NEURODIVERSITY, LONG TERM HEALTH CONDITIONS AND MENTAL WELLBEING - 2026/7

Module Overview

Students will learn about specific neurodevelopmental and long-term health conditions and how they co-occur and impact on an individual¿s mental health and wellbeing. The concepts of neurodiversity and neurodivergence will be introduced and discussed with particular focus on Autism and ADHD and the module will explore the concepts of neurodevelopmental differences in the context of deficit and strengths-based models. Long term health conditions such as diabetes, chronic heart disease and IBS will be taught and understood in the context of the biopsychosocial model. Students will consider adaptations and adjustments which can be made when working with Neurodiversity and long-term health conditions in the context of a psychological mental health setting. This module connects with the core skills module in semester 1 with reference to the biopsychosocial model of psychological distress and the relevance of models of engagement as well as drawing on the Semester 2 module on evidence-based models for an understanding of how these conditions are understood and treated in a therapeutic mental health setting.

Module provider

Psychology

Module Leader

CROUCH Emma (Psychology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): 50

Module Availability

Semester 2

Prerequisites / Co-requisites

None

Module content

Indicative content: 

• Long term health conditions including diabetes, chronic heart disease, chronic pain, Irritable bowel syndrome, Chronic fatigue, cancer, stroke.
• Specific neurodevelopmental conditions (neurodivergent presentations) ¿ Autism, ADHD, Dyslexia, Dyspraxia and dyscalculia.
• Developmental factors and impact.
• Presentations across different cultures, ethnicities and socioeconomic contexts.
• Lived experience, family and carer perspectives.
• Engagement, adaptations and adjustments to treatment and enhancing well-being in the mental health setting.
• Understanding of service models to provide integrated physical and psychological healthcare within existing medical and neuropsychological pathways and services in primary and secondary care.
• The principles underpinning a coordinated care pathway that include physical, neurodevelopmental and mental healthcare provision in the same setting; continuity of care; multidisciplinary team working and sharing; removal of stigma; improving access.

Assessment pattern

Alternative Assessment

None

Assessment Strategy

The assessment strategy designed to:Through both formative and summative assignments, the students will be supported to engage critically with the topics under study, with reference to current theories and debates, as well as identify gaps in knowledge, understanding and treatment of mental ill health in the context of Neurodiversity and long-term health conditions.Thus, the summative assessment for this module consists of:

• A critical literature review (LO 1-5)
• Design an information leaflet for parents or carers (LO 1-6)

Students must be aware that there is a choice between Topic 1 (Neurodiversity and mental wellbeing) and Topic 2 (Long Term Health Conditions and mentawellbeing). Both subjects must be covered across the two summative assignments.Formative assessment:

• Journal club presentation on either neurodiversity and mental health or on long-term health conditions and mental wellbeing (LO 1-5). If a student choses to present a journal article on neurodiversity, then they will be expected to write their critical literature review, or vice-verse.

Feedback:Students will be provided with feedback in several ways through formative and summative assignments, class discussion and workshops. Feedback will be provided in both written and verbal form from lecturers and peers.

Module aims

• Provide an understanding of the key features associated with a long-term health condition and specific neurodevelopmental conditions (Autism & ADHD), with a focus on the lived experience of affected individuals and their families.
• Provide an understanding of the psychological and biological basis of typical and atypical neurodevelopment.
• Develop a critique of different concepts in the way that we understand, perceive and diagnose neurodevelopmental difference and the co-occurrence and impact on mental health and wellbeing.
• Provide an understanding of the biopsychosocial model of long-term health conditions and the co-occurrence and impact on mental health and wellbeing.
• Consider basic adaptations and adjustments when working with individuals presenting with these conditions in the mental health context and critically engage with the concept of a values and strength-based approach.
• Consider the clinical context, multidisciplinary working, the role of the carer, and the client¿s lived experience.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:Give students a deeper knowledge and understanding of neurodiversity and long-term health conditions in the context of mental ill health and wellbeing and foster critical engagement with how this knowledge can support adaptation and adjustments to mental ill health treatment that facilitates a values and strengths-based approach. The teaching supports the development of reflective, resourceful and resilient practitioners who have a broad understanding of a diverse range of experience.Teaching will be delivered over six full days. Each of these days will include the following learning and teaching opportunities: self-directed study and lectures to develop knowledge and critically evaluate this, directly followed by workshops and seminars to support the application of this knowledge to real world clinical scenarios. These teaching days will be delivered over four weeks in semester two. This condensed teaching structure will support students to make direct theory to practice links as well as support the development of good and trusting working relationships with peers to enable them to develop confidence to try new skills and gain direct feedback from lecturers to address their learning development needs.The learning and teaching methods include:Lectures/workshops, guided learning and Captured Content. Formative assessments to develop an integrated body of knowledge. Problem-based learning activities and discussion. Group work activities which support the development of translational skills. SurreyLearn resources repository including documentaries and links to websites and podcasts. Critical discussion of research findings in the context of journal clubs. Guided learning activities on SurreyLearn. Independent student reading. Lived experience.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSYM185

Other information

The school of Psychology is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Digital capabilities:

Trainees will be expected to access and utilise resources on SurreyLearn, which tutors can monitor via the Surrey Engagement tool as well as use a variety of online teaching tools such as poll everywhere, Kahoot, wordwall and padlet. Tutors will provide opportunities to watch videos, listen to audios resources, and podcasts to diversify learning opportunities and enhance engagement.  The summative assignment of designing a leaflet supports students developing skills using alternative forms of software.

Employability:

The topics studied in this module are current and applicable to a range of social care and mental health settings. This knowledge will extend those already working in such settings or give individuals an additional edge when applying for future psychological professional courses or roles.

Global and cultural capabilities:

Teaching will be provided to support trainees to gain knowledge about access, and delivery of treatment across different cultural groups, and diverse populations with a particular focus on minority groups (neurodivergent presentations and those with long term health conditions). They are encouraged to consider the implications for clinical practice. The inclusion of experts by experience means that trainees get to meet with and engage with clients from diverse experiences and backgrounds. 

Resourcefulness and Resilience:

This module seeks to build on previous modules where students have been introduced to self-practice and self-reflection and encourages the students to apply this learning in the context of working with those presenting with neurodiversity and chronic health conditions. This involves examining one¿s values and belief systems and developing a deeper awareness of the beliefs, values and worldview of those who present with these conditions. This will support the development of cognitive flexibility and empathy towards self and others.

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2026/7 academic year.