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Module

HIS3341 : Lunatic to Citizen? Madness and Society since 1900

  • Offered for Year: 2021/22
  • Module Leader(s): Dr Vicky Long
  • Owning School: History, Classics and Archaeology
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0

Aims

This module studies social responses to mental disorder in Britain over a period which saw the polarisation of sanity and madness give way to a belief that mental health and illness formed a continuum, culminating in the creation of community mental health services and the closure of psychiatric hospitals. Throughout the module, students will study different primary source materials which can be used to research the history of mental disorder and will explore the divergent interpretations advanced by different historians to account for the ways in which society - and the medical profession - has responded to mental disorder. The module adopts a thematic approach, focusing each week on a particular topic, such as treatment methods, patient perspectives, the anti-psychiatry movement of the 1960s and community care. Students will be expected to read the assigned secondary texts in preparation for the seminars, and will critically engage with primary materials pertinent to their studies. The project component encourages students to apply historical knowledge to contemporary needs, thereby identifying the ongoing contemporary relevance of the historical issues covered over the module.

Outline Of Syllabus

Seminars focus on a particular topic; students will be expected to read the assigned secondary texts and primary documents in preparation for the seminars. Indicative syllabus; the precise range of topics may vary from year to year.

•       Deinstitutionalisation and community care
•       Anti-psychiatry, mental health and the counterculture
•       Abuse and neglect? Evaluating mental hospital scandals
•       Controversial therapies in psychiatry
•       War and mental health
•       From mental deficiency to learning disability
•       Madness, race and gender
•       Life inside the asylum, c. 1900

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion341:0034:00N/A
Structured Guided LearningLecture materials20:301:00Included in contact hours 2 x 30 minute lectures: 1) module orientation; 2) introduction to project.
Guided Independent StudyDirected research and reading911:0091:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching112:0022:00N/A
Structured Guided LearningStructured research and reading activities111:0011:00Weekly structured learning activities linked to primary source materials.
Guided Independent StudyProject work311:0031:00Individual work on project component
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time22:004:00Two online workshops: one focussed on preparing for the essay, the other devoted to the project.
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time61:006:00Drop in surgeries, offering students individualised support on assignments and course queries.
Total200:00
Teaching Rationale And Relationship

The delivery of this stage 3 module is designed to foster student-led, engaged learning. At its heart lies a weekly 2 hour seminar, which can be moved to synchronous online delivery if on-campus sessions need to be reduced. The seminars will focus upon students’ discussion of texts, debates, sources and approaches. By asking students to engage with readings which advance divergent and contradictory arguments, the module will encourage students to engage with the contested nature of historical knowledge. Dovetailing with the seminars, online asynchronous structured learning activities will introduce students to a range of different primary source materials, linked to each week's seminar topic, and will encourage students to critically engage with and analyse different source types, enriching seminar discussion. Two synchronous online workshops will help prepare students for the essay assignment and the project assignment, combining advice from the lecturer, practical exercises, and an opportunity for Q&A. Fortnightly synchronous one hour drop-in slots will enable students to seek individualised support on their assignments and to raise questions about the course and its contents. Short lectures created by the module leader will provide students with an overview of the module and an introduction to the subject, and an introduction to the project assignment.

The course entails three forms of guided independent study: preparatory readings for seminars; independent research for the project assignment, which asks students to apply historical knowledge to contemporary dilemmas; and time allocated to complete coursework.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Report1A602,000 word report on project, including footnotes but excluding the bibliography and appendices; project to be included as appendix.
Essay1M402,000 word essay, including footnotes but excluding bibliography.
Assessment Rationale And Relationship

The essay assesses students’ knowledge of the history of mental disorder, of debates in the field, and of theoretical and conceptual approaches applied to studying this topic. It also tests students’ abilities to structure their argument, write clearly, and follow presentation guidelines.

The project component requires students to apply their research skills in a real world context by producing an output for an external body (e.g. a poster, short report or PowerPoint) which applies knowledge of the history of mental health to address contemporary issues and debates. Students are encouraged to exploit the wealth of readily-available digitised primary source materials available for this topic, which are signposted throughout the module, in their project. The project is submitted alongside a reflective report, which enables the student to articulate their rationale for the project and how it is underpinned by historical knowledge in more detail.

Both asessements are to be submitted and marked online.

Reading Lists

Timetable