Health Literacy
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Independently articulate and implement a clear, comprehensive whole-school mental health literacy strategy, demonstrating leadership in aligning core principles and objectives with the specific needs of their educational institution.
Take responsibility for critically evaluating and applying evidence-based whole-school approaches, showcasing the ability to adapt these approaches to diverse educational contexts and student populations.
Autonomously design and lead the implementation of whole-school approaches to mental health literacy, demonstrating the capacity to navigate complex organizational structures and overcome potential barriers.
Take initiative in fostering a culture of empathy, understanding, and emotional wellbeing within educational institutions, showcasing the ability to engage and influence various stakeholders including students, staff, parents, and the wider community.
Independently assess and implement appropriate prevention and early intervention strategies, demonstrating the ability to make informed decisions based on the specific mental health needs of children and young people in their care.
Take responsibility for seamlessly integrating mental health literacy into the curriculum, showcasing the ability to collaborate with colleagues across disciplines and address potential challenges proactively.
Autonomously adapt whole-school approaches to cater to different cultural and demographic groups, demonstrating cultural competence and the ability to create inclusive mental health literacy programs.
Critically evaluate and advocate for whole-school mental health literacy approaches, demonstrating the ability to lead transformative change in educational practices and policies.
Take responsibility for continuously analysing and synthesizing current research on MHL in educational settings, demonstrating the ability to apply evidence-based practices and contribute to the field's knowledge base through professional development and potential research initiatives.
To construct , integrate and organise key concepts related to mental health literacy, including its core principles, research-based approaches, and benefits for educational institutions.
To integrate the latest research findings and evidence-based approaches into their understanding of whole-school mental health literacy.
To appraise the concept of whole-school approaches to mental health literacy, including its principles, goals, and potential impact on the mental wellbeing of children and young people.
To categorise effective strategies for implementing whole-school mental health literacy, including the steps involved, key considerations, and potential challenges.
To differentiate and fiscriminate between prevention and early intervention strategies in the context of mental health, categorising each approach and explaining their respective roles in promoting mental wellbeing.
To propose the concept of engaging parents and the broader community in the promotion of mental health literacy, presenting strategies for building collaborative partnerships.
To outline the benefits of seamlessly integrating mental health literacy into the curriculum, outlining how this approach enhances students learning and wellbeing.
To design comprehensive whole-school approaches to MHL that foster a culture or empathy, understanding, and emotional wellbeing, integrating the need of students, colleagues, parents and the wider school community.
To construct prevention and early intervention strategies for identifying, assessing, and addressing mental health challenges among students, incorporating best practices in MHL and support within educational contexts.
To integrate MHL seamlessly into the curriculum through a whole-school approach, synthesising pedagogical strategies with mental health promotion to create a holistic learning environment that prioritises student wellbeing.
To assess the mental health needs of their educational institution, reviewing existing practices and identifying areas requiring improvement.
To review and analyse evidence-based strategies and practices for fostering mental health literacy in schools, critically evaluating their relevance and effectiveness.
To analyse the components of whole-school approaches to mental health literacy, reflecting on how these approaches can be tailored to their specific school context.
To assess the inclusivity of their school culture and devising strategies for making it more welcoming and inclusive for all members of the school community.
To adapt their strategies and practices to meet the diverse mental health needs of students from various backgrounds and with varying abilities.
To devise prevention strategies for promoting mental wellbeing among students, reflecting on the unique challenges and risk factors present within their school community.
To assess the effectiveness of early intervention strategies in their school, reflecting on the identification and assessment of students facing mental health challenges.
To reflect on the integration of mental health literacy into the curriculum, devising strategies for aligning it with the school’s educational goals and values.
To review and analyse strategies for engaging parents and the community in promoting mental health literacy, assessing the level of involvement and impact.
To develop the skills necessary to adapt school’s policies and practices to prioritise mental wellbeing, reflection on their impact on the school environment and community.
To develop the skill of empathetic communication, allowing them to engage effectively with children, young people, staff, parents, and the broader community to create a supportive and understanding school culture.
To cultivate critical thinking skills, enabling them to critically analyse research findings, evidence-based practices, and the unique needs of their school community in the context of mental health literacy.
To develop cultural sensitivity and adaptability skills, ensuring that they can tailor mental health literacy strategies to the diverse backgrounds and needs of their school community.
To be proficient in utilising digital resources to access the latest research, evidence-based practices, and educational materials related to mental health literacy, enhancing their knowledge and teaching materials.
To collaborate effectively in online environments, engaging with peers and experts to share knowledge, insights, and best practices in the field of mental health literacy.

Module 8: Education and Intervention for Students with Mental Health Conditions
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Independently articulate and implement key concepts and principles of mental health literacy in educational settings, demonstrating leadership in promoting mental health awareness within their institution.
Take responsibility for accurately identifying and addressing various mental health conditions in students, showcasing the ability to adapt teaching strategies and support mechanisms to accommodate individual needs.
Autonomously design and implement evidence-based interventions for early identification and support of students with mental health challenges, demonstrating the capacity to lead collaborative efforts with other professionals when necessary.
Take initiative in developing and implementing destigmatisation practices, fostering an inclusive environment and demonstrating the ability to challenge and change negative attitudes towards mental health within the educational community.
Independently select and apply appropriate communication strategies when discussing mental health concerns with students, parents, and colleagues, showcasing the ability to navigate sensitive conversations and build supportive networks.
Take responsibility for promoting mental health literacy within educational communities, demonstrating leadership in developing and implementing school-wide initiatives that enhance students' overall wellbeing.
Autonomously develop and maintain self-care and stress management practices, showcasing the ability to model healthy coping strategies and resilience for both colleagues and students.
Take responsibility for ensuring ethical and legal compliance in supporting students with mental health conditions, demonstrating the ability to make informed decisions that balance student welfare with institutional obligations.
Independently develop and implement customised support plans for students with mental health needs, showcasing the ability to collaborate with multidisciplinary teams and adapt plans as needed.
Autonomously apply acquired knowledge and skills to real-life educational scenarios, demonstrating the capacity to lead in creating nurturing environments that support students' academic and emotional growth.
Take responsibility for synthesizing and disseminating comprehensive guides on mental health conditions for educators, showcasing leadership in enhancing the mental health literacy of the entire educational community,
To generate feedback common mental health conditions prevalent among students, including anxiety disorders, depression, eating disorders, and conduct disorders.
To investigate the impact of mental health issues on students’ academic performance and overall wellbeing within the context of modern education.
To examine evidence-based interventions and strategies for effectively supporting students facing mental health challenges in educational settings.
To construct a thorough understanding of the importance of early identification and intervention in addressing mental health concerns among students.
To justify the significance of destigmatisation efforts in educational environments and their role in creating inclusive and supportive learning atmospheres.
To categorise various communication techniques and approaches for interacting with students, parents, and colleagues regarding mental health issues, demonstrating an awareness of their effectiveness.
To assemble knowledge related to ethical considerations and legal obligations associated with supporting students with mental health conditions, ensuring adherence to relevant regulations.
To formulate a deep understanding of the development and implementation of customised support plants tailored to individual students’ unique mental health needs and academic goals.
To develop proficiency in recognising and addressing educator stress and burnout, while highlighting the importance of self-care strategies.
To construct the necessary knowledge and expertise to promote mental health literacy within educational communities, fostering an environment that empowers students to excel academically and thrive emotionally.
To formulate an innovative, evidence-based framework for early identification and intervention of mental health concerns in educational settings. Integrating best practices from both mental health and educational fields.
To evaluate the effectiveness of different destigmatisation approaches and design a multi-faceted campaign to promote mental health awareness and inclusion within the school community.
To develop and critique a holistic self-care programme for educators, combining stress management techniques, burnout prevention strategies, and methods to maintain work-life balance in the challenging field of mental health support in education.
To develop the ability to assess and identify common mental health conditions among students including anxiety disorders, depression, eating disorders; and conduct disorders.
To understand the principles of evidence-based interventions and demonstrate proficiency in applying them to create inclusive and supportive learning environments for students facing mental health challenges.
To gain proficiency in analysing the impact of mental health issues on students’ academic performance and overall wellbeing within the educational context.
To demonstrate effective communication skills for engaging with students, parents, and colleagues regarding mental health concerns, fostering understanding and collaboration.
To evaluate the effectiveness of destigmatisation efforts and adapt communication strategies accordingly to promote a stigma-free educational environment.
To critically analyse ethical and legal considerations related to supporting students with mental health conditions, ensuring compliance with relevant regulations.
To cultivate skills in developing customised support plants tailored to individual students’ unique mental health needs and academic goals.
To reflect on personal self-care practices and adapt strategies for managing stress and preventing burnout as educators.
To develop the ability to assess and adapt to the changing needs of educational communities in promoting mental health literacy and nurturing students’ academic and emotional wellbeing.
To demonstrate the capacity to evaluate and reflect on the outcomes of mental health literacy initiatives within educational settings, continuously improving the support provided to students and fostering an environment where they can thrive.
To problem-solve and devise tailored support plans for students facing mental health challenges, addressing their specific needs, and enhancing their wellbeing within the educational context.
To acquire the skills to foster inclusive and stigma-free learning environments, promoting mental health literacy within their educational communities and empowering students to thrive academically and emotionally while ensuring their mental wellbeing is prioritised.
To be proficient in utilising digital resources to access the latest research, evidence-based practices, and educational materials related to collaborative work at systems level, enhancing their knowledge and teaching materials.

Module 9: Collaborative Work at Systems Levels
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Independently articulate and implement core principles and values that underpin effective teamwork in mental health literacy, demonstrating leadership in fostering collaborative environments across education, health, and social sectors.
Take responsibility for modelling and promoting effective communication skills, including active listening and empathetic speaking, showcasing the ability to facilitate successful collaboration in diverse team structures.
Autonomously analyse and adapt the structures and functions of multidisciplinary, interdisciplinary, and transdisciplinary teams to optimize mental health literacy initiatives in various educational contexts.
Take initiative in applying and teaching various conflict resolution strategies, demonstrating the ability to maintain team cohesion and effectiveness in complex, multi-stakeholder environments.
Independently evaluate and strategically implement different team approaches in mental health literacy, showcasing the ability to select and justify the most appropriate model for specific contexts and objectives.
Take responsibility for proactively identifying and addressing challenges in team-based mental health practices, demonstrating leadership in developing and implementing innovative collaborative solutions.
Autonomously integrate and promote a comprehensive understanding of the systemic nature of mental health challenges, showcasing the ability to lead collaborative approaches across different sectors and disciplines.
Critically evaluate and balance individual expertise with collaborative team efforts, demonstrating the ability to optimize mental health interventions through strategic team composition and management.
Take leadership initiatives in facilitating collaborative problem-solving sessions, showcasing the ability to synthesize interdisciplinary approaches to address complex mental health scenarios in educational settings.
Independently assess team dynamics and demonstrate effective leadership in guiding and enhancing collaboration within mental health initiatives, adapting leadership styles to diverse team structures and challenges.
Take responsibility for designing and implementing optimal collaborative frameworks that synthesize principles from various team structures, showcasing the ability to address complex mental health challenges in educational settings through innovative, cross-sector approaches.
To formulate knowledge of the dynamics involved in collaborative work, especially within the education, health and social sectors focusing on mental health practices.
To formulate a comprehensive strategy for effective cross-sector communication and collaboration, integrating best practices from education, health, and social services to enhance MHL initiatives.
To generate insights into the structure, roles and functions of multidisciplinary teams in the mental health field, understanding how these teams operate and contribute to mental health literacy.
To develop a thorough understanding of interdisciplinary approaches in mental health practices, appreciating how these approaches integrate diverse perspectives and expertise.
To critically analyse case studies involving transdisciplinary teams, demonstrating an understanding of their effectiveness in addressing complex mental health issues.
To justify the importance of effective communication in team settings.
To categorise and examine various conflict resolution techniques, understanding their applicability in different team structures and scenarios in mental health practices.
To review collaborative problem-solving methods, recognising their significance in team-based mental health interventions.
To develop analytical skills to evaluate the effectiveness of team dynamics in education, health and social sectors focusing on mental health literacy.
To formulate knowledge about the systemic nature of mental health challenges and the role of team collaboration in addressing these challenges effectively.
To investigate and justify various leadership strategies that enhance collaboration and efficiency in multidisciplinary, interdisciplinary, and transdisciplinary mental health teams.
To develop communication techniques to engage effectively in multidisciplinary, interdisciplinary, and transdisciplinary teams.
To assess and understand the dynamics of various team structures in the education, health, and social sectors, particularly in the context of mental health practices.
To evaluate the effectiveness of various conflict resolution and collaborative problem-solving techniques, and create a tailored approach for managing diverse teams working on mental health projects in schools.
To refine their conflict resolution skills, focusing on strategies that promote cohesion and effective problem-solving in team environments.
To demonstrate the ability to engage in collaborative problem-solving, showing proficiency in creating solutions for complex mental health challenges.
To gain proficiency in team leadership skills, learning to guide and inspire multidisciplinary, interdisciplinary, and transdisciplinary teams effectively.
To evaluate the unique contributions of different team structures to mental health literacy, understanding their roles in comprehensive mental health care.
To critically analyse the systemic nature of mental health challenges and the impact of collaborative teamwork in addressing these challenges.
To critique a systemic model that illustrates the interconnected nature of mental health challenges across different sectors, proposing innovative collaborative solutions to address these issues holistically.
To adapt their communication and collaboration strategies to suit diverse team settings, ensuring effectiveness in various professional contexts.
To cultivate skills to create and maintain an inclusive team environment, recognising and valuing the diverse perspectives and skills of team members.
To reflect on their personal growth and the development of their team skills throughout the unit, assessing their progress and areas for further improvement in the context of mental health teamwork.
To collaborative and problem-solve within various team, fostering partnerships and synergies that promote the mental wellbeing of children and young people.
To cultivate a heightened awareness of ethical obligations when collaborating in diverse disciplinary teams.
To be proficient in utilising digital resources to access the latest research, evidence-based practices, and educational materials related to collaborative work at systems level, enhancing their knowledge and teaching materials.
To collaborate effectively in online environments, engaging with peers and experts to share knowledge, insights, and best practices in the field mental health literacy and collaboration and teamwork.

Module 10: Education Research Methods
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Independently compare and critically evaluate qualitative, quantitative, and philosophical research approaches, demonstrating the ability to select the most appropriate methodology for addressing complex issues in mental health literacy.
Take responsibility for synthesizing knowledge from diverse research methodologies to formulate comprehensive and innovative research proposals that address significant issues in mental health literacy or related fields.
Autonomously create, define, evaluate, and formulate research questions, philosophical problems, or hypotheses of significance within mental health literacy, showcasing the ability to identify gaps in current knowledge and contribute to the field's advancement.
Independently choose and justify research topics that align with both academic interests and professional needs in mental health education, demonstrating the capacity to anticipate and address potential challenges in the chosen area.
Take initiative in conducting comprehensive literature reviews, demonstrating the ability to critically analyze current research and theoretical frameworks to inform evidence-based practices in mental health education.
Autonomously design, critique, and implement research plans, showcasing the ability to adapt methodologies, data collection, and analysis techniques to address complex research questions in mental health literacy.
Take responsibility for maintaining the highest standards of academic integrity, demonstrating mastery in academic writing and the correct application of the Harvard Style Referencing System in all research endeavours.
Independently evaluate and select between quantitative and qualitative research approaches, demonstrating the ability to justify methodological choices based on their suitability for investigating different aspects of mental health literacy.
Take leadership in critically analysing various philosophical perspectives relevant to mental health literacy, showcasing the ability to interpret their implications and apply them to enhance understanding and practice in the field.
Autonomously assess and select appropriate research tools and data collection methods for specific research projects, demonstrating the ability to navigate ethical considerations and optimize data quality in mental health literacy research.
To formulate knowledge of how to structure research inquiries effectively, whether in the form of research questions, hypotheses or philosophical problems, ensuring clarity and coherence in their research endeavours.
To differentiate between various research methodologies, both qualitative and quantitative, and philosophical approaches, allowing them to integrate suitable methods into their research plans.
To develop knowledge of philosophical inquiry, including the exploration of philosophical problems and the ability to explain the philosophical underpinnings of their research.
To plan, validate, justify and review their chosen research topics, demonstrating how these topics align with their academic interests and career aspirations.
To discriminate and differentiate between different data collection techniques and methods, categorising them based on their suitability for specific research questions, hypotheses or philosophical inquiries.
To develop knowledge of ethical principles and guidelines relevant to research, linking their principles to practical applications in research design and conduct.
To categorise a variety of research tools and data collection methods, demonstrating their ability to select the most appropriate tools for their research based on the nature of their inquiries.
To formulate and generate knowledge of data analysis techniques and approaches, integrating these methods into their research plans to derive meaningful insights.
To appraise the importance of scholarly referencing, explaining how to cite and reference properly using the Harvard Style to contribute to maintaining academic rigour and integrity.
To plan and propose comprehensive research plans that encompass methodology, data collection, and analysis techniques, ensuring a systematic and well-structure approach to their research projects.
To develop the skill of critically assessing and refining their research objectives, ensuring that their research questions, hypotheses, or philosophical problems are well-defined and purposeful.
To demonstrate the ability to review and analyse existing research literature, identifying gaps and opportunities for their own research projects.
To gain proficiency in analysing and evaluating various research methodologies, both qualitative and quantitative, as well as philosophical approaches, to determine their suitability for specific research inquiries.
To cultivate the skill of reflecting on ethical considerations related to their research, recognising ethical dilemmas, and considering strategies to address them.
To adapt and refine their research plans based on ongoing assessment and feedback, ensuring the feasibility and effectiveness of their chosen methodologies and data collection techniques.
To devise comprehensive research strategies that include the selection of appropriate methodologies, data collection tools, and data analysis techniques to effectively address their research questions or philosophical problems.
To assess and choose data collection methods based on their appropriateness and relevance to their research inquiries, demonstrating their ability to make informed decisions.
To develop and appraise a framework for ethical decision-making in research, considering various ethical dilemmas and proposing innovative solutions that uphold integrity while maximising research potential.
To review and ensure ethical compliance throughout their research process, continuously assessing and upholding the highest ethical standards.
To critically analyse and evaluate various research tools and data collection techniques, selecting those that align with the nature of their research and provide the most meaningful data.
To develop the skill of reflecting and review on their research progress, adapting their plans as necessary, and maintaining a dynamic and responsive approach to their research journey.
To develop the skill of critically selecting research topics that align with their academic interests and career aspirations, demonstrating the ability to identify and justify relevant research areas within the field of Mental Health Literacy and related domains.
To cultivate a heightened awareness of ethical considerations specific to the research process within the context of MHL, including obtaining informed consent, navigating ethical dilemmas, and upholding ethical standards throughout their research projects.
To gain proficiency in using a variety of digital research tools and data collection methods relevant to their chosen research methodologies, enabling them to collect and manage research data effectively and efficiently.
To acquire digital skills related to the proper use of the Harvard Style referencing system, ensuring accurate and consistent citation, and referencing in their digital research documents, thereby upholding scholarly integrity in their digital work.

Module 11: Dissertation
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Independently define and articulate precise research objectives and questions within their chosen Mental Health Literacy topic, demonstrating the ability to outline a focused and purposeful dissertation scope that addresses significant issues in the field.
Take responsibility for critically evaluating and synthesizing relevant literature, showcasing the ability to autonomously draw from and integrate established theories, frameworks, and research findings to inform their dissertation.
Autonomously synthesize a comprehensive body of literature and theoretical frameworks to formulate an original research question or philosophical inquiry, demonstrating leadership in contributing significantly to the advancement of Mental Health Literacy.
Independently design and implement effective data retrieval strategies, taking responsibility for selecting and applying appropriate research methods to gather robust and relevant information for their dissertation.
Take initiative in developing and justifying a clear, coherent research methodology aligned with their chosen topic's demands, demonstrating the ability to make informed decisions between quantitative, qualitative, or philosophical approaches.
Autonomously navigate and address ethical considerations in research, taking responsibility for ensuring adherence to ethical guidelines and demonstrating leadership in promoting the rights and wellbeing of participants.
Independently analyze data and draw meaningful conclusions, showcasing the ability to present original insights that contribute significantly to the academic discourse within Mental Health Literacy.
Take responsibility for critically interpreting research findings within the broader context of Mental Health Literacy, demonstrating the ability to relate discoveries to existing knowledge and theoretical frameworks.
Autonomously translate research findings into practical implications for educational institutions, showcasing leadership in proposing evidence-based enhancements to Mental Health Literacy practices.
Take initiative in articulating original insights and contributions to the field of Mental Health Literacy, demonstrating the ability to critically analyze, synthesize, and extend existing knowledge through independent scholarly work.
To compose and organise research objectives within the chosen Mental Health Literacy topic, ensuring clarity and coherence in the dissertation’s focus.
To review, evaluate and justify relevant theoretical frameworks into their dissertation, explaining how these frameworks inform their research and contribute to the overall structure of their work.
To design the chosen research methodology, whether quantitative or qualitative detailing how it is structured to address the specific demands and objectives of their research topic.
To integrate ethical considerations into their research, ensuring that their dissertation adheres to ethical guidelines and respects the rights of participants.
To discriminate between various data sources used in their research, categorising primary and secondary data and explaining their relevance to the research topic.
To compare their literature review to the research questions and objectives, demonstrating how the review informs and supports their research.
To categorise and plan their research findings within the dissertation, presenting data and insights in a coherent and organised manner.
To validate and justify the practical implications of their research within the context of Mental Health Literacy, linking their findings to potential applications in educational settings.
To recommend original contributions to the field, explaining how their research extends existing knowledge and contributes to the advancement of Mental Health Literacy practices.
To plan their dissertation’s Harvard Style references meticulously, ensuring proper citation and adherence to academic refencing standards throughout their work.
To demonstrate the ability to assess and refine research objectives, ensuring that they align with the chosen Mental Health Literacy topic and are feasible within the scope of the dissertation.
To design and evaluate a rigorous research methodology or philosophical approach that aligns with the chosen topic, demonstrating mastery in either, quantitative, qualitative, mixed-methodology, or philosophical analysis techniques.
To exhibit effective literature review skills, reviewing and synthesising a wide range of academic sources relevant to their research, and assessing their quality and significance.
To analyse and critically evaluate the chosen research methodology, reflecting on its suitability for addressing the specific demands and objectives of their research topic.
To engage in ethical reflection, assessing potential ethical dilemmas and challenges that may arise during the research process, and devising strategies to address them.
To create an in-depth, 20,000-25,000 word dissertation that critically analyses findings, synthesises complex ideas, and generates novel insights or recommendations in the chosen area of Mental Health Literacy.
To develop the ability to adapt their research strategies as needed, responding to unexpected challenges or adjustments required during the course of their dissertation work.
To devise comprehensive data collection plans, selecting and adapting data collection methods that align with their research methodology and objectives.
To demonstrate strong data analysis skills, employing appropriate techniques to analyse and interpret research findings within the context of their chosen Mental Health Literacy topic.
To engage in critical reflection on their research findings, assessing their implications and considering how they relate to the broader field of Mental Health Literacy.
To adapt and refine the structure of their dissertation as needed, ensuring that it effectively present their research, analysis, and conclusions.
To devise practical implications and recommendations based on their research findings, reflecting on their potential impact on Mental Health Literacy practices in educational settings.
To construct and appraise a coherent argument throughout the dissertation, integrating evidence, theory, and original analysis to produce work that meets the academic standards of a Level 7 qualification.
To develop the skill of crafting a comprehensive and well structured dissertation, outlining the research objectives, methodology, and expected outcomes related to their chosen Mental Health Literacy topic.
To acquire critical thinking skills, enabling them to critically analyse and synthesise a wide range of academic literature and research findings related to their chosen topic.
To gain proficiency in utilising a variety of digital research tools and databases to access academic literature, research studies, and data sources relevant to their dissertation topic.
To develop digital skills related to online collaboration and communication, allowing them to engage in discussions, receive feedback, and collaborate with their supervisor and peers through digital platforms.


Please note that all payments are non-refundable