Undergraduate Course: Positive Health for Communities and Individuals (SHSS10006)
|School||School of Health in Social Science
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 10 (Year 4 Undergraduate)
||Availability||Available to all students
|Summary||This course consolidates the learning in the previous years of the MA Health, Science & Society by exploring the interrelationship of individual and community. This debate plays out over the duration of the course, and draws in the 'individual' context of being an individual and the 'community' context of wider society and policy.
A second axis of debate addresses the triple dimensions of time, place and person (including the role of green spaces, environment, cultural relationships, the place of religion etc). We will do this though exploration of individual neighbourhoods - exploring neighbourhoods as global yet local places in which we play out our lives and identifying ways in which they impact positively and negatively on our health and mental wellbeing.
Located in the final semester of the programme, the course will extend prior learning into a place that is both familiar (our neighbourhoods) and unfamiliar (analysing this place of familiarity through the lenses of individual / community and time / place / person). Students will analyse a neighbourhood of their own choosing and this can be from anywhere in the world, enabling the students to take into subsequent employment an ability to analyse global issues at a local level.
This course will enable students to analyse a variety of factors that influence health at the level of a neighbourhood through consideration of the relationship between communities and individuals and with specific reference to assets and resilience.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|Pre-requisites||Visiting students should have at least 2 social science University courses (such as Health Studies, Sociology, Politics, Social Policy, Social Anthropology, Psychology, etc) at grade B or above.
|High Demand Course?
Course Delivery Information
|Academic year 2018/19, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
A ten minute presentation to a peer student group and a 500 word synopsis submitted for tutor feedback which addresses identification of a neighbourhood and identification of key relevant theoretical concepts which will underpin analysis.«br /»
4000 word case study which includes: «br /»
a description of a chosen neighbourhood;«br /»
an analysis of the neighbourhood in relation to the two primary analytical axis of the course (individual / community and time / place / person); and «br /»
a summary suitable for peer and / or community members. This may include non-textual forms such as a poster or photo-montage.«br /»
||Students will be given feedback on a presentation to a peer student group, and on a 500 word synopsis which addresses identification of a neighbourhood and of key relevant theoretical concepts which will underpin analysis.
|No Exam Information
On completion of this course, the student will be able to:
- Integrate learning from a range of disciplines in relation to a specific neighbourhood and in relation to promoting health.
- Critically identify and analyse the health challenges and strengths of a specific neighbourhood, drawing on an understanding of the theoretical principles underpinning assets and resilience in 'individuals' and 'communities'.
- Explore ways in which this analysis can be communicated effectively to a range of audiences (student peers, academics and community members).
|Students are expected to draw on the indicative reading lists and, in addition, to explore other sources of literature relevant to their interests and clinical contexts. |
Alaszewski A., Harrison L. & Manthorpe J. (eds) (1998) Risk, Health and Welfare. Open University Press, Buckingham.
Cattan M (2009) Mental Health and Well-Being in Later Life. Open University Press, Maindenhead.
Clarke C.L., Rhynas S., Schwannauer M. & Taylor J. (eds) (2016) Risk and Resilience: Global learning across the age span. Dunedin Press, Edinburgh.
Cornwell, E.Y. & Waite, L.J. (2012) Social network resources and management of hypertension. Social Resources and Health 53(2): 15-231.
Doherty, T. & Coetzee, M. (2005) Community health workers and professional nurses: defining the roles and understanding the relationships. Public Health Nursing 22 (4): 360-365.
Faulkner, A. & Bassett, T. (2010) A helping hand. Taking peer support into the 21st Century. Mental Health and Social Inclusion 16 (1): 41-47
Foot, J. (2012) What makes us healthy? The asset approach in practice: evidence, action, evaluation.
French, S. and Swain, J. (2012) Working with disabled people in policy and practice: a social model. Basingstoke: Palgrave Macmillan.
Harrop E., Addis S., Elliott E. & Williams G. Resilience, coping and salutogenic approaches to maintaining and generating health: a review https://www.nice.org.uk/guidance/ph6/documents/behaviour-change-review-on-resilence-coping-and-salutogenic-approaches-to-health2
Heyman B. (2010) Time and health risks. In: Heyman B., Shaw, M., Alaszewski A. & Titterton M. (eds) Risk, Safety, and Clinical Practice. Oxford: Oxford University Press.
Netten, A. Jones, K, Knapp, M. Fernandez, J. et al (2011) Personalisation through Individual Budgets: Does It Work and for Whom? British Journal of Social Work: 1-18.
Phinney A., Chaudhury H. & O'Connor D.L. (2007) Doing as much as I can do: The meaning of activity for people with dementia. Aging & Mental Health 11:4, 384-393
Regev I. (2016) Elderly People in a War Zone in Israel: The Impact of Community Resources on Psychological Well-being and Life Review Intervention. In: Kämmerer-Rütten U. et al. (eds) Transnational Social Work
Springett J., Owens C. & Callaghan J. (2007) The challenge of combining 'lay' knowledge with 'evidence-based' practice in health promotion: Fag Ends Smoking Cessation Service. Critical Public Health 17 (3): 243-256
|Graduate Attributes and Skills
||Assessment of complex situations to inform decision-making
Team work skills
Applied theory in practice
|Course organiser||Prof Charlotte Clarke
Tel: (0131 6)50 3887
|Course secretary||Miss Morven Sutherland
Tel: (0131 6)51 3972