Skip to main content

Module

DTC2001 : Health Psychology and Behaviour Change (Inactive)

  • Inactive for Year: 2020/21
  • Module Leader(s): Dr Elizabeth Evans
  • Owning School: Biomedical, Nutritional and Sports Scien
  • Teaching Location: Newcastle City Campus
Semesters
Semester 2 Credit Value: 10
ECTS Credits: 5.0

Aims

This module aims to introduce students to the area of health psychology and health behaviour change, placed in the context of dietetic practice. It focuses on how psychological principles may be applied to understand and alleviate problems of illness, suboptimal-health and health-related behaviours at various levels, from individual to group to population. Both initiation and maintenance of health behaviours will be covered, and the practical effectiveness of key theoretical approaches considered. Practical consultation skills in health behaviour change will be introduced and developed using simulations and role plays. The psychology of typical and ‘abnormal’ eating will be explored, including a consideration of health behaviour in eating disorders and other long-term health conditions encountered in clinical practice.

Outline Of Syllabus

Topics covered include:

• Introduction to health behaviour change: what is it and why does it matter to dietitians?
• Health behaviour in context: biopsychosocial factors.
• Introduction to theories of behaviour change and maintenance.
• How are behaviour change theories applied and (how) do they work in practice?
• Psychological perspectives on how and why we eat.
• Psychological perspectives on disordered eating behaviour.
• Predicting risky health behaviour and communicating about risk.
• Practical skills in behaviour change: health promotion and education.
• Practical skills in behaviour change: motivational interviewing and cognitive behavioural techniques.
• Health behaviour and long-term health conditions: impacts and opportunities.
• The role of the psychologist.

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture121:0012:00Interactive lectures
Guided Independent StudyAssessment preparation and completion150:0050:00Reading for, and preparation of, 1500-word case study.
Guided Independent StudyDirected research and reading120:0020:00Reading for lectures.
Scheduled Learning And Teaching ActivitiesSmall group teaching62:0012:00Seminars
Scheduled Learning And Teaching ActivitiesWorkshops32:006:00Workshops focused on acquiring and applying practical health behaviour change skills in role plays,
Total100:00
Teaching Rationale And Relationship

Interactive lectures and informal classroom discussions and tests present a systematic perspective on the topics, allow students to check their knowledge and understanding as they go, and prompt deeper consideration of, and debate around, key psychological issues in clinical dietetic practice.
Small group seminars prompt students to apply knowledge from lectures to hypothetical patient case studies of incrementally-increasing complexity. This provides the opportunity to practice key skills for the summative case assessment as well as demonstrating the wide-ranging applicability of the knowledge gained. Seminars will also allow students to share peer-feedback on rough plans for their summative assignment.

Workshops provide structured opportunities to use role-plays and simulations in practicing behaviour change strategies for consultations. Domains of strategy-use will include health promotion, health education, motivational interviewing and cognitive behavioural techniques, amongst others.
Independent study time will be used to prepare the summative assessment and undertake directed research and reading, in order to consolidate expected knowledge and skills.

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Case study2M1001500 word health behaviour change case study
Formative Assessments
Description Semester When Set Comment
Prob solv exercises2MInformal class tests during interactive lectures
Prof skill assessmnt2MPeer feedback during behaviour change strategy workshops
Assessment Rationale And Relationship

Summative
In the 1500-word summative case study, students will be expected to propose and justify their approach to health behaviour change for one of two possible hypothetical patients (individual student’s choice, vignettes provided). They will be expected to consider (i) the biopsychosocial factors affecting the patient’s eating behaviour, (ii) any long-term conditions, and (iii) appropriate approaches to the communication of risk. Students will then set out practical psychological approaches and strategies for supporting the patient in behaviour change and maintenance. This component will give students the opportunity to demonstrate the knowledge and skills they have acquired during the module in the application of behaviour change theories and psychological knowledge about eating behaviours.

Formative
Fortnightly informal class tests during interactive lectures will allow students, and the lecturer, to check their understanding of the material covered so far and highlight areas that require review. These tests will use OMBEA to preserve student confidentiality and to enable anonymized, real-time depiction of response patterns for use in class teaching. Students will also have the opportunity to discuss the summative case study in groups and to share peer-feedback on rough plans.
The 3 practical workshops will provide opportunities to give (and receive) constructive, informal peer feedback on emerging skills in clinical risk communication and in delivering behaviour change strategies as part of the role plays undertaken.

MDiet candidates must obtain an overall mark of 40 or above and achieve at least 35 in each component of assessment to pass the module.

Reading Lists

Timetable