Undergraduate Course: Children's Health and Wellbeing (EDUA08093)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 8 (Year 3 Undergraduate)
||Availability||Not available to visiting students
|Summary||The course covers topics such as the social determinants of health, international perspectives on children's health and well-being, critical and interdisciplinary perspectives on child development and early intervention, childhood obesity, breastfeeding, childhood sexual abuse and teenage pregnancy.
1. Introduction: the social determinants of health
2. Local and global perspectives on children's health and well-being
3. Children's health and wellbeing in times of COVID-19
4. Adverse Childhood Experiences (ACEs): a critical conversation
5. Reading Week (no class)
6. The 'normally developing' child? Neuroscience and 'early intervention'
7. Assessment workshop
8. An obesity epidemic? Food and the 'healthy family'
9. Tell Tale Signs: Breaking silences around childhood sexual abuse
10. Course summary and revision
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| This course is only available to students on the BA Childhood Practice. Please note that there is a maximum number of students who may be enrolled on the course and we are currently not able to accept students from other programmes.
Course Delivery Information
|Academic year 2020/21, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 22,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||You will be formally assessed on the basis of a 2,000 word essay. For your essay, you are asked to:
Draw upon a range of relevant literatures to evaluate a health promotion strategy or activity of your choice. In your evaluation you should consider:
- the policy context for the strategy or activity, and its foundational principles and values of the strategy, and its historical development;
- how the strategy or activity promotes children's health and well-being, its effectiveness in doing so, and its relationship to models and theories of children┐s health and well-being;
- how the strategy or activity affects children and families, and the relationships between children, families, practitioners and institutions; and
- the implications of the strategy or activity in terms of social inequalities and processes of social exclusion.
This assignment will constitute 100% of the final mark for the course.
The course materials focus on engaging critically with and evaluating a range of different health promotion strategies and activities to explore the various bullet points that the students are asked to consider in the above task.
||Formative Assessment Opportunities
1. GROUP DISCUSSIONS
Learning activities for this course have been designed to include interactive group activities. Information about these activities can be found in the learning materials in advance of each class. You should come fully prepared and able to share ideas and questions. Through discussion, your tutor and other students will help clarify any misunderstandings, and work on applying theoretical ideas to practical examples. Such discussions are very important opportunities for feedback. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression. To really make the most of them, you may find it helpful to write up notes from the discussions.
2. ASSIGNMENT EXAMPLES
This course is assessed by an essay. Examples of essays from previous years are available via the course assessment folder, together with other guidance including the grade-related marking criteria. You can use these in a number of ways. For instance, you could discuss them withanother student or small group of students, you might want to try 'marking' them yourself and comparing your assessment with the actual marking sheet.
3. FEEDBACK ON ESSAY PLANS
Course time will also be devoted to providing individual and group feedback to your essayplans/mind maps, from tutors and peers. Students are welcome to submit essaysplans/mindmaps earlier via email and receive feedback. Making good use of feed-forward and feedback is a skill which, like any other, needs to be learned, practised and honed.
You can find information and resources to help you makegood use of feedback on the University of Edinburgh's Enhancing Feedback websiteavailable at: http://www.enhancingfeedback.ed.ac.uk/
If you feel you would benefit from guidance on making good use of feedback, you can talk to your PT, and/or ask whether the topic can be discussed at one of your PT group meetings.
Formal written feedback will be given to each student on their assignment at the end of the course.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate knowledge of the complexity of children's health and well-being, particularly in relation to the social determinants of and inequalities in health and well-being.
- Demonstrate an understanding of the foundational principles and values of health promotion strategies, their historical development in relation to public health and the inherent tensions in promoting children's health and well-being.
- Utilize a range of literature, research and evidence to analyze policies and practices, including those within students' own services.
- Compare and contrast key models and theories of children's health and well- being and health promotion practice, and analyze how they are reflected in relevant local, national and international health promotion activities and policy contexts.
- Reflect on the relationships between children, parents and other family members, practitioners and institutions within health promotion activities, and explain how changing practices affect these relationships.
Ashton J and Seymour J (1988) The New Public Health - the Liverpool experience OUP
Bax M, Hart H, Jenkin SM (1990) Child Development and Child Health: the pre-school years. Blackwell Science, Oxford.
Brannen J (1994) Young People, Health and Family Life. Open University Press, Buckingham.
Bond J, Coleman P, Pearce S (eds) (1993) Ageing in Society: Introduction to Social Gerontology. 2nd edn. Sage, London.Bowling A (1999) Research Methods in Health: Investigating health and health services Open University Press, Buckingham
Downie R, Tannahill, A and Tannahill A (2000) Health promotion - models and values Oxford Medical Publications Oxford
Gabe J and Conrad P (1999) Social Perspectives on the New Genetics Blackwells, London
Iphofen R and Poland F (1998) Sociology in Practice for Healthcare Professionals Macmillan, Houndsmills
Jones L and Siddel M eds (1997) The Challenge of Promoting Health Exploration and practice Macmillan, Basingstoke
Katz J and Pebardy A eds (1997) Promoting Health: Knowledge and Practice Macmillan, Basingstoke
Lupton D (1994) Medicine as culture Sage London
MacDonald T (1998) Rethinking Health Promotion: A global approach Routledge. London
Murray Parkes C, Stevenson-Hinde J & Harris P (eds.) (1991) Attachment Across the Life Cycle. Routledge, London.
Naidoo J and Wills J(2000) Health promotion: Foundations for practice. Balliere Tindall
Naidoo J and Wills J (1998) Practising Health Promotion: Dilemmas and Challenges Balliere Tindall London
RUHBC (1989) Changing the Public Health John Willey and Sons, London
Marteau T and Richards M (1996) The Troubled Helix Cambridge University Press, Cambridge
Sidell M, Jones L, Katz and Pebardy A eds (1997) Debates and Dilemmas in Promoting Health: A reader Macmillan, Basingstoke
|Graduate Attributes and Skills
||Research and Enquiry
- be able to identify, define and analyse problems and identify or create processes to solve them
- be ready to ask key questions and exercise rational enquiry
- be able to critically assess existing understanding and the limitations of their own knowledge and recognise the need to regularly challenge all knowledge
- search for, evaluate and use information to develop their knowledge and understanding
- have an informed respect for the principles, methods, standards, values and boundaries of their discipline(s) and the capacity to question these
- understand economic, legal, social, cultural and environmental issues in the use of information
Personal and Intellectual Autonomy
- be open to new ideas, methods and ways of thinking
- be creative and imaginative thinkers
- be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
- be able to make decisions on the basis of rigorous and independent thought, taking into account ethical and professional issues
- be able to use collaboration and debate effectively to test, modify and strengthen their own views
- make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
- use communication as a tool for collaborating and relating to others
- further their own learning through effective use of the full range of communication approaches
- be able to manage risk while initiating and managing change
- be responsive to their changing surroundings, being both flexible and proactive
- have the confidence to make decisions based on their understandings and their personal and intellectual autonomy
- be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another
- understand social, cultural, global and environmental responsibilities and issues
- work with, manage, and lead others in ways that value their diversity and equality and that encourage their contribution to the organisation and the
|Additional Class Delivery Information
||Classes contain lectures, case studies and group work discussions.
|Keywords||children,health,well-being,social inequalities,health promotion
|Course organiser||Dr Marlies Kustatscher
|Course secretary||Miss Gabriella Szel
Tel: (0131 6)51 4906