• Home
• Study
• Study Information
• Modules
• Module Information

Prevention Science in Developmental Psychopathology

Module description

Can we prevent common mental health problems like anxiety and depression in young people? Although efficacious mental health treatments exist, not everyone will get benefit from these and barriers to service use such as limited resources, perceived stigma or a preference for self-reliance means unfortunately that most people in need of treatment do not actually receive any. For these reasons, it is important to focus our collective efforts on prevention as well as treatment of the development of psychopathology in young people. This module will guide you through the key issues in preventing common mental health problems and identify important vulnerability factors in their pathogenesis. These will include both distal (e.g. early adversity, genes) and proximal (e.g. life events, stress response, friendships) factors. You will gain a thorough grounding in current prevention research and develop an understanding of emerging areas for novel interventions such as nutritional psychology. Research findings from basic science, developmental psychology, clinical psychology and psychiatric epidemiology will be discussed in order to understand underlying mechanisms and risk and resilience factors.

Module aims - intentions of the module

The aim of this module is to provide you with a thorough, up-to-date understanding of the prevention of common mental health problems in young people including knowledge and understanding of relevant theories and research methods. Through attending the weekly seminars and completing the assessments, you will further develop the following academic and professional skills: problem solving (linking theory to practice, developing your own ideas with confidence, showing entrepreneurial awareness, being able to respond to novel and unfamiliar problems), managing structure (identifying key demands of the task, setting clearly defined goals, responding flexibly to changing priorities), time management (managing time effectively individually and within a group), collaboration (respecting the views and values of others, taking initiative and leading others, supporting others in their work, maintaining group cohesiveness and purpose), and audience awareness (presenting ideas effectively in multiple formats, persuading others of the importance and relevance of your views, responding positively and effectively to questions).

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Understand the issues involved in the treatment and prevention of common mental health problems in young people.
• 2. Confidently and persuasively deliver an oral presentation on an evidence-based prevention intervention for young people.
• 3. Critically evaluate the main theoretical perspectives, research methods, and empirical findings in research pertinent to the area.

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 4. Acquire detailed, systematic and comprehensive knowledge within the discipline, with in depth specialisation at the forefront of the discipline in certain areas, and demonstrate advanced critical understanding of this knowledge and of the limits and provisional nature of this knowledge.
• 5. Review and critically evaluate published work and identify the strengths and weaknesses of this work, and at an advanced level structure this literature to present logical, coherent and sustained arguments to support conclusions.
• 6. Think critically, creatively, and independently, and fully appreciate the complexities of the issues.

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 7. Select and manage information, and undertake competently study tasks with minimum guidance; manage time effectively to meet deadlines.
• 8. Interact effectively and supportively within a learning group and analyse and present material through small group work.
• 9. Take responsibility for your own work and criticise it.
• 10. Engage effectively in debate in a professional manner.

Syllabus plan

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:

• Introduction and course overview, presentation schedule
• Prevention science
• Vulnerability and resilience factors for common mental health problems. What works for whom? Heterogeneity
• Cognitive-emotional factors
• Exercise
• Reading week
• Sleep
• Contact with nature
• Nutritional psychology
• Group presentations: Designing interventions
• Revision

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

Two assessments are required for this module. Where you have been referred/deferred in the examination you will have the opportunity to take a second examination in the August re-assessment period. Where you have been referred/deferred in the coursework you will be required to resubmit the coursework. If you are successful on referral, your overall module mark will be capped at 40%; deferred marks are not capped.

Indicative learning resources - Basic reading

Core readings will be assigned by the module convenor during the course.

Background reading:

Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., ... & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: A meta-analysis of randomized controlled trials. Clinical psychology review, 83, 101955.

Blake, M. J., & Allen, N. B. (2020). Prevention of internalizing disorders and suicide via adolescent sleep interventions. Current opinion in psychology, 34, 37-42.

Hoare, E., Callaly, E., & Berk, M. (2020). Can depression be prevented? If so, how?. JAMA psychiatry, 77(11), 1095-1096.

Del Vecchio, P. (2018). The good news about preventing adolescent depression. Prevention Science, 19(1), 112-114.

Key words search

Prevention, clinical psychology, depression, mood disorders, lifestyle