| Unit name | Sociology of Health and Illness |
|---|---|
| Unit code | SOCI20035 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Professor. Saffron Karlsen |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Sociology, Politics and International Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
We are encouraged to think that what ‘health’ is, and what enables ‘good’ and ‘bad’ health, is uncontroversial and irrelevant to Sociology. Typically, in neoliberal societies, we are told that health is medically defined and poor health is caused by smoking, biscuits and other sorts of bad behaviour - themselves caused by ignorance, laziness, or both. As such, the reasons for health variations between social groups can be blamed on the victims. However, existing empirical evidence suggests that this is a very small part of the story, and these inequalities are much more socially driven – and sociologically relevant – than presumed. This is a story of power and privilege, exploitation and stigma and the different ways these can not only affect people’s health but also encourage us to ignore these effects. This unit therefore sheds a new light on an underappreciated Sociological subject that will change your perspective forever.
How does it fit into your programme of study?
This unit brings together concepts and theories from Sociology and elsewhere and applies it to real-world situations, an approach which enables deeper understanding of these theories and concepts. The unit builds on the diverse topics from the Year One Sociology programme (eg gender, ethnicity/race, culture and disability), exposing the commonalities and contrasts in their relationships with health and other life experiences. It also provides the depth of focus more common in Final Year units. The unit supports practical skills development in a range of research methods and critical engagement with theories and evidence, specifically linked to the Bristol Skills Profile.
An overview of content
The unit provides an introduction to the conceptual tools and theoretical models needed to understand the sociological significance of health and illness. It explores the different ways in which people understand and engage with their health and the social/cultural and economic influences on this. The unit takes a particular focus on social, economic and political explanations of illness and the importance of social divisions such as class, gender, ethnicity and religion for health experience, as a consequence of their association with inequalities in power, particularly in the context of neoliberalism.
How will students, personally, be different as a result of the unit?
This unit changes students’ sense of what health is, how it is maintained and how we might explain the health inequalities which exist between different social groups. It supports critical reflection on the political and economic processes which encourage particular perspectives on health and people’s lifestyles, and the reasons for and implications of these, enabling a greater sense of social awareness and responsibility.
Intended learning outcomes
This unit enables students to:
This unit adopts a range of inclusive, student-centred approaches to build confidence and deepen understanding. In-class large and small-group discussion and debate is made more accessible and engaging through the use of seminar preparation activities which are designed to be responsive to students’ own interests and experiences. Students are asked to conduct their own research, reflect on their own life experiences and develop practical solutions to contemporary social problems and in so doing critically engage with current (academic and other) perspectives on the topic. These preparation activities are supplemented in class, with online games, hands-on qualitative data analysis, films and other interactive activities.
Tasks which help you learn and prepare you for summative tasks (formative):
In week 19, students will be asked to submit a one-page outline of content for their summative assessment and annotated bibliography of at least eight entries related to that topic.
Tasks which count towards your unit mark (summative):
A 2000-word essay (100%) - ILO 1, 2, 3. Students will be provided with a set of essay titles from which they may select, but will also be given an opportunity to formulate their own essay title as part of their formative assessment, to further refine following reflection on the development opportunities identified in the formative feedback. This word length is appropriate for assessments at this study stage.
When assessment does not go to plan
You will normally complete reassessment in the same format as those outlined above. You will be required to complete a different assessment question or new assessment topic (if chosen own topic). Students will have an opportunity to submit an essay title, one-page outline and annotated bibliography to the unit owner for comment.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. SOCI20035).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
