Social & Behavioural Science
Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Organiser: Dr Jaci Huws
Overall aims and purpose
The module aims to develop students' knowledge and critical understanding of social, psychological, and cultural influences affecting health. The module aims to develop comprehensive knowledge and critical understanding of health and well-being, and the determinants that influence and impact on people's health and well-being. A critical exploration of key sociological and psychological theories and research will enable students to understand what influences health behaviour, and the factors that are associated with health behaviour change. These skills will enable students to understand and challenge issues that impact upon the sustainability of health. PLEASE NOTE: Due to the Covid 19 crisis, the module will be delivered using a blend of online teaching approaches for all students through Blackboard Ultra. Students will be required to have access to IT and up to date computer and software.
This module explores the social, psychological, and cultural influences affecting people's health and health-related behaviours. Content focuses on:
- Definitions of health and well-being;
- Behaviour Change - Psychological Perspectives;
- Behaviour Change - Sociological Perspectives;
- Theories and Models of Behaviour Change;
- Social Determinants of Health;
- Social Inequalities.
A* - A-
Demonstrate excellent knowledge and understanding of relevant material, using it to answer the question set and showing independent thinking. Excellent use of material from the module and other relevant information to support arguments; references are drawn on appropriately to support discussion presented fully and correctly in both text and references list. Excellent awareness of conflicting arguments and ideas and a good attempt to address them; ability to analyse and to critically evaluate material. Excellent organisation of the major points with very good signposting and balance between sections with fluent use of written language.
C+ - C-
Demonstrates some knowledge and understanding of relevant material for this module, and a limited use of it to answer the question set with little independent thinking. Limited use of material from the module and other relevant information to support arguments; most of the references are drawn on appropriately to support discussion and presented correctly in both text and references list. Limited awareness of conflicting arguments and ideas but no real attempt to address them; some limited ability to analyse and to critically evaluate material. A framework for the assignment is apparent but logical flow and coherence not always consistent with acceptable use of written language.
B+ - B-
Demonstrate adequate knowledge and understanding of relevant material, using it to answer the question set and showing independent thinking. Good use of material from the module and other relevant information to support arguments; references are drawn on appropriately to support discussion and are presented fully and correctly in both text and references list. Some awareness of conflicting arguments and ideas and a good attempt to address them; some ability to analyse and to critically evaluate material. Sensible use of the major points with very good signposting and balance between sections with good use of written language.
- Demonstrate a critical understanding of the prominent theories, models and concepts relating to health, and health-related behaviour.
- Critically evaluate the factors that influence health-behaviour change, demonstrating an in-depth and critical understanding of psychosocial perspectives.
- Critically analyse health and wellbeing, and evaluate the social determinants that affect these.
- Critically discuss the factors that influence health-related behaviours.
Three Blogs: Select 3 peer reviewed research articles that have published within the past 10 years. Each article should focus on the same health-related topic or health-related behaviour (health enhancing or health damaging) from a psychological and/or sociological perspective. In three separate Blogs, write a brief summary of each article in your own words; words for the summary are not counted in final word count. Then, each Blog will contain a discussion (500+ words minimum for each Blog) of how the findings of each study contribute to the understanding of people's health behaviour(s) and health-behaviour change. This should be written in an academic style, and references to other literature should be included. The content of each Blog should be linked to the assessed module learning outcomes 1, 2 and 4.
|REPORT||Newspaper article for a lay audience||
Write an article suitable for a lay audience (such as readers of a popular magazine or newspaper). The article should focus a health-related topic or behaviour from a psychological and sociological perspective, and should focus on health behaviour and behaviour change. The content of the article should be linked to the assessed module learning outcomes, but the style of writing should be suitable for a lay (non-academic) audience. The content of the article should be linked to the assessed module learning outcomes 1, 2 and 4.
|ESSAY||Issues affecting health behaviour and change.||
Focussing on a health-related topic or health-behaviour (health enhancing or health damaging), critically discuss and analyse the social and psychological factors that influence health behaviour and health behaviour change within a specified setting. An academic style of writing should be used. The content of the essay should be linked to the assessed module learning outcomes 1, 2, 3 and 4.
Teaching and Learning Strategy
Lead lectures & group work: The lectures comprise formal presentations, class discussions, seminars, and group exercises. Lectures are interactive and students are encouraged to actively participate and contribute.
Lectures are supported with additional academic materials and resources. Students are also encouraged to: use library and multi-media resources (such as the Internet, newspapers, radio, television) and engage in Blackboard Group discussions. Students are encouraged to use electronic learning resources. Relevant lecture material, reading lists, and a list of relevant Internet resources are available on the course specific Blackboard site; students are also asked to add any relevant or useful material to this module site.
Tutorials: Students are required to attend individual and group tutorials to facilitate the development of critical appraisal skills.
Students will be required to lead and engage in Discussion Boards and Seminars. Discussion Boards are led by the students, and are monitored and moderated by the Module Organiser.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Resource implications for students
Access to a computer, and the internet.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/nhs-4004.html
Reading lists will be available and updated via Talis for each academic year. This online database is module specific, and contains references to material that is current and topical (and includes electronically accessible material). http://readinglists.bangor.ac.uk/modules/nhs-4004.html