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School of Community and Health Sciences

RN/Diploma/BSc (Hons) Nursing 2009 Curriculum

Psychosocial Sciences and Public Health Theme (PSPH)

Module Handbook Health & Society (Nursing) NM1705

September 2009 cohort Year 1 (September 2009 – September 2010)

© City University London

Health & Society (Nursing), NM1705, Year 1

© City University London Produced: August 2009 Cohort: September 2009 2009 Curriculum

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Details of Module Leader

Module Leader: Hanna Weir

Room and site: Room 1105, West Smithfield

Telephone number: 020 7040 5856

Email address: [email protected]

Table of Contents

INTRODUCTION.....................................................................................................1

OVERVIEW OF THE THEME .................................................................................1

KEY MODULE / THEME CONTACTS FOR NM1705:.............................................2

AIMS OF THE MODULE.........................................................................................3

LEARNING OUTCOMES ........................................................................................3

OVERVIEW OF MODULE CONTENT AND SESSIONS.........................................6

USING YOUR STUDENT DIRECTED STUDY TIME..............................................6

OTHER RELEVANT INFORMATION......................................................................7

MODULE ASSESSMENT .......................................................................................20

READING LIST & USEFUL WEBSITES .................................................................22

mailto:[email protected]



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Health & Society (Nursing) – NM1705

Level: 1

Year of Programme: Year 1 (September 2009 cohort)

Dates running: September 2009 – September 2010

INTRODUCTION

Welcome to the School and to your first module offered by the psychosocial sciences

and public health (PSPH) theme. You may have studied some of these topics before,

or they may be quite new. In either case, we hope that it will be clear that we are

concerned with helping you to explore the diversity of ‘real’ people in actual places and

how everyday social life may relate to health. We also hope that you will find the

module interesting, challenging and creative.

OVERVIEW OF THE THEME

What is the Psychosocial Sciences and Public Health Theme?

The theme comprises of a number of disciplines and perspectives that underpin

professional knowledge and practice in nursing:

Law & Ethics

Management & Leadership

Psychology

Public Health

Sociology including:

Beliefs, Faith and Cultures

Sexualities, Health & Gender

Stratification and Inequalities

The Theme Aims:

To introduce you to disciplines that provide different ways of seeing the individual

and their social contexts of health and illness



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To help you apply disciplinary methods of explaining and informing the arts and

sciences of health and social care practices

To provide you with a robust basis to gain a critical understanding of the complex

social, moral and cultural relationships at the heart of the political economy of

health

Links with other Themes

An important way in which the PSPH theme will link with other modules is through

the FACT sessions that will enable you to explore the social, psychological and

public health issues with reference to your area of specialist nursing practice and

experience. Similarly, the PNMK theme will provide opportunities for you to apply

ethical and legal issues to your understanding of how professional practice is

underpinned with a variety of forms of knowledge.

Most importantly, the practice modules will produce situations, experiences and

opportunities to encounter many different people, each of whom will have a unique

social, cultural and religious (or non-religious) perspective. Some of these people

and their situations may challenge your ideas and values. You will draw on the ideas

and theories explored in the PSPH module to consider your response in a balanced

and informed way.

KEY MODULE / THEME CONTACTS FOR NM1705:

Theme Leader: Marcus Hostettler [email protected]

Module Leader: Hanna Weir [email protected]

Sociology Lead: Dr. Paul Godin [email protected]

Psychology Lead: Jacqueline Davies [email protected]







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AIMS OF THE MODULE

This module is intended to introduce the student to the distinctive contributions made

by Sociology, Psychology, Public Health and Social Policy to underpin professional

knowledge and practice. It is essential that students gain an understanding of the

social and cultural contexts that influence constructions of health and illness across

the lifecourse in the diverse populations encountered in their community of practice.

Educational Aims:

The emphasis is for the student to gain understanding of the social world and how

the everyday world may impact on the embodied experience of health in everyday

life. The module will enable the student to engage with a systematic exploration of

the social structures (for example, social class, gender, ethnicity, religion) that frame

social action (e.g. behaviour) in the local environment in which they live and practice.

Understanding the social structures and layers of influence will give the student a

more analytical approach to taken-for-granted ways of explaining social realities, and

should inform their clinical practice. The module will also enhance students’

understanding of the complex influences that determine sometimes conflicting

notions of health and illness, and explain the structure and provision of social and

public health care systems.

A central concern of the PSPH modules is that students have the opportunity to learn

a spectrum of perspectives and explanations of the diversity of human experience

and social conditions. Therefore, as far as it is educationally valuable and practical,

some of the teaching will draw on knowledge, perspectives and skills that are

common to nursing and midwifery students but with particular opportunities being

provided to allow for specialist exploration and application of the issues through the

use of workbooks, EBL and project work.

LEARNING OUTCOMES

At the end of the module it is expected that you meet the learning outcomes below.

The numbers and letters below refer to specific Nursing Proficiencies.

Cognitive/Intellectual Skills



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Describe your community of practice in terms of the general environment and

social structure, populations, ethnicity and social diversity, social exclusion and

inequalities across the lifecourse, forms of economy and housing, provision of

health care facilities and the NHS and NGO/Voluntary and complementary

services. (NMC, 1.2, 2.2, 2.3)

Explain changing constructions of the family as a social unit (NMC 1.5, 2.1)

Identify some of the key public health concerns, priorities and structures which

are intended to promote Health (NMC 2.3, 2.5, 3.2)

Comprehend the significance of cognitive development across the lifespan (NMC

1.2, 1.4, 2.7)

Demonstrate the role of the media in the production of social meanings and

knowledge of health (NMC 1.2, 2.7, 4.1)

Knowledge/Understanding

Demonstrate understanding of social and psychological concepts which are used

to analyse social structures (such as class) and social processes (behaviours)

(NMC 1.5)

Identify the evidence of social structures in the student's own community of

practice (NMC 1.5, 1.4)

Recognise how theory from different disciplines (sociology, psychology, social

policy) may be used to explain diversity in social practices, beliefs and

constructions of health. (NMC 4.1, 4.2)

Subject Specific Skills

Prepare a project that demonstrates understanding of how the disciplines of

sociology, psychology and social policy contribute to explaining social structures

and the social contexts of health (NMC 1.5, 2.7, 4.1)

Develop an understanding of political, economic and social factors that drive

social policy, healthcare structures and service delivery (NMC 3.1, 3.2 4.1)

Describe some of the sources of public health information (NMC 1.5, 2.8, 2.7,

4.1)

Demonstrate some understanding of how population health is conventionally



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measured (NMC 2.5)

Transferable Skills

Recognise and explore how one’s own personal values, social attitudes and

beliefs may be challenged by experience and reflection within professional

practice (NMC 2.2, 4.1)

Work individually and as part of a group to produce a focussed and relevant

profile of their community of practice (NMC 2.1, 2.2, 2.3)

Values and Attitudes

To recognise evidence of social disadvantages and health inequalities in social

settings and population groups (NMC 1.4, 1.5, 2.3)

Demonstrate how social variables (e.g. class, gender, sexualities, age or

ethnicity) may affect access and uptake of health and social care (NMC 1.2, 1.4)

Comprehend how beliefs concerning risks to health arise from cultural and social

beliefs as well as economic priorities (NMC 2.7).

Recognise the significance of lay or ‘cultural’ beliefs in the design and delivery of

public health and social care within a community of practice (NMC 2.7).



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OVERVIEW OF MODULE CONTENT AND SESSIONS

There will be regular lectures and small groups that provide opportunities to

systematically explore a range of theories, ideas and experiences. These topics will

include:

Lead Lectures Seminars and Group Work

Sociology 1: Introduction to sociology Introduction to communication skills

Sociology 2: Diversity and difference Communication skills workshop

Sociology 3: What is social class and why does it matter?

Developing therapeutic relationships

Sociology 4: Inequalities over the lifecourse

Introduction to a model of communication

Sociology 5: The body and social theory

Communication in professional practice

Sociology 6: The social construction of gender

Communication Skills workshop 2

Sociology 7: The social construction of age across the lifecourse

Public health and public life in the modern city

Sociology 8: The changing construction of the (post) modern family

Communication Skills Workshop 3

Psychology 1: The normal psychology of everyday life

Locality project

Psychology 2: Psychosocial aspects of migration and cultural identity

Communication across diverse cultures

Psychology 3: Models of development across the lifecourse

Locality project and seminar

Psychology 4: The family and family dynamics

USING YOUR STUDENT DIRECTED STUDY TIME

Your programme is very full and busy, although it might seem that on your calendar

for the year you have a lot of ‘self-directed’ learning and study weeks. Don’t be

fooled! You need to use your time wisely if you are to prepare adequately for

seminars, small group work, as well as the assessments. For this module, there are

130 hours of self-directed time allocated to you, but you might need to use some of

your evenings and weekend to keep up your work. For more information, have a look



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at the Programme Handbook where there is more explicit information on what is

expected of you in your self-directed time.

OTHER RELEVANT INFORMATION

Locality Project and Seminars

The locality project is an important element in the module and intended to help you

meet a number of needs in the process of learning about the social contexts of daily

life and how people understand health.

AIMS:

1. To provide a structured opportunity for you to describe and explore specific

aspects of the built, social environment and to problematise the notion of

‘community’.

2. To develop skills in the purposeful and systematic observation and collection of

material to explore the diversity of social life within specific localities.

3. To begin to utilise specific theories or perspectives, which demonstrate how

social and cultural factors my impact on the everyday experience of health in

local environments.

More information will be given to you, together with a paper copy of the workbook

below, and we shall help you plan and organise your locality project:

Information for Seminars and Locality Project Preparation

Self-Directed Learning Workbook

Introduction

It is a requirement for all students to undertake the locality seminars as activities in

their own right, but also as preparation for the community project assessment. Each

of the activities is intended to increase your understanding of the importance of

‘community’ as complex social places with particular structures, environments and



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cultures. The 3 seminar sessions in this module will be both an opportunity for you to

explore and demonstrate the social context of your work and, importantly, increase

your understanding of the subtle relationships between the ‘real’ world of everyday

life and the numerous ways it impacts on health.

What is a seminar?

A seminar is a ‘small group’ session that provides a structured way of exploring

ideas, information, research and questions around a particular topic or problem. In

this case, it is intended that the seminars will provide the basis for you to

systematically prepare your locality project assessment. Seminars are usually

student-led, and based on prepared reading and/or other self-directed or group work,

but it is students who do most of the presentation. A lecturer is present to help

facilitate and structure the session, as well as helping you to analyse and explore

issues. Generally, the same lecturer will be with you for all of the seminars in the

module and will belong to your professional speciality i.e. mental

health/child/midwifery/adult. This is intended to help you to ‘make connections’ and

explore the topics so that they make sense and are relevant to your practice.

How will it be organised?

The introductory seminar will explore how the workbook can be used and explore

ideas for how you might make the presentations of your work. You will already be

part of a group, and in each of the remaining 3 seminars, there will be short

presentations of feedback from the workbook topics.

Each group is asked to divide into two subgroups 'A' and 'B' (we don't mind how

you decide to do that!) each identifying one specific topic out of the two per

seminar. The seminar topics are identified in your timetable and it is a requirement

that everybody participate in collecting the data, planning the presentation and

participating in the discussion.

Using the questions in this workbook, and drawing on the material you have

collected, each sub-group will need to work as a team to organise and manage how

the topics can be most effectively and interestingly explored. In each seminar, the



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subgroup will give presentations that should each be no more than 25 minutes.

That leaves approximately 20 minutes for discussion on each topic.

This workbook and resources structure and guide your exploration of each of the

topics in relation to your community of practice locality. If that is not possible,

because you are not attached to the same community of practice then you as a

group need to pull together generalities and common aspects in your data for the

presentation of a coherent whole. Seminar one will give you an example of that.

Lecture:

Introduction to the seminar sessions and allocation of groups and topics

Explanation of assessment

Case example: Shopping

Seminar 1

Subgroup A: Transport

Subgroup B: Migration

Seminar 2

Subgroup A: Crime

Subgroup B: Religion

Seminar 3

Subgroup A: Work

Subgroup B: Housing & Environment

Using the Workbook

You will have to use your workbook to help you to structure, describe and explore

these issues. It will help you to discover and collect data, use observational

techniques and creative activities such as taking photographs or other forms of

representation. You can collect, create and use a variety of media to then make the

seminar presentations and discussions should be as interesting as possible. The

workbook and presentations are also meant to be fun!



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Obviously, the seminars only require each sub-group to use the workbook for their

particular group topics. However, you will be participating in all the discussions, so

hopefully at the end of the module you should have gained a lot of information,

knowledge and understanding of these topics. For the project assessment, you can

choose to develop one of your sub-group’s topics or select another. Whatever you

choose, the workbook will provide a helpful way of preparing your assessment

without the last minute rush!

Explore the following questions, using all the resources (including those online)

available to you, including your own observations. This might involve visiting specific

locations or simply gathering information and material, as you go about your

everyday travels. Each subgroup might divide the topic up into more ‘bite-size’

chunks and don’t forget that these questions, and your locality project are about the

specific, real places in which you live and work – not just ‘London’ in general!.

Don't forget that there is a list of useful websites at the end of the theme handbook

should help you start answering these questions.

Remember that areas or boroughs in London may vary widely, not just in the

differences between for example Chelsea and Hackney, but also within the borough.

Think of the diversity and distinctions in Tower Hamlets between Whitechapel High

Street and Canary Wharf. As you do this work, you may often hear people use the

term 'community'. However, it is important to give some thought to the question –

'what do I mean by this word "community?" or is it more valuable to think about

'communities'?'

The topics in this workbook are intended to help structure your seminars and provide

a basis for your assessment. All the topics include important concepts and ideas that

recur throughout the lectures and your work around health and the everyday world:

class, ethnicity, gender, sexualities, disabilities, social exclusion, experiences of

health and age across the life course.



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WORKBOOK

Shopping is a case example that will be explored together in the introductory lead

lecture.

Discuss the following questions

1. How did you find out what shops and services are available in your area, and

what information did you get?

2. What types of shops are in your locality e.g. supermarkets, ‘high street’ chains

or small independent shops?

3. Are the shopping facilities in your area grouped in malls and retail parks, or

based in a ‘traditional’ main high street and where can people find the

cheapest food and other household needs?

4. Are there different types of shops in different parts of your locality – if so, what

differences in prices of food are there between them?

5. Who do you think most of the shops are aimed at – social class, age or ethnic

group? How can you tell?

6. What evidence is there of shops being owned by people different ethnic

groups?

7. How do you think that shops cater for people in your area?

8. Do you think that there are some groups who are less well provided for by the

local shops? If so, where and in what way?

9. In what ways are supermarkets and other shops responding to need to be

more environmentally aware or ‘green’?



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10. Can you park to do your shopping or do people have to walk or take a bus? Is

it easy to use a buggy or wheelchair in the shops and are there steps that limit

access to shops?

11. Are there facilities for women who want to breastfeed their baby? Where are

they and how easy are they to find?

12. Are there special provisions in the local shops or restaurants for changing

babies? Are these unisex? Are they well maintained? Would you feel happy

using them for a baby?

13. Are there any other issues about shopping in your area that you think are

interesting or important and affect how people in the area live?

Seminar 1

Subgroup A: Transport

1. How and where can you find out about transport and travel in your area?

i. Is it easy to read, understand and use?

ii. In how many languages is the information available?

2. What are the main forms and routes of public transport in the area?

3. What areas are best served and by what form(s) of transport?

4. What areas are less well served – in what way?

5. How do people get about in and beyond the locality?

6. Based on your own observations, who seems to use each type of transport?



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7. How does this vary over the day?

8. What specific groups of people may experience difficulty with travel and what

challenges are faced by someone travelling on public transport?

9. Has the transport system changed over the last 20 years to reflect changes in

the area – if so, how - e.g. congestion, pollution, noise?

10. What risks are associated with public and private transport, and how might

these affect users?

11. What do parents need to know about travelling safely with a baby in a car?

12. What distance do people need to travel to do their shopping?

13. How might transport affect health?

14. Are there any other aspects of transport in you local area that you would like

to identify, and why?

Seminar 1

Subgroup B: Migration

1. Briefly describe the history of migration in your locality and how did you find

out?

2. Who have been the main immigrant groups over the last 20 years?

3. Using examples from your local media, how are immigrants and asylum

seekers portrayed – and what do we mean by 'people trafficking'?



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4. What facilities (charities or other agencies), if any, exist in your area that care

for migrant groups?

5. What is the difference between migrants and asylum seekers?

6. What are the particular types of problems that immigrants in your area might

experience - how do you know?

7. Where can migrants and asylum seekers go to gain advice and information –

give examples?

8. What social and physical risks might be associated with being an immigrant or

asylum seeker?

9. How would you define 'prejudice' and 'racism'?

10. Are there particular issues for migrants who become pregnant?

11. What rights do young migrants (i.e. under 18 years old) have when they arrive

in the UK?

12. Are there other important issues about migration that have not been identified

here but have emerged as significant through your experience?

Seminar 2

Subgroup A: Crime

1. How do you find out about crime and criminal activities in your area?

2. What are the main crime risks reported in your locality?



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3. Are different groups (e.g. age, gender, ethnicity) more or less at risk of these

crimes?

4. How does concern about crime affect the lives of people in different groups? If

so, in what ways and how do you know?

5. Who (from which groups) are regarded as most likely to commit crime in your

locality?

Are there people from specific groups who may be regarded as most likely to

be victims of crime?

6. What strategies do the local police have in terms of community liaison and the

reduction of crime? What sort of crimes do they particularly focus on?

7. How is crime portrayed in the local media (newspapers and TV)?

8. Identify a story in your local newspaper about a crime in your locality. Is this a

‘typical’ story? If so, how is the story told, and how are the victim and the

criminals described?

9. Are there particular neighbourhoods or streets that are locally regarded as

'dangerous' or 'risky'? How many Neighbourhood Watch schemes operate in

your locality?

10. Do the police have a published strategy on crime relating to the sex industry

('red light areas') and if so, how can it be summarised?

11. To what extent do you think drugs and alcohol are implicated in crime in the

area?

12. What services are offered to victims of serious crime, such as domestic

violence, rape, assault etc?



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13. Are there any other aspects of crime that you that you would like to identify

here? If so, why?

Seminar 2

Subgroup B: Religion

1. How did you find out about religions in your locality?

2. How many religious groups live in your area?

3. What is the range of religious provision i.e. how many churches, chapels,

temples, mosques, synagogues etc.

4. If you look at a map of your locality, is there an association that could be

made between these places of worship and other social factors in the area? If

so, in what ways?

5. What other functions do religious buildings fulfil?

6. Is there any information that gives a clear idea about who and how many

people attend religious events and/or claim membership of a religion in your

area?

7. In what ways are religious beliefs and practices evident in the everyday life of

people in your area e.g. food, festivals, clothing?

8. What areas appear to demonstrate most religious, and cultural diversity – if so

where and in what ways?

9. Can you find evidence to show how different religions might beliefs about

health and illness?



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10. Are there other aspects of belief systems and religions that you think are

significant or important in terms of people’s experience everyday life in your

locality?

Seminar 3

Subgroup A: Work

1. How do you find out what types of employment and work are evident in your

area? Is there evidence of changes in types of work and employment in the

area?

2. What are the current levels of employment/ unemployment in your area and

how do you know?

3. Identify 5 types of work in the locality and identify:

i. Who tends to take these jobs including social factors such as gender,

age, ethnicity, education etc.?

ii. What kind of risks might be associated with this job?

4. Who tends to be excluded from work and how do we know?

5. What do people have to do when they lose their job: for example, where do

people have to go and what benefits are people entitled to if they become sick

and unable to work?

6. How do people find a job?



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7. Are there particular issues for women at work when they are pregnant and

after they have given birth?

8. Identify 5 other groups for whom work may present specific health or social

difficulties

9. How can work affect your health?

10. Is there any other issue about work and employment in your area that should

be explored in relation to health?

Seminar 3

Subgroup B: Housing & Environment

1. What do you understand by the word 'environment' and how would you

describe your locality in terms of the built environment, open spaces,

distinguishing landmarks etc?

2. Describe the range of housing in your area. What local amenities might

account for the variation in the price (e.g. schools, shops etc.)? What strategic

plans are currently being developed in your area? How can you find out about

plans for the local environment?

3. What evidence can you see of various changes to the local area over the past

100 years?

4. Select three or four estate agents with offices in your neighbourhood and find

their websites. In what types of property do they specialise and whom do they

seem to be aiming at as prospective purchasers? What is the price range?



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5. Does the local environment appear to be in a state of neglect and decay or is

there 'gentrification' and evidence of new building work? In what ways would

you support your observation?

6. Does there seem to be a big house rental market range of property for rent –

who tends to be use rental property in your area?

7. What happens when people are homeless - in what ways might they be

excluded from social and health services? What resources are available to

help homeless people in your area?

8. What are the main health risks associated with the environment in your

locality? How do people try to deal with the health risks which they face in

your locality?

9. Are there any local housing advice offices and housing associations? How do

council/ social housing lists operate?

10. Are there any other important aspects relating to housing and the environment

in your area that you would like to identify?

LEARNING AND TEACHING METHODS

Lead Lectures

A lecture enables information to be presented in a logical manner to groups of

students. This is a useful method for presenting an overview of new material to

students and stimulating them to read further around this subject.

Small Groups (including role-play, seminars, debates, reflection sessions, skills

workshops)

Small groups will encourage the application of theory to practice and extend the



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depth and breadth of their knowledge. They encourage team working and can be

motivating, enhance communication skills and challenge powers of reasoning. These

provide opportunities for debate, exploration of personal thoughts and ideas and

practice experiences. EBL enables students to be introduced to a ‘trigger' or situation

so that they embark on a journey of enquiry related to the issues raised and this

encourages students to develop as questioning learners whilst helping them to

develop an understanding of the functioning of groups.

Personal Tutorials

Tutorials and reflection on learning with the personal tutor enable individual progress

to be discussed as well as issues of concern about the programme raised. Tutorials

also offer the student academic and pastoral support.

Other learning activities

A range of other activities may be used by students during modules to support the

student directed learning hours. These activities include: E-learning, workbooks,

videos, visits to other centres and practice settings, computer learning packages. All

these activities facilitate a student’s learning from the modules through them being

able to pursue further study at their own pace and at different depths of learning

dependent upon their needs.

MODULE ASSESSMENT

You are required to undertake an individual assignment that consists of a 3000 word

essay based on one of the locality project topics, or an aspect of a topic in the

seminar programme. The intention is to provide you with an opportunity to creatively

examine aspects of the everyday social realities of the local environment that impact

on the health of the resident/transitory population in the context of the topic.

You will need to:



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Identify the specific topic and define how you are using the notion of ‘community’ for

the purposes of the assignment, and in what way this is part of the social context of

health

Briefly describe the relevance of this topic for the locality. You can include visual

evidence such as photos or other documentary evidence in the text, or as

appendices according to the relevance.

You need to describe how you gathered the evidence. What were your

findings?

You will develop a discussion of the topic with reference to relevant theoretical

perspectives that have been introduced in the module.

Write a conclusion with some indication of how your observations relate to

social factors in health, for example, inequalities, religious beliefs, families,

gender, ethnicity or migration.

What you are not required to do:

This is not a research study, so do not try to make the project more

complicated or ‘scientific’ than it needs to be!

You should not create a questionnaire and go out and ask people on the

street or anywhere else to complete it!

You do not have to demonstrate that you are bringing every topic from the

seminars into the essay. Just focus on one topic, and only if necessary and

appropriate should you make a brief reference to other topics, for example,

migration or housing.

For further details on submitting assessments, pass requirements and other

information please refer to the separate assessment pack.



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READING LIST & USEFUL WEBSITES

You will be introduced to many ideas and theories, as well as research on a range of

topics related to the disciplines in the Theme. The list below is intended to be a

starting guide to help. You are not expected to read every book on this list! You

should find that journals become the main source of up-to-date research and

academic information together with the resources on the Internet.

*=set text

Allan, G. (ed) (1999) The Sociology of the Family; a reader Malden: Blackwell

Baggott, R. (2000) Public Health: Policy and Politics Macmillan London

Bochel, H, Bochel, C, Page, R and Sykes, R (2009) Social Policy: Themes, Issues

and Debates 2nd ed Harlow, Essex: Pearson Education Ltd.

Browne, K. (2005) An Introduction to Sociology 3rd ed. Cambridge: Polity Press

Browning, G., Halcli, A. & Webster, F.(eds) (2000) Understanding Contemporary

Society: theories of the present London: Sage

Cooke,H. and Philpin,S. (eds) (2008) Sociology in Nursing and Healthcare

Edinburgh: Bailliere Tindall/Churchill Livingstone Elsevier

Costello, J. and Haggart, M. (eds) (2003) Public Health and Society; theories of the

present Basingstoke: Palgrave Macmillan

Denny,E. and Earle,S. (2009) Sociology for Nurses Cambridge: Polity Press *

Garrod,J and Jones, M. (2009) Religion and Belief. London: Palgrave Macmillan.

Gerrig,R. and Zimbardo,P. (2005) Psychology and Life London: Pearson



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Giddens, A. (2009) Sociology 6th ed Cambridge: Polity.*

Gross, R. (2005) Psychology: Science of Mind and Behaviour 5th ed. London:

Hodder Arnold *

King. M. & Watson, K. (eds) (2004) Representing Health: Discourses of Health and

Illness in the Media, Basingstoke: Palgrave Macmillan.

Ogden,J. (2004) Health Psychology Maidenhead: Open University Press (2007)

edition available electronically

Orme, J, Powell, J, Taylor, P, Harrison, T and Grey, M (2003) Public Health for the

21st Century. Buckingham: Open University Press.

Rana, D and Upton, D (2009) Psychology for Nurses. Harlow, Essex: Pearson

Education.

Scott, S (2009) Making Sense of Everyday Life. Cambridge: Polity Press.

Sully,P. and Dallas,J. (2010) Essential Communication Skills for Nursing and

Midwifery Elsevier:London

Taylor S (2009) Health Psychology, 5th ed. London: McGraw Hill.

Taylor,S. and Field,D. (2007) Sociology of Health and Healthcare Oxford: Blackwell

Websites

These sites are starting points for archives and current and emerging public health

and social policies and service delivery. You will quite quickly find that you build up a

list of websites that you can organise to suit your own style of learning and the

particular topics you are exploring.



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Public Health

Association of Public Health Observatories http://www.apho.org.uk/apho/

[Feb 2010]

Health Protection Agency http://www.hpa.org.uk/web/home [Feb 2010]

National Database for Health Promotion for England

http://www.abdn.ac.uk/education/research_and_initiatives/health/Pages/sites.htm

[Feb 2010]

National Library for Health

http://www.library.nhs.uk/Default.aspx?ref=at [Feb 2010]

Health Information

BBC Health

http://www.bbc.co.uk/health/ [ Feb 2010]

Men’s Health Forum

http://www.menshealthforum.org.uk/userpage1.cfm?item_id=1124 [Feb 2010]

Mental Health

http://www.mentalhealth.org.uk/ [Feb 2010]

http://www.mind.org.uk [Feb 2010]

http://www.psychnet-uk.com/ [Feb 2010]

Search engines for health issues

INFO.CO.UK

Muslim Health Information http://www.muslimhealthnetwork.org/affiliates.shtml

[Feb 2010]

Wired for Health (For children/schools) http://www.wiredforhealth.gov.uk/ [Feb

2010]

Women’s Health http://www.womenshealthlondon.org.uk/copyright.html [June

2008]

To get ‘inside’ histories of people’s experiences

The best site for user’s and carer’s experiences of illness and health care is:

http://www.healthtalkonline [Feb 2010]

http://www.apho.org.uk/apho/

http://www.hpa.org.uk/web/home

http://www.abdn.ac.uk/education/research_and_initiatives/health/Pages/sites.htm

http://www.library.nhs.uk/Default.aspx?ref=at

http://www.bbc.co.uk/health/

http://www.menshealthforum.org.uk/userpage1.cfm?item_id=1124

http://www.mentalhealth.org.uk/

http://www.mind.org.uk/

http://www.psychnet-uk.com/

http://www.muslimhealthnetwork.org/affiliates.shtml

http://www.wiredforhealth.gov.uk/

http://www.womenshealthlondon.org.uk/copyright.html

http://www.healthtalkonline/



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Also try searching Google for health and illness diaries or web logs (Blogs). Some of

these are unreliable and unsubstantiated ‘rants’, but some are very helpful and

provide a useful source of professional and lay knowledge.

For example, for mental health try:

http://mentalhealth.about.com/od/blogs/ [Feb 2010]

For medical blogs try:

http://www.medgadget.com/archives/2006/01/2005_medical_we_1.html [Feb 2010]

Local NHS Trusts

Barts and The London NHS Trust

http://www.bartsandthelondon.org.uk/ [June 2008]

East London and the City Mental Health NHS Trust (ELCMHT)

http://www.eastlondon.nhs.uk/ [Feb 2010]

Tower Hamlets PCT

http://www.thpct.nhs.uk/ [Feb 2010]

Newham University Hospitals NHS Trust

http://www.newhamuniversityhospital.nhs.uk/ [Feb 2010]

Newham PCT

http://www.newhampct.nhs.uk/ [Feb 2010]

City & Hackney PCT

http://www.chpct.nhs.uk/ [Feb 2010]

Homerton University Hospital NHS Trust

http://www.homerton.nhs.uk/ [Feb 2010]

Housing

Buying and Renting Property in London www.london-property-finder.co.uk/

[Feb 2010]

Homelessness http://england.shelter.org.uk/home/index.cfm [Feb 2010]

Migration

For Irish, African, South Asian and other histories of settlement:

http://www.movinghere.org.uk/galleries/histories/intro/intro.htm [Feb 2010]

http://mentalhealth.about.com/od/blogs/

http://www.medgadget.com/archives/2006/01/2005_medical_we_1.html

http://www.bartsandthelondon.org.uk/

http://www.eastlondon.nhs.uk/

http://www.thpct.nhs.uk/

http://www.newhamuniversityhospital.nhs.uk/

http://www.newhampct.nhs.uk/

http://www.chpct.nhs.uk/

http://www.homerton.nhs.uk/

http://www.london-property-finder.co.uk/

http://england.shelter.org.uk/home/index.cfm

http://www.movinghere.org.uk/galleries/histories/intro/intro.htm



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Your search can also be localised to a specifc location e.g. East London

Jewish History and Settlement

http://www.jewishmuseum.org.uk/collections/theme3.asp [Feb 2010]

Historical Information

http://en.wikipedia.org/wiki/London_Borough_of_Tower_Hamlets [Feb 2010 ]

This site can also be used to search other locations

www.londontown.com [Feb 2010]

East End Markets

http://www.eastlondonmarkets.com/ [Feb 2010]

Wellcome Foundation for archives and historical information on health and

medicine http://library.wellcome.ac.uk/index.html [Feb 2010]

Disciplines – ('ologies') Resources

Social Science Information Gateway

www.intute.ac.uk [Feb 2010]

Sociology

www.polity.co.uk/giddens

Psychology

www.pearsoned.co.uk/rana

Medical Ethics

http://www.biomedcentral.com/bmcmedethics/ [Feb 2010 ]

BBC Ethics

http://www.bbc.co.uk/religion/ [Feb 2010]

Populations and Groups

Age Concern and Older People http://www.ageconcern.org.uk/ [Feb 2010]

Department of Health http://www.dh.gov.uk/ [Feb 2010]

‘INVOLVE – (A national advisory Group, funded by the Department of

Health) http://www.invo.org.uk/ [Feb 2010]

Lesbian, Gay, Bisexual and Transgender Information

http://www.stonewall.org.uk/ [Feb 2010]

http://www.jewishmuseum.org.uk/collections/theme3.asp

http://en.wikipedia.org/wiki/London_Borough_of_Tower_Hamlets

http://www.londontown.com/

http://www.eastlondonmarkets.com/

http://library.wellcome.ac.uk/index.html

http://www.intute.ac.uk/

http://www.biomedcentral.com/bmcmedethics/

http://www.bbc.co.uk/religion/

http://www.ageconcern.org.uk/

http://www.dh.gov.uk/

http://www.invo.org.uk/

http://www.stonewall.org.uk/



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