Informing Sciences 2

The details
Health and Social Care (School of)
Colchester Campus
Undergraduate: Level 4
Sunday 25 April 2021
Friday 02 July 2021
04 October 2018


Requisites for this module



Key module for

BSC B939 Occupational Therapy

Module description

This module is designed to develop the basic sciences that were introduced in Informing Sciences 1. Drawing on your learning, you will develop applied knowledge to further advance your understanding of anatomy, physiology, psychology and sociology, to understand health and ill health.

This module runs 3 sessions per week in the summer term, alongside the modules, ‘Interprofessional Working and Development’, ‘Engagement in Occupation’ and ‘Concepts of Therapy’. You will draw upon the experiences you have gained from your first exploratory placement and other module learning in order to develop an advanced knowledge and understanding of the biopsychosocial impacts upon health and wellbeing. You will utilise the workbook completed in ‘Informing Sciences 1’ as the foundation upon which to develop your learning. There is a greater emphasis on your self-directed learning and engagement, which is supported by tutor-led and small study group activities.

Module aims

No information available.

Module learning outcomes

No information available.

Module information

No additional information available.

Learning and teaching methods

Overview: This module will provide you with opportunities to develop upon your knowledge gained in previous modules, including 'Informing Sciences 1' and occupational therapy specific modules. The workbook developed in 'Informing Sciences 1' will form the foundation for your learning and progression through this module. The use of electronic and other resources within small group work, tutorials, seminars and self-directed study will support the development of your learning within this module. Lectures: Key note lectures will focus upon core concepts Independent: Drawing on previous experiences of EBL, learners will explore content supported by student-led small groups and individual study. Placement: Whilst this module does not include placement learning, you will draw from placement experiences and previous learning to develop your knowledge base, and learning from this module will inform your work on future taught modules and practice placements. Online: Using a blended learning approach you will be expected to engage and contribute to online group activities and use of online library facilities. A module Moodle page will support your learning on this module. You will also continue to have access to HHS anatomy (Anatomy 101) on Moodle as a further resource. Tutorials: There will be opportunities for formative assessment tutorials however the emphasis for this module will be on developing your ability to articulate your informed thinking on specific subject areas within EBL and informal tutorial opportunities. Skills: Throughout this module, you will draw on and extend your current knowledge and transferrable skills, in order to progress your occupational therapy identity and skills.


  • What are the signs and symptoms of schizophrenia?, https://www.rethink.org/advice-and-information/about-mental-illness/learn-more-about-conditions/schizophrenia/
  • (no date) A good childhood for everychild? Child poverty in the UK.
  • Post-traumatic stress disorder (PTSD) - NHS, https://www.nhs.uk/conditions/post-traumatic-stress-disorder-ptsd/
  • Acevedo, Edmund O.; Slusher, Aaron L. (2017) 'Physiological Activation to Acute Mental Challenge: Implications for Cardiovascular Health', in Kinesiology. vol. 6 (1) , pp.120-133
  • Post Traumatic Stress Disorder (PTSD) | Royal College of Psychiatrists, https://www.rcpsych.ac.uk/mental-health/problems-disorders/post-traumatic-stress-disorder
  • Haworth, John T.; Hart, Graham. (2007) Well-being: individual, community and social perspectives, Basingstoke: Palgrave Macmillan.
  • Malnutrition, https://www.bda.uk.com/resource/malnutrition.html
  • (no date) WHO | What is malnutrition?.
  • Chronic obstructive pulmonary disease (COPD), https://www.who.int/en/news-room/fact-sheets/detail/chronic-obstructive-pulmonary-disease-(copd)
  • Watters, Allison M.; Pearce, Christine; Backman, Catherine L.; Suto, Melinda J. (2013) 'Occupational engagement and meaning: The experience of ikebana practice', in Journal of Occupational Science. vol. 20 (3) , pp.262-277
  • Out of school activities improve children's educational attainment, https://cls.ucl.ac.uk/?itemid=4428&itemTitle=Out of school activities improve children%25E2%2580%2599s educational attainment%2C study reveals&sitesectionid=27&sitesectiontitle=News
  • How Poverty Can Follow Children Into Adulthood | Poor Kids | FRONTLINE | PBS | Official Site, https://www.pbs.org/wgbh/frontline/article/how-poverty-can-follow-children-into-adulthood/
  • What makes us healthy? | The Health Foundation, https://www.health.org.uk/what-we-do/a-healthier-uk-population/what-makes-us-healthy
  • Improving cardiovascular disease outcomes: strategy - GOV.UK, https://www.gov.uk/government/publications/improving-cardiovascular-disease-outcomes-strategy
  • (no date) Environment and health.
  • National service framework: coronary heart disease - GOV.UK, https://www.gov.uk/government/publications/quality-standards-for-coronary-heart-disease-care
  • NIMH » Schizophrenia, https://www.nimh.nih.gov/health/publications/schizophrenia/index.shtml
  • NHS The Health Literacy Place | Self management, http://www.healthliteracyplace.org.uk/tools-and-techniques/self-management/
  • Curtin, Michael; Molineux, Matthew; Supyk-Mellson, Jo-anne. (2010) Occupational therapy and physical dysfunction: enabling occupation, Edinburgh: Churchill Livingstone.
  • Heart attack - NHS, https://www.nhs.uk/conditions/heart-attack/
  • How life outside of a school affects student performance in school, https://www.brookings.edu/research/how-life-outside-of-a-school-affects-student-performance-in-school/
  • (no date) Obesity and children's exam results.
  • (no date) The costs of child poverty for individuals and society.
  • What Color is the Dress, http://jonlieffmd.com/blog/what-color-is-the-dress
  • Educating Your Patients About Energy Conservation Techniques | myotspot.com, https://www.myotspot.com/energy-conservation-techniques/
  • Fight Or Flight Response - Psychology Tools, https://www.psychologytools.com/resource/fight-or-flight-response/
  • Schizophrenia - NHS, https://www.nhs.uk/conditions/schizophrenia/
  • (2017) Occupational therapy for people experiencing illness, injury or impairment: promoting occupation and participation, Edinburgh: Elsevier.
  • Mactaggart, Fiona; McDermott, Liane; Tynan, Anna; Gericke, Christian A. (2018-12) 'Exploring the determinants of health and wellbeing in communities living in proximity to coal seam gas developments in regional Queensland', in BMC Public Health. vol. 18 (1)
  • Beckett, Chris; Taylor, Hilary A. (2019) Human growth & development, Los Angeles: SAGE.
  • Bernstein, Douglas A. (2011) Essentials of psychology, Belmont, Calif: Wadsworth.
  • Matuska K; Mathiowetz V; Finlayson M. (2007) 'Use and perceived effectiveness of energy conservation strategies for managing multiple sclerosis fatigue.', in American Journal of Occupational Therapy (AM J OCCUP THER),. vol. 61 (1) , pp.62-69
  • Creek, Jennifer. (2014) Creek's occupational therapy and mental health, Oxford: Churchill Livingstone.
  • Smith et al., Neil R. (2015) 'Individual socio-demographic factors and perceptions of the environment as determinants of inequalities in adolescent physical and psychological health: the Olympic Regeneration in East London (ORiEL) study', in BMC Public Health. vol. 15 (1)
  • Blank, Alison Anne; Harries, Priscilla; Reynolds, Frances. (2015) '‘Without occupation you don’t exist’: Occupational engagement and mental illness', in Journal of Occupational Science. vol. 22 (2) , pp.197-209
  • Rashbaum I; Whyte N. (1996) 'Occupational therapy in pulmonary rehabilitation: energy conservation and work simplification techniques.', in Physical Medicine & Rehabilitation Clinics of North America (PHYS MED REHABIL CLIN NORTH. vol. 7 (2) , pp.325-340
  • (no date) Parental job loss: the impact on children's school performance.
  • Relaxation Technique - No Panic, https://nopanic.org.uk/relaxation-technique/
  • COPD (chronic obstructive pulmonary disease) | BLF, https://www.blf.org.uk/support-for-you/copd
  • (no date) Global Initiative for Chronic Obstructive Lung Disease.
  • (no date) WHO | Social determinants of health.
  • (no date) Supporting people to self manage.
  • GOLD COPD 2019 strategy | Independent professional body guideline | Guidelines, https://www.guidelines.co.uk/respiratory/gold-copd-2019-strategy/454454.article
  • (no date) Using your energy wisely.
  • (no date) "Fight or flight" and relaxed breathing.
  • Self Management UK, https://www.selfmanagementuk.org/
  • (no date) Relaxation Techniques for Stress Relief - HelpGuide.org.
  • Manou-Stathopoulou et al., Vasiliki. (2015) 'The effects of cold and exercise on the cardiovascular system', in Heart. vol. 101 (10) , pp.808-820
  • (no date) Overview | Chronic obstructive pulmonary disease in over 16s: diagnosis and management | Guidance | NICE: NICE.
  • Ekelman, Beth; Bazyk, Susan; Bazyk, John. (2013) 'The relationship between occupational engagement and well-being from the perspective of university students with disabilities', in Journal of Occupational Science. vol. 20 (3) , pp.236-252
  • Zadra, Jonathan R.; Clore, Gerald L. (2011) 'Emotion and Perception: The role of Affective Information', in Wiley Interdisciplinary Reviews: Cognitive Science. vol. 2 (6) , pp.676-685
  • Fair Society Healthy Lives (The Marmot Review) - IHE, http://www.instituteofhealthequity.org/resources-reports/fair-society-healthy-lives-the-marmot-review
  • Malnutrition NHS - NHS, https://www.nhs.uk/conditions/malnutrition/
  • Supporting people to manage their health | The King's Fund, https://www.kingsfund.org.uk/publications/supporting-people-manage-their-health
  • Duncan, Edward A. S. (2011) Foundations for practice in occupational therapy, Edinburgh: Elsevier.

The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.

Assessment items, weightings and deadlines

Coursework / exam Description Deadline Weighting
Practical   Presentation (2017 Cohort - F/T)    100% 

Overall assessment

Coursework Exam
100% 0%


Coursework Exam
100% 0%
Module supervisor and teaching staff
Miss Selena Hammond, email: shammond@essex.ac.uk.
HHS Occupational Therapy staff
Ian Mounteney: imount@essex.ac.uk



External examiner

No external examiner information available for this module.
Available via Moodle
Of 107 hours, 75 (70.1%) hours available to students:
32 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).


Further information

* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.

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