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This module explores the cultural politics of the everyday, focusing in particular on how identity, digital technologies and human-nature relations shape contemporary life. It examines identities in a fractured world, the role of digital technologies in everyday life and evolving relationships with more-than-human worlds. Thus, the module links these themes to contemporary social debates of nationalism, digital wellbeing, and care ethics, offering tools to understand the cultural geographies of the 21st century.

This module examines how politics is lived, negotiated, and contested in ordinary daily experiences rather than only within formal institutions. It provides an overview of core concepts and theoretical approaches that distinguish formal and institutional politics from everyday and micro-level forms of political action and meaning-making. The module is designed to engage you with contemporary debates about how power, identity, and governance operate beyond traditional political institutions, including in intimate relationships, the workplace, and lifestyle choices. Key themes may include the politics of dating and marriage, power relations at work, consumption and fashion, environmental and lifestyle activism, and the ways in which ordinary practices shape broader social and political outcomes.

Society often sees school as the sole site of learning. Yet people learn from a variety of sources, in a variety of places and for various reasons. The reality is that a great deal of learning takes place in the social and cultural contexts that are offered outside school - informal settings, such as museums, social media, traditional media, hobbies, friends, family and many more. This module will focus on the learning that happens in these contexts.
The module takes a hands-on-approach to understanding how to design learning activities for such environments.

Society often sees school as the sole site of learning. Yet people learn from a variety of sources, in a variety of places and for various reasons. The reality is that a great deal of learning takes place in the social and cultural contexts that are offered outside school - informal settings, such as museums, social media, traditional media, hobbies, friends, family and many more. This module will focus on the learning that happens in these contexts.
The module takes a hands-on-approach to understanding how to design learning activities for such environments.

Society often sees school as the sole site of learning. Yet people learn from a variety of sources, in a variety of places and for various reasons. The reality is that a great deal of learning takes place in the social and cultural contexts that are offered outside school - informal settings, such as museums, social media, traditional media, hobbies, friends, family and many more. This module will focus on the learning that happens in these contexts.
The module takes a hands-on-approach to understanding how to design learning activities for such environments.

Society often sees school as the sole site of learning. Yet people learn from a variety of sources, in a variety of places and for various reasons. The reality is that a great deal of learning takes place in the social and cultural contexts that are offered outside school - informal settings, such as museums, social media, traditional media, hobbies, friends, family and many more. This module will focus on the learning that happens in these contexts.
The module takes a hands-on-approach to understanding how to design learning activities for such environments.

Homelessness Wellbeing Practitioners facilitate clinical improvement by offering information and support for evidence-based low-intensity psychological treatments. Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome to people undertaking them than traditional psychological treatments. Foundational to effective engagement are basic counselling skills, essential for building strong therapeutic relationships.

Homelessness Wellbeing Practitioners facilitate clinical improvement by offering information and support for evidence-based low-intensity psychological treatments. Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome to people undertaking them than traditional psychological treatments. Foundational to effective engagement are basic counselling skills, essential for building strong therapeutic relationships.

The EMHP's aid clinical improvement through the provision of information and support for evidence-based, low-intensity psychological treatments. Psychological treatments place a greater emphasis on self-management and are designed to be less burdensome to CYP undertaking them, compared to traditional psychological treatments.

The overall delivery of these interventions is informed by behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural and social learning principles, such as behavioural activation, exposure, cognitive restructuring, problem solving, CBT-informed sleep management, parent training, as well as supporting physical exercise and healthy eating habits.

Support is specifically designed to enable children and young people and parents/carers to optimise their/their child’s use of self-management recovery information and may be delivered individually to children and young people or to their parents / carers through face-to-face work, remote delivery, telephone, email or other contact methods. EMHPs must also be able to manage any change in risk status.

This module will equip EMHPs with a good understanding of the process of therapeutic support and the management of individual children and young people and parents / carers experiencing anxiety, low mood or behavioural difficulties. Skills teaching will develop general and disorder-defined ‘specific factor’ competencies in the delivery of low intensity treatments informed by cognitive-behavioural and social learning principles.

The EMHP's aid clinical improvement through the provision of information and support for evidence-based, low-intensity psychological treatments. Psychological treatments place a greater emphasis on self-management and are designed to be less burdensome to CYP undertaking them, compared to traditional psychological treatments.

The overall delivery of these interventions is informed by behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural and social learning principles, such as behavioural activation, exposure, cognitive restructuring, problem solving, CBT-informed sleep management, parent training, as well as supporting physical exercise and healthy eating habits.

Support is specifically designed to enable children and young people and parents/carers to optimise their/their child’s use of self-management recovery information and may be delivered individually to children and young people or to their parents / carers through face-to-face work, remote delivery, telephone, email or other contact methods. EMHPs must also be able to manage any change in risk status.

This module will equip EMHPs with a good understanding of the process of therapeutic support and the management of individual children and young people and parents / carers experiencing anxiety, low mood or behavioural difficulties. Skills teaching will develop general and disorder-defined ‘specific factor’ competencies in the delivery of low intensity treatments informed by cognitive-behavioural and social learning principles.