Unit Outline

In this online unit you will learn about a range of approaches to managing stress and enhancing well-being which can be applied by individuals in a self-care context. As a foundation, you will learn about stress, coping, well-being and happiness. This content includes different theories and models used in psychology to explain these concepts. Then you will explore the theory, scholarly evidence base, and practice of a range of self-care approaches, grouped into three themes: 1. Lifestyle (healthy eating, physical activity, sleep, relaxation and nature engagement) 2. Mindfulness (everyday/informal mindfulness, formal mindfulness and meditation, compassion and self-compassion) and 3. Positive Psychology (gratitude, acts of kindness, character strengths, meaning in life, flow and creativity). You will learn how to think critically regarding the strengths and weaknesses of the self-care approaches covered. Throughout the unit, there is a focus on understanding the mechanisms of action of these approaches (how they “work”). These mechanisms could be psychological (e.g., relating to mental activities like attention and emotion regulation) and/or biological (e.g., relating to physiological activity in the nervous system and/or endocrine system). In each weekly online module, content is presented in text and video formats, along with interactive online learning activities and additional scholarly readings. In practical activities and assessments, you will discuss, apply, and reflect on the techniques discussed in the unit content.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Explain key concepts relating to stress and psychological well-being.
2	Discuss approaches to managing stress and enhancing well-being, referring to theory, evidence base and practice
3	Apply techniques to manage stress and enhance well-being in a self-care context, and reflect on your experience.
4	Use a variety of media to communicate about self-care concepts that can be applied to manage stress and enhance wellbeing within a self-care context.

Requisites


REQUISITE TYPE	REQUISITES
Anti-requisite (mutual excl)	CXA006 or PSY214

Alterations as a result of student feedback

In response to feedback from the previous student cohort, changes have been made which include adjustments to assessments. The grade weighting for weekly quizzes has been reduced, while the weighting for the workbook assessment has been increased. This change reflects student feedback about the relative workload for these assessments. The word count for the workbook assessment has been increased to provide additional space to address the assessment criteria. The information sheet assessment is new and replaces a video presentation assessment.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Online Quizzes	See the MyLO site for the due date	20 %	LO1, LO2
Assessment Task 2:	Information sheet	See the MyLO site for the due date	35 %	LO1, LO2, LO4
Assessment Task 3:	Workbook	See the MyLO site for the due date	45 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Online Quizzes

Task Description:

Weekly online quizzes in MyLO

Task Length:

30 minutes each

Due Date:

See the MyLO site for the due date

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply unit concepts to select, categorise and order information.	LO1, LO2

Assessment Task 2: Information sheet

Task Description:

Create an information sheet about a specified self-care practice.

Task Length:

One A4 double-sided sheet (two A4 pages)

Due Date:

See the MyLO site for the due date

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Discuss relevant general context/background to provide a framework for your information sheet (i.e., foundation theme unit content e.g., about stress and/or coping and/or well-being as appropriate for the self-care practice).	LO1, LO2
2	Describe the self-care approach (what it is, how you do it).	LO1, LO2
3	Discuss how the self-care approach works (outcomes, mechanisms of action).	LO1, LO2
4	Critically analyse the self-care approach (discuss e.g., limitations, directions for future research, context-specific considerations).	LO2
5	Support your work with scholarly evidence.	LO2
6	Communicate unit concepts in a visual written format suitable for a general audience.	LO4

Assessment Task 3: Workbook

Task Description:

The workbook is assessed in two parts during the semester (due in week 7 and week 14). For each part, choose a self-care activity from the specified options, practise it, and complete an associated workbook entry.
(Note: With two parts to the workbook, there are two opportunities to demonstrate ILO3.)

Task Length:

2 entries of max 400 words each

Due Date:

See the MyLO site for the due date

Weight:

45 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Describe the specified activity (what it is, how you do it).	LO1, LO2
2	Discuss how the specified activity “works” (outcomes, mechanisms of action).	LO1, LO2
3	Reflect on your personal experience of the specified activity.	LO3
4	Support your work with scholarly evidence.	LO2
5	Communicate concepts and ideas relevant to the topic in writing to a general audience.	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.