| Title: | Holistic Health |
|---|
| Long Title: | Holistic Health |
|---|
| Field of Study: |
Education Studies
|
| Valid From: |
Semester 1 - 2022/23 ( September 2022 ) |
| Module Coordinator: |
Cian ONeill |
| Module Author: |
Judith Butler |
| Module Description: |
This module aims to foster best practice in health and well being through the recognition of
the interactions between theory and practice. This module shows students how to
integrate practices that promote the construction of equilibrium between one’s physical, emotional, social, spiritual and intellectual condition into the Early Childhood Education & Care (ECEC) environment.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| LO1 |
Explore the the concept of holism - of looking at life, health, illness and recovery holistically. |
| LO2 |
Reflect on personal and professional stressors and how these can be managed. |
| LO3 |
Discuss the fundamental influencing psychosocial factors and causal determinants of health. |
| LO4 |
Appreciate how holistic practices can be adapted for children. |
| LO5 |
Foster best practice in health and well being through recognition of self care as an ethical imperative. |
| Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
|
|
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list. |
| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
|
| No requirements listed |
Module Content & Assessment
| Indicative Content |
|
Wellbeing Matters
What is health? What is wellbeing, WHO definition. 6 Dimensions of Wellness; physical, intellectual, emotional, spiritual environmental, social. Define Holistic health, holism, What is Health Education, Purpose of Health Education. Self care and self awareness. Holistic health and its impact personally and professionally. Psychosocial factors and causal determinants of health.
|
|
Stress
Understanding stress. Types of stress and stress response. Positive, tolerable and toxic stress. Internal and external stressors. Stress hormones, cortisol adrenaline, nor-adrenaline, Stress and the brain. Flight/ Flight/Freeze response. Optimum stress. Stress in childhood. The cost of stress. Symptoms of stress, Burnout. Post Traumatic Stress Disorder, Address the Stress. Causes of stress in teaching/caring. Psychological and Biological Health issues , fatigue. Management of Stress. Making Stress work. .
|
|
Child Holistic health
What does being healthy mean for children? Article 24 of UNCRC. Bio-Ecological Systems theory. How can society and family positive influence a child's health? Determinants of health. Stressors in children's lives. Prenatal health. Factors that determine mortality and ill health in infants. Maternal Nutrition. Infant feeding. WHO recommendations on breastfeeding. The factors that influence a woman's decision to breastfeed. Child poverty /health inequalities in Ireland and First 5's measures to tackle early childhood poverty. Short/ long term consequences of poverty. Definition & impact of food poverty. Interventions to alleviate food poverty. The health of the child in a family impacted by stress, domestic violence, child abuse, Addiction. Caring for children whose parents misuse. Obesity. Risk factors & Protective factors, First 5's Measures to promote positive health behaviours and the mental health of babies, young children and their families. National Healthy Childhood Programme.
|
|
Promoting Holistic health
How to adopt a holistic approach to health. Maslow before Bloom. Benefits, availability and utilisation of complementary avenues
of health care. Systematic evaluation of complementary therapies. Creating a balance of physical, emotional, social, spiritual and intellectual health. Promotion of good vagal tone. Breath, mindfulness and meditation. Play therapy, drama therapy, art therapy, pet therapy. Nature, Transforming sleep, healthy sleep patterns and sleep architecture, practical tips for improving sleep. 5 ways to wellbeing (NEF). Strategy to build positive mental health and emotional literacy. The Leuven scale.
|
| Assessment Breakdown | % |
|---|
| Course Work | 100.00% |
| Course Work |
|---|
| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Reflective Journal |
Identify and reflect on how holistic health impacts both personal and professional development |
1,2,3,4,5 |
20.0 |
Week 5 |
| Presentation |
Blog post:
You have been invited to write a blog post on a topic associated with holistic health that has been covered in lectures or has been researched through self-directed learning
You are required to present your blog to your peers.This will be followed by questions and discussion. |
1,2,3,4,5 |
40.0 |
Week 9 |
| Written Report |
Prepare and critique an information leaflet that makes a case to workplace colleagues or parents for introducing a new holistic therapy or complementary therapy to the education and care environment. |
1,2,3,4,5 |
40.0 |
Sem End |
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The institute reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
Class Lecture |
3.0 |
Every Week |
3.00 |
| Independent & Directed Learning (Non-contact) |
Independent Learning |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
Lecture Material |
3.0 |
Every Week |
3.00 |
| Independent & Directed Learning (Non-contact) |
Independent Reading & Learning |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
Module Resources
| Recommended Book Resources |
|---|
- Hawkins, K & Burke, A 2021, The Mindful Teacher Toolkit, Corwin London [ISBN: 978152931774]
- Holmes, E. 2019, A Practical Guide to Teacher Wellbeing, Sage London [ISBN: 9781526445865]
- Glazzard, J. &Trussler. S. 2019, Supporting Mental Health in Primary and Early Years A Practice-Based Approach, Sage London [ISBN: 9781526459367]
- Sellars, M. 2017, Reflective Practice for Teachers, 2nd Ed., Sage Publications Ltd. [ISBN: 9781473969094]
| | Supplementary Book Resources |
|---|
- Rose, J., Gilbert, L., Richards, V. 2016, Health & Wellbeing in Early Childhood, Sage London [ISBN: 9781446287309]
- Howard, C., Burton, M & Levermore, D. 2019, Children’s Mental Health and Emotional Well-being in Primary Schools, Sage London [ISBN: 9781526468215]
- Malone, E. 2020, Your Stress-busting Booksmart, PRIMARY TEACHER, Sage London [ISBN: 9781526494]
| | Recommended Article/Paper Resources |
|---|
- Barnardos 2022, Food Poverty, the impact of vulnerable children and familes
- Department of Children and Youth Affairs 2011, Children First: National Guidance for the Protection and Welfare of Children.
- Government of Ireland 2018, First 5, a government strategy for babies, young children and their families
- Health Services Executive National Healthy Childhood Programme.
| | Supplementary Article/Paper Resources |
|---|
- Health Services Executive 2011, Child Protection and Welfare Practice Handbook.
- Barnardos Ebook - Mindfulness in Early Learning and Care
- Roman, K. 2015, 7 fun ways to teach your child mindfulness
| | Other Resources |
|---|
- Website: Cairns, K. 2022, Five to Thrive
- Podcast: BBC 2022, The Best Thing since Sliced Bread?
- Website: Center on the Developing Child at Harvard University 2010, National Scientific Council on the
Developing Child & National Forum on
Early Childhood Policy and Programmes
- Website: Mindfulness Matters
- Website: Sage 2022, Maintaining positive mental health and
wellbeing
- Website: The Harvard Health Publishing pagesHealth and wellbeing
- Website: Emotionally Healthy Schools 2019, The Leuven Scale
|
Module Delivered in
|
