Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Social Science School
Understanding the social and cultural forces that shape health and disease. From class, gender and race, through to socialisation, corporatisation, medicalisation and evidence-based practice, this course applies concepts from sociology to understand health and healthcare as so much more than an individual choice.
Course Overview
Individual issues are also social problems. Health, then, must be understood as more than an individual choice. This course is for those who want to understand – and change – how social, cultural and environmental forces shape health.
Structured on the premise that you have to see it to be it, the course offers insight into what it means to work in a job – in just about any area – that takes seriously the social, cultural and environmental determinants of health. A foundational introduction to social approaches to conceptualising and researching health is provided first, drawing from key theories in health sociology and medical anthropology. Next, students are introduced to what it looks like to do work that relates to health (in policy, policing, not-for-profits and allied health) using a social approach. Overall, we examine how social approaches to health help us understand and address major health challenges – from mental health and obesity, to global pandemics, modern slavery and culturally safe care – and address them from within and beyond the healthcare system.
Course Aims
This course provides a foundation in health sociology, offering a theory-informed and evidence-based understanding of health as a social justice issue. While the course code is in sociology, it is designed for a broad audience, attracting students from social science, exercise and nutrition science, criminology, public health and biomedical science.
Assessment has been designed to develop skills in library research, academic writing and visual communication, theory-informed critical thinking, and the interpretation and understanding of data in a range of formats.
Course Delivery Mode
This course is available in internalﾠmode. Internal mode involves participation in face-to-face tutorials and lectures. Please note: in weeks 3, 7, 11, 12, lectures will be online.ﾠ
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
SO191 or SO192
Course contact
School enquiries
Student Enquiries School of Social Science
Level 3, Michie Building (09), St Lucia campus, The University of Queensland.
Monday-Friday, 9:00am-12:00pm, 1:00pm-4:00pm.
Course staff
Lecturer
Guest lecturer
Dr Jenny Munro
Tutor
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course provides a foundation in health sociology, offering a theory-informed and evidence-based understanding of health as a social justice issue. While the course code is in sociology, it is designed for a broad audience, attracting students from social science, exercise and nutrition science, criminology, public health and biomedical science.
Assessment has been designed to develop skills in library research, academic writing and visual communication, theoretically informed critical thinking, and the interpretation and understanding of data in a range of formats.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Explain key theories, concepts and research methods from health sociology and medical anthropology.
LO2.
Analyse health issues as social, cultural and environmental issues, produced through contexts, practices and inequities.
LO3.
Evaluate current policies and practices and create theory-informed recommendations that address the social, cultural and environmental determinants of health.
LO4.
Reflect on where skills and practices in adopting social approaches to health can be applied in everyday life and future careers.
LO5.
Demonstrate and sustain constructive working relationships marked by accountability and responsibility, including the capacity to self-reflect and adapt to support the interests of the team.
LO6.
Demonstrate effective visual, written and spoken communication in presenting theories and evidence-based research.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Tutorial participation
|
10% |
29/07/2024 - 14/10/2024 |
| Presentation, Tutorial/ Problem Set |
Theory & concept video with tutorial activity
|
25% |
23/08/2024 - |
| Product/ Design | Proposal | 15% |
20/09/2024 3:00 pm |
| Paper/ Report/ Annotation, Reflection | Report on a Health Issue | 50% |
25/10/2024 2:00 pm |
Assessment details
Tutorial participation
- In-person
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 10%
- Due date
29/07/2024 - 14/10/2024
- Learning outcomes
- L01, L02, L04, L05, L06
Task description
Tutors will assign students a mark for each student reflecting their contribution in that week’s tutorial. Tutors will average the students’ marks across the ten best tutorials.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
If students miss a tutorial, they can apply for an averaged tutorial participation mark for the week they have missed through the formal extension request system.
An extension request without penalty will only be considered under exceptional circumstances as outlined on my.UQ. You must submit the extension request as soon as it becomes evident that an extension is needed, but no later than the assessment item submission due date.
A request for an extension to an assessment due date must be accompanied by supporting documentation corroborating the reason for the request. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
Extensions on the basis of an approved Student Access Plan (SAP) or an Extension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Extensions exceeding this duration or subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
When you submit an extension request in the student portal, it is received, read, and actioned by the Social Science Student Administration Team. It does not go to the course coordinator.
Late applications (requests received after the assessment item submission due date) must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date.
In considering applications for extensions, students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible.
Late submissions of extension requests in your final semester of study could delay your graduation by up to one semester.
Work can NOT be accepted if it is more than one week (7 calendar days) late without prior approval.
Late submission
If you are absent from a tutorial, please follow the instructions for applying for an extension. If approved, you will be assigned an average tutorial participation mark for the week missed.
Theory & concept video with tutorial activity
- Team or group-based
- Mode
- Activity/ Performance, Product/ Artefact/ Multimedia
- Category
- Presentation, Tutorial/ Problem Set
- Weight
- 25%
- Due date
23/08/2024 -
- Learning outcomes
- L01, L05, L06
Task description
In groups of 4 to 6, students will work together to deliver a 5-minute video explaining one theory and two key concepts from week 2 or 3 of the course (groups and weeks will be assigned in tutorials in week 2 of the semester). Following the presentation of their video, each group will facilitate a 10-minute activity to support student learning.
In videos, groups should demonstrate:
· their applied and critical understanding of the theory and concepts;
· the sociological/anthropological relevance and origins of the concepts;
· how the theory and concepts help us to understand the social determinants of health (in terms of class, gender, race and ethnicity).
Videos should be thoughtful, engaging and original (going beyond what is presented in lectures). Said another way, they should not copy and paste content from the lecture; they should be original showing application beyond the examples provided in the course materials.
To create the 5-minute videos, students can use whatever platform they are comfortable with. Adobe Premiere Rush is one platform available to UQ staff and students, sufficiently sophisticated, and relatively user friendly. This and others will be presented to students in a section 1 lecture (follow this link for details on video editing platforms/training available at UQ: https://uq.pressbooks.pub/digital-essentials-choose-the-right-tool/chapter/image-video-and-audio-tools/#video).
In tutorial activities, students will be assessed on the quality of engagement fostered. These activities are up to you, but might include a case study reflection, interactive quiz or group media analysis task. Student-led tutorial activities will be recorded on the day, allowing the tutor to review the recording prior to finalising their mark and feedback. The recordings will be uploaded to a secure share folder for the course that will be deleted after 12 months.
Peer- & Self-Assessment through ‘Buddy check’: before (week 4) and following submission, students will be asked to complete a peer and self-assessment using the Buddy Check platform (link will be available through the assessments folder on Blackboard) that will be used to pro-rate a portion of the marks for this group assessment.
See the course study guide for the suggested process.
In the week 1 lecture, students voted to have ALL videos due at the end of week 5.
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Generative AI: Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task (e.g., supporting the visualisation of the theory/concepts). Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
One member of the group will be required to submit – through Blackboard by 2pm on Friday 23 August – a 1) video file and a 2) word document (.doc/.docx) or adobe acrobat (.pdf) file of the slides (or equivalent such as stills) supporting their video, and the script supporting their video. The first page submitted should outline the roles performed by / contributions of each member of the group AND provide an unlisted youtube link for your video (in case the one uploaded through Blackboard has any issues).
Deferral or extension
You cannot defer or apply for an extension for this assessment.
If a group member is unwell on the day of the video presentation and tutorial activity facilitation, the group will present in their absence. Presentations cannot be rescheduled.
However, if an extension is due for the video submission (due end of week 5), due to illness or extenuating circumstances, the group can request an extension on the submission of their video.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Deductions: Late submission: 10% off total possible mark (2.5 marks / 25) per calendar day that it is late.
Proposal
- Mode
- Written
- Category
- Product/ Design
- Weight
- 15%
- Due date
20/09/2024 3:00 pm
- Learning outcomes
- L02, L03, L06
Task description
The purpose of this assignment is to: 1) offer students formative feedback on their early ideas for the report on a health issue; and 2) through one-on-one consultations, help students develop their feedback literacy.
Students are asked to:
1. draw on one of the social health issues listed below, building on content examined in section 2 (weeks 5-8)
a. Borderline Personality Disorder (BPD), Post-Traumatic Stress Disorder (PTSD), or schizophrenia
b. End-of-life care, voluntary assisted dying, or palliative care
c. Lung cancer in Aboriginal, Torres Strait or Māori populations in Australia and New Zealand
d. Modern slavery, sex trafficking or family violence
2. draft a proposal for their report following the template outlined below.
Students are then asked to write a report building on their proposal and feedback from their tutor with an introduction, description & rationale, analysis (including theory), recommendations, reflection and conclusion (see next assessment for further information).
1-page Report Proposal (use the headings in bold, delete the instructions in brackets before submission)
Student Name:
Tutor Name:
Name & define your selected health issue (1-2 sentences; this can be any health issue connected to content discussed in weeks 5-8; students are encouraged to choose a health issue that relates to their intended future profession):
Rationale (in 1-3 sentences explain why this health issue is important using epidemiological & social justice evidence):
Determinants (in 3 sentences explain how this health issue is socially, culturally and environmentally determined):
Theory & concepts (in 3-4 sentences, articulate which theory you are using to analyse your health issue, which one to two concepts you have selected to help you apply the selected theory, and why):
Current solutions (in 1 sentence describe current approaches to addressing the health issue; prioritise solutions relevant to your future profession / one of the professions featured in section 2):
Recommendations (in 2 sentences propose two suggested changes to the current solutions, related to your analysis of determinants and theory):
Reflection (in 2 sentences reflect on how the ways of seeing and doing health as informed by theory and determinants resonates or interrupts your own personal values and vision of yourself as a professional after graduation):
Additional Requirements
• Page limit: 1 page, not including reference list
• Spacing: 1-1.5 line spacing with ‘normal’ 2.54 cm margins
• Font: Size 12 Times New Roman
• Referencing: a minimum of five references (sufficient to support statements) is expected for the proposal. Use APA 7th edition formatting for all referencing (i.e., in-text citations and reference list).
Generative AI: This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
You must submit your assignment electronically by the due time, on the due date.
Your assignment must be submitted via Turnitin on blackboard. To submit your assignment electronically log in to http://learn.uq.edu.au/ with your UQ username and password, then click on Course Code>>Assessment>>Assignments, and use the appropriate assignment submission link for each piece of assessment. No e-mailed submissions of assessments will be accepted.
Turnitin links will be configured to permit early submission of assessment items. Students will have the opportunity to submit draft assignments to Turnitin prior to submission of the final assignment in order to review similarity index content and to improve academic writing practice in accordance with UQ Academic Integrity policies.
By uploading your assignment via Turnitin, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own. Please note that on the preview page, your assignment will be shown without formatting. Your assignment will retain formatting and your coordinator/tutor will be able to see formatted assignments. Once you have submitted your assignment you are able to go back and view your submission with the correct formatting.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again. If you are unable to submit your assignment by the due date, you will need to apply for an extension as set out in section 5.3.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
An extension request without penalty will only be considered under exceptional circumstances as outlined on my.UQ. You must submit the extension request as soon as it becomes evident that an extension is needed, but no later than the assessment item submission due date.
A request for an extension to an assessment due date must be accompanied by supporting documentation corroborating the reason for the request. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
Extensions on the basis of an approved Student Access Plan (SAP) or an Extension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Extensions exceeding this duration or subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
When you submit an extension request in the student portal, it is received, read, and actioned by the Social Science Student Administration Team. It does not go to the course coordinator.
Late applications (requests received after the assessment item submission due date) must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date.
In considering applications for extensions, students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible.
Late submissions of extension requests in your final semester of study could delay your graduation by up to one semester.
Work can NOT be accepted if it is more than one week (7 calendar days) late without prior approval.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Deductions: Late submission: 10% off total possible mark (1.5 marks / 15) per calendar day that it is late.
Report on a Health Issue
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Reflection
- Weight
- 50%
- Due date
25/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
Aligned with the proposal assignment, students are asked to:
1. draw on one of the social health issues listed below, building on content examined in section 2 (weeks 5-8)
a. Borderline Personality Disorder (BPD), Post-Traumatic Stress Disorder (PTSD), or schizophrenia
b. End-of-life care, voluntary assisted dying, or palliative care
c. Lung cancer in Aboriginal, Torres Strait or Māori populations in Australia and New Zealand
d. Modern slavery, sex trafficking or family violence
2. write a report (building on their proposal and feedback from their tutor) with an introduction, description & rationale, analysis (including theory), recommendations, reflection and conclusion.
In the 1,500 word report, students are to reflect on the feedback received from their tutors for the proposal to progress their plan to a fully developed report. Building on the questions posed on page 3, the task sheet provided here is designed to help you in developing and structuring your report.
For this assignment, students are encouraged to develop a topic statement (similar to an argument or thesis statement) reflecting their overall recommendation for addressing their selected health issue. This topic statement should draw on your description and theory-informed analysis of the health issue and it’s social, cultural and environmental determinants. It is recommended that your introduction include a topic statement and signposting. Examples of what this might look like are provided below.
In this report, I will adopt a ____x___ perspective to analyse the issue of ___y_____, in proposing that ________z________________.
OR
I employ theories from ____x___ to analyse the issue of ___y____. Overall, I argue that to address y, ___________z________________.
x = a theoretical perspective (e.g., Marxist, Symbolic Interactionist, Functionalist)
y = the health issue you have selected (and can defend as being a worthy concern)
z = your recommendation
Structure your paragraphs to comply with a report format but keep good writing practice in mind. This means including an introduction that starts broad but gets specific, with a clear topic statement and ‘signposting’ sentence(s) that tells the reader your report’s structure. A broad example of signposting is provided below (but please do get more specific with your own signposting).
A description of y is provided first, followed by an examination of its social, cultural and environmental determinants. Theory x is then applied to show ______, supporting a recommendation that z.
Each body paragraph should have a clear focus, with a topic sentence at the beginning and transitions between paragraphs that help them to link together. The conclusion should reiterate the recommendation and finish with the broader implications. It is recommended (but not required) that students structure their body paragraphs as follows:
Introduction
≈100 words
Body paragraph 1: Description of the health issue (y) and rationale for selecting it as a key health issue facing Australian society
≈200 words
Body paragraph 2: Analysis of y’s social, cultural and environmental determinants over time
≈300 words
Body paragraph 3: Application of a theoretical perspective (x) and concept, explaining their appropriateness and what this conceptualisation offers our understanding of y
≈300 words
Body paragraph 4: Recommendation (should address / reflect the key issues brought to light in body paragraphs 1-3)
≈300 words
Body paragraph 5: Reflection (link your recommendations to your values and way of seeing the world; how does a social & theory-informed approach inflect your future practice?)
≈200 words
Conclusion
≈100 words
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• Style: Use APA 7th edition formatting for all referencing (i.e., in-text citations and reference list). General formatting does not need to follow APA style (e.g., regarding headings and subheadings), but should be clearly organised and consistently formatted.
• Headings and subheadings are not required (they should not be needed in such a short report if signposting and transitions are effectively employed).
• Your report should be written in first person.
• Prepare your assignment using size 12 font (Times New Roman, Calibri, or Arial font), 1.5 line spacing and ‘normal’ 2.54 cm page margins.
• You should have sufficient referencing to support each statement made in your report with an in-text reference. How many references is enough will vary from report to report, but all reports should have a minimum of 10 references.
Deductions
• Word limit: 5% off total possible mark (out of 100%) per 100 words (or part thereof) over the limit.
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
AI Use: This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
You must submit your assignment electronically by the due time, on the due date.
Your assignment must be submitted via Turnitin on blackboard. To submit your assignment electronically log in to http://learn.uq.edu.au/ with your UQ username and password, then click on Course Code>>Assessment>>Assignments, and use the appropriate assignment submission link for each piece of assessment. No e-mailed submissions of assessments will be accepted.
Turnitin links will be configured to permit early submission of assessment items. Students will have the opportunity to submit draft assignments to Turnitin prior to submission of the final assignment in order to review similarity index content and to improve academic writing practice in accordance with UQ Academic Integrity policies.
By uploading your assignment via Turnitin, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own. Please note that on the preview page, your assignment will be shown without formatting. Your assignment will retain formatting and your coordinator/tutor will be able to see formatted assignments. Once you have submitted your assignment you are able to go back and view your submission with the correct formatting.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again. If you are unable to submit your assignment by the due date, you will need to apply for an extension as set out in section 5.3.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
An extension request without penalty will only be considered under exceptional circumstances as outlined on my.UQ. You must submit the extension request as soon as it becomes evident that an extension is needed, but no later than the assessment item submission due date.
A request for an extension to an assessment due date must be accompanied by supporting documentation corroborating the reason for the request. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
Extensions on the basis of an approved Student Access Plan (SAP) or an Extension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Extensions exceeding this duration or subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
When you submit an extension request in the student portal, it is received, read, and actioned by the Social Science Student Administration Team. It does not go to the course coordinator.
Late applications (requests received after the assessment item submission due date) must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date.
In considering applications for extensions, students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible.
Late submissions of extension requests in your final semester of study could delay your graduation by up to one semester.
Work can NOT be accepted if it is more than one week (7 calendar days) late without prior approval.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission: 10% off total possible mark per calendar day that it is late (5 / 50 marks per day)
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 1 - 29 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic learning requirements for the course, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in the course. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts and skills of the course, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the course, such as an ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply new ideas to new situations, and ability to invent and evaluate new ideas. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting, surprising, exciting, challenging and erudite. |
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Academic Integrity: All students must complete the Academic Integrity Modules https://www.uq.edu.au/integrity/
UQ Assignment Writing Guide: Steps for writing assignments - my.UQ - University of Queensland
Release of Marks: The marks and feedback for assessments will be released to students in a timely manner, prior to the due date of the next assessment piece for the course. This is with the exception of the final piece of assessment. The marks and feedback for the final assessment item will only be made available to the student on the Finalisation of Grades date at the end of semester.
Assessment Re-mark: For information on requesting an assessment re-mark, please view the following page on my.UQ: https://my.uq.edu.au/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Section 1: Approaching health as a social issue Lecture: What does it mean to see health as a social, not just individual, issue. This is the focus of our first lecture. Please note: In-person lectures in SOCY1030 are a mix of a traditional (presentation) and interactive workshop format. In this first lecture, students are provided an outline of the content and assessments relevant to the course. Tutorials: There are no tutorials in week 1; students are encouraged to do the reading. Learning outcomes: L01 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Section 1: Key theories from Medical Sociology What does it mean to re-imagine health using sociological theory? In this lecture, we will apply foundational sociological theories to re-image contemporary health issues as social problems, requiring social interventions. Learning outcomes: L01, L05 |
Tutorial |
Section 1: Key theories from Medical Sociology Did you know that interacting with pets such as small dogs increases oxytocin levels; team work experiences can be improved by interacting with small dogs as part of the collaboration? In this tutorial, you will forms groups and work together to come up with a plan (possibly including pets) on how you will work together as a team for your group assessment. Learning outcomes: L01, L05 |
|
Week 3 (05 Aug - 11 Aug) |
Lecture |
Section 1: Anthropological Perspectives on Health ONLINE LECTURE: In this interactive book lecture, Dr Jenny Munro will introduce students to relevant anthropological concepts and approaches to understanding health, medicine and bodies. Instructions on video-making are also provided by Senior Learning Designer Chris Frost from the Institute for Teaching and Learning Innovation (ITALI). Learning outcomes: L01, L05 |
Tutorial |
Section 1: Anthropological Perspectives on Health What theory and concepts will you choose for your group assessment? In this tutorial, students will gain an appreciation of the distinct, but overlapping, contributions made by Anthropology and Sociology to understanding health. Learning outcomes: L01, L05 |
|
Week 4 (12 Aug - 18 Aug) |
Lecture |
Section 1: Social Approaches to Researching Health What does it mean to take an evidence-based approach to health decision-making? In this lecture, we will critically explore the different approaches to researching health issues. Learning outcomes: L01, L05 |
Tutorial |
Section 1: Social Approaches to Researching Health Have some questions about your group assessment? In this tutorial, students will have an opportunity to workshop assessment queries and discuss the strengths and weaknesses of different approaches to researching health, from qualitative research to RCTs. Learning outcomes: L01, L05 |
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Week 5 (19 Aug - 25 Aug) |
Lecture |
Section 2: Mental Illness & Emotions In Section 2 we'll examine health issues and the practices and lenses that different professions bring to addressing them. Starting with a guest spot from BSocSc Honours grad Mr Morgan Dudley, you will hear what it is like to work for NGOs like Richmond Fellowship and bring a social approach to supporting people with a mental illness who are transitioning from institutional care to the community. This is followed by an examination of what the sociologies of emotion and mental health can offer practices in this area. Learning outcomes: L02, L04, L05, L06 |
Tutorial |
Section 2: Mental Illness & Emotions Group video & tutorial activities begin this week. We will also complete a group activity on the social gradient of mental illness. Learning outcomes: L02, L04, L05, L06 |
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Week 6 (26 Aug - 01 Sep) |
Lecture |
Section 2: Medicalisation Building from a guest spot from physiotherapist and critical health scholar Dr Jenny Setchell on fat stigma in healthcare, in this lecture we will interrogate medicalisation - its causes and consequences. In addition to fatness and obesity, we will also apply a medicalisation lens to mental illness and palliative care. In this lecture we will explore how clinician and patient relationships have changed over the past century - from paternalism to 'consumer' relationships. Learning outcomes: L02, L04, L05, L06 |
Tutorial |
Section 2: Medicalisation Group video and tutorial activities will continue. In small group work, we will also analyse direct-to-consumer advertising as an illustration of medicalisation. Learning outcomes: L02, L04, L05, L06 |
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Week 7 (02 Sep - 08 Sep) |
Lecture |
Section 2: Modern slavery, family violence ONLINE LECTURE: Featuring a guest spot from women's system reform, principal project officer Lauren Brown, this online lecture examines the consequences of capitalist patriarchal systems, from modern slavery to human and sex trafficking to family violence. We will critically examine what it means to take a trauma-informed approach to practice (care, policing, policy) in this space. Learning outcomes: L02, L04, L05, L06 |
Tutorial |
Section 2: Modern slavery, family violence Group video and tutorial activities continue. Group work will involve critiquing public health campaigns. Learning outcomes: L02, L04, L05, L06 |
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Week 8 (09 Sep - 15 Sep) |
Lecture |
Section 2: Indigenous health Building on a guest spot from Indigenous partnership researcher A/Prof Katelyn Barney, this lecture workshops the perils of colonial and deficit approaches to Indigenous health in Australia and overseas and foregrounds structures, agency, strengths-based approaches and relationality. Learning outcomes: L02, L04, L05, L06 |
Tutorial |
Section 2: Indigenous health Group video and tutorial activities continue. We will complete a reflective activity on the lecture content and discuss the proposal. Learning outcomes: L02, L04, L05, L06 |
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Week 9 (16 Sep - 22 Sep) |
Lecture |
Section 2: Professions and Professional Identity Drawing together the myriad concepts and practices from section 2, in this lecture we will reflect on what it means to do health and healthcare traditionally. Then, we will consolidate what it means to do health and healthcare differently - drawing on a social approach - in a broad range of professions, from policing, to policy, to working as a health practitioner. Learning outcomes: L02, L04, L05, L06 |
Tutorial |
Section 2: Professions and Professional Identity Group video and tutorial activities will finish this week. Reading and lecture material will be explored as an applied means of finalising the report proposal and preparing for the final assessment - the report on a health issue. We will workshop questions on the proposal. Learning outcomes: L02, L04, L05, L06 |
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Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Mid-Semester Break No lectures or tutorials this week, due to the Mid-Semester Break. |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Section 3: Social determinants & politics of care This lecture marks the shift to section 3, where we closely examine the three macro-level lenses for understanding health issues as social issues: the social, cultural and environmental determinants of health. The first lecture within this section explores how the social determinants intersect with the political organisation of health care. Learning outcomes: L03, L05 |
Tutorial |
Section 3: Social determinants & politics of care In place of tutorials, students will have a one-on-one meeting with their tutor (approximately 5-7 mins) to discuss feedback on the health report proposals. Learning outcomes: L03, L05 |
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Week 11 (07 Oct - 13 Oct) |
Lecture |
Section 3: Culturally safe health & social care ONLINE Lecture: In this interactive book lecture, we will explore the epistemic violence and injustices of universal approaches to conceptualising and practicing (mental) health care and what can be done to provide culturally safe care within Eurocentric systems. Learning outcomes: L03, L05 |
Tutorial |
Section 3: Culturally safe health & social care Group work will focus on applying theory in preparing for the report on a health issue. Learning outcomes: L03, L05 |
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Week 12 (14 Oct - 20 Oct) |
Lecture |
Section 3: Environmental determinants of health ONLINE Lecture: In this final lecture - delivered via an interactive book - we will problematise understanding of humans as separate from our environments. From built to natural environments, our health is situated. Learning outcomes: L03, L05 |
Tutorial |
Section 3: Environmental determinants of health We will critically reflection on the cultural and environmental determinants of health, as well as any final considerations for the final report. Learning outcomes: L03, L05 |
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Week 13 (21 Oct - 27 Oct) |
Lecture |
Section 3: Course Review & Evaluation Lecture: In lieu of a formal lecture, students are invited to use this time to review the course material, complete course evaluations and field final questions about the report. Tutorials: There are no tutorials in week 13. Learning outcomes: L03, L04, L06 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.