PUB HLTH 2200 - Social Foundations of Health II
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code PUB HLTH 2200 Course Social Foundations of Health II Coordinating Unit Public Health Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge PUB HLTH 1001 Course Description This course seeks to develop understanding of the social foundations of health and the ways in which frameworks and theories can be used to guide thought and action to improve health. The course is divided into three modules, each with a different focus. The first module draws out the historical, cultural and structural dimensions of contemporary health problems (using the framework of the sociological imagination) and develops critical thinking about possibilities for change. The second module concerns the social determinants of Indigenous health. A third module considers social and behaviour change, from both theoretical and practical perspectives.
Course Coordinator: Dr Shona Crabb
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Describe the sociological imagination framework and explain how it is relevant to contemporary health problems 2 Analyse health problems using the sociological imagination framework 3 Critically appraise the strengths and limitations of the framework to guide initiatives to improve health 4 Demonstrate a critical understanding of the WHO social determinants of health framework 5 Demonstrate an understanding of the historical positioning of Indigenous people in Australian society 6 Identify the key social determinants affecting the health of Indigenous people in Australia 7 Reflect on the insights provided by the WHO framework as well as its possible limitations 8 Describe the major approaches to social and behavioural change 9 Apply social and behavioural change theories to contemporary health issues 10 Critique theoretical and practical approaches to social and behavioural change
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-10 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-10 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1-10 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2-3, 6-7, 9-10 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1-10 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesModule 1: The sociological imagination framework in public health
The set text for this part of the course is: Willis E. The sociological quest: an introduction to the study of social life. 5th edn. Sydney: Allen and Unwin; 2011. This will be supplemented by other readings.
Module 2: The social determinants of Indigenous heath
For Module 2, a set of readings will be available to students.
Module 3: Social and behavioural change
For Module 3, a set of readings will be made available to students.
Online LearningWe assume that you have access to student e-mail and that your address is the University of Adelaide student e-mail address that was assigned to you on enrolment.
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Learning & Teaching Activities
Learning & Teaching ModesWithin each module, there are a number of teaching and learning modes.
Lectures and practicals are integrated to introduce concepts, illustrate their use, and provide an interactive forum to apply concepts and clarify understanding.
Quizzes are used to confirm understanding of fundamental concepts and allow for identification of areas requiring further study prior to completing the assessments.
Assignments (1 per module) provide an opportunity for independent application and exploration of key concepts, for wider reading and for synthesis of concepts and literature.
In Module 3, group work provides the opportunity for shared exploration of a number of concepts and the presentation provides an opportunity to communicate what has been learned and share the acquired knowledge and skills.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Teaching in Social Foundations of Health II begins with the assumption that students are active participants in the learning
process, rather than passive recipients of information. We assume that you are willing and able to prepare fully for classes, to participate in discussions and to carry your share of the workload.
Students are expected to attend all sessions; attendance sheets will be kept.
Group work will occur throughout the course but will be emphasized in Module 3, taught in the last four weeks of the course. Part of the assessment for that Module will be a group presentation.
As a general rule, in any university course you will need to allow a minimum of three independent study hours for every hour undertaken in formal class work contact. This means that, for Social Foundations of Health II, you will have to set aside at least a further nine hours per week for reading around topics, preparation for class activities, and work on assignments.
You are urged to bear this in mind when planning your university timetable, particularly if you are also engaged in paid employment. In our experience, students may not be able to demonstrate their full capacity if they are working full-time and studying full-time.
Learning Activities SummaryModule 1: The sociological imagination framework in public health
An introduction to the sociological imagination framework of C Wright Mills
Detailed consideration of the historical, cultural, and structural origins of contemporary health problems
Application of the critical dimension of the framework to address health problems
Reflection on the insights provided by the framework as well as its limitations
Module 2 : The social determinants of Indigenous health
A critical introduction to the World Health Organisation’s social determinants of health framework
An introduction to the data on the social determinants of health in Australia for Indigenous and non-Indigenous people
A detailed consideration of the history and the development of the social determinants of health for Indigenous people in Australia since the 1901 Commonwealth Constitution
Detailed consideration of factors that contribute, or are barriers, to resolving the impact that the social determinants have on the health of Indigenous people today
Module 3 : Social and behavioural change in public health
An introduction to the key principles of social and behavioural change
An overview of commonly utilised models of behaviour change in public health
Consideration of contrasting modes of social change in public health, including both legislative/policy options and grassroots approaches
The relevance and application of theories of social and behavioural change to improving health
Reflection on the strengths and weaknesses of different approaches to social and behavioural change
Specific Course RequirementsNone
Small Group Discovery ExperienceN/A
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
1, 2, 4-6, 8, 9
Module 1 - written assignment
Module 2 - written assignment
Module 3 - group work, culminating in group presentation (10%) and brief written submission (5%)
Module 3 - written assignment
Assessment Related RequirementsStudents are expected to attend and participate in all classes; attendance sheets will be kept.
Assessment DetailQuizzes - Quiz questions will cover core concepts addressed in the lectures, practicals and reading material; the format of the quiz will vary between modules.
Written assignments - For Modules 1 and 2, students will be required to submit a 2,000 word assignment. The details of the assignment are determined by the lecturer leading the Module and will be available at the start of the Module. In general the assignment will include a literature review, application and integration of key concepts from the Module with literature, and drawing conclusions. For Module 3, the assignment will be around 1,000 words, in view of the group work task.
Group work - Group work will be based around key theories of social and behavioural change, with groups required to find examples of the application of selected theories to guide public health initiatives. These are shared with the class in 10 minute presentations that occur in the last weeks of the course. Students will also make a brief individual written submission (300-400 words) on the topic of their group presentation, and their role in the group.
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.
Only the Course or Module Co-ordinator may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify
the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.
Marks will be deducted when assignments for which no extension has been granted are handed in late.
All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.
Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process
<https://www.adelaide.edu.au/student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator and will only be permitted for the most compelling of reasons.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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- Assessment for Coursework Programs
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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