Title: Well-being across the life course<\/p>\n
–\tWord count: 3,000 words maximum (excluding in-text references)
\n–\tAssignments should be typed on a Word Document, double line or line and one half spacing with at least one inch.
\n–\tmargins at the sides, top and bottom.
\n–\tUse an eligible font and size, such as Arial point 12.
\n–\tAll pages must be numbered consecutively, including pages containing diagrams or tables.
\n–\tOn each page, insert your SID Number in the Header on the right side and insert the module code on the left side.
\n–\tA word count must be included at the end of your assignment (before the reference list).
\n–\tNumber any appendices according to the order in which they appear in the text.
\n–\tIf you wish, you can include a graph or a table (not included in the word count) to add weight to an argument.
\n–\tReference every sentence \u2013 every other sentence
\n–\tHarvard referencing style
\n–\tUse a variety of sources to deepen your discussion.
\n–\tHave to use books A LOT for references
\n–\tMust do primary research\/ literature review- core part<\/p>\n
Essay title: Wellbeing Across the Life Course in young offenders and probation
\nLearning Outcomes
\nThis module is taught on the basis of the learning outcomes published below. The learning outcomes are statements of what you should have learnt by the time you come to the end of the module. To successfully complete the module, that is to pass it, you will need to demonstrate that you have met all the learning outcomes. The assessment task for the module is designed to help you do this.
\nKnowledge and understanding\t1. Demonstrate how life course perspectives can be used to help social workers understand the well-being of service users and carers.<\/p>\n
2. Analyse the impact of social inequalities and injustice on health and well-being.<\/p>\n
Intellectual, practical, affective-and transferable skills\t3. Demonstrate understanding of the methods social workers can use to address social inequalities in health and promote well-being.
\n4. Critically discuss how social workers can use anti-oppressive practice to counter the stigma and discrimination experienced by service users and carers.
\nGuidance
\n\u2022 As a starting point, select a group of people with lived experience (previously referred to as \u2018service users\u2019) to base your entire assignment on. Please see below a list of potential groups, although this is not exhaustive (more examples on canvas):<\/p>\n
Selected service user group: Offending and probation<\/p>\n
\u2018Being a service user means that we can identify and recognise that we share a lot of experiences with a wide range of other people who use services. This might include, for example, young people with experience of being looked after in care, people with learning difficulties, mental health service users, older people, physically and\/or sensory impaired people, people using palliative care services and people with drug and alcohol problems\u2019.
\n(National User Network, cited in SCIE, 2004)
\nFor more information on people with lived experience refer to the SCIE resource on Co-production (Links to an external site.)<\/p>\n
\u2022 You then need to address the following topic (sample nursing essay examples by the best nursing assignment writing service)s as they relate to your chosen group.<\/p>\n
Part 1
\nWith particular reference to social inequalities in health, demonstrate how life course perspectives can help social workers understand the well-being of a specific group of people with lived experience.\t LO 1 and 2<\/p>\n
1,500 words maximum<\/p>\n
Part 2
\nWith reference to the same group, critically discuss how social workers can use mutual aid, and at least one other method, to take an anti-oppressive and anti-discriminatory approach to counter forms of stigma and discrimination faced by this group.\tLO 3 and 4
\n1,500 words maximum
\nTo meet the learning outcomes of this module you need to:
\nLearning Outcome 1:
\nFor this learning outcome you should choose a group of people with lived experience (e.g. disabled people, people with mental health problems, etc.) and show how life course perspectives can be used to understand their well-being.
\nLearning Outcome 2:
\nTo meet this learning outcome, you should show how social inequalities and injustice, particularly inequalities, affect people\u2019s health and well-being. You should do this with reference to the same group of people with lived experience. Be sure to give an analysis of the causes of those health inequalities.
\nLearning Outcome 3:
\nFor this learning outcome you should discuss how social workers can tackle the problems you have addressed in discussing Learning Outcomes 1 and 2. For instance, social isolation, poverty and lack of autonomy are all bad for people\u2019s well-being; so how can mutual aid and another method of your choice be used to counter these problems for the same group of people with lived experience. The Learning Outcome requires you to be critical so give a balanced assessment of the methods
\nLearning Outcome 4:
\nTo meet this Learning Outcome you should, first, show how the group you have selected is affected by stigma and discrimination and then discuss how social workers can use anti-oppressive practice to challenge that. The Learning Outcome requires you to be critical so give a balanced assessment of how far social workers can do this, given the constraints of current practice context (for example high caseloads, thresholds, etc.).
\nAs with all assignments, it is strongly recommended that you follow the guidance below. This will help you comprehend the instructions and structure your essay.<\/p>\n
Exemplar:
\nAn exemplar can be used to increase your understanding of the assignment
\nrequirements and the expected academic standards. Please do not use it as
\na guide for your own assignment. Instead, follow the assignment guidance.
\nhttps:\/\/canvas.anglia.ac.uk\/courses\/27007\/pages\/session-5-summative-assessment-3000-word-essay?module_item_id=1504666<\/p>\n
Part 1 of the assignment covers three areas:<\/p>\n
Intro
\nFor the purpose of this assignment\u2026.
\no\tWhy did I pick my service user group?
\no\tData, statistics, percentage
\no
\nWrite a brief introduction outlining the areas you will be covering, and a brief conclusion which pulls together your most salient points.<\/p>\n
Social inequalities in health \u2013 LO 2 (450 words)
\nAnalyse the impact of social inequalities and injustice on health and well-being.
\n\u2713 Briefly describe what is meant by social inequalities in health and illustrate this by giving an example of the forms and scale of them. You can do this by, for example, showing \u2018health gaps\u2019 between rich and poor or social gradients which show differences between groups across the social spectrum.
\n\u2713 Briefly discuss the causes of health inequalities. Here,you should show that you are aware that the causes are complex e.g. how different causes interrelate. Focus your critical analysis on how two of the suggested causes below affect the lives of the group of people with lived experience you have selected.<\/p>\n
Material poverty: people living on low incomes in unhealthy environments.
\nBehavioural: people living in poverty are regarded as more likely to lead unhealthy \u2018lifestyles\u2019 \u2013 this is a point that requires critical analysis
\nStatus: the psycho-social impact of social inequality on people living in poverty and the related limitation in autonomy and social participation.
\nPlease note \u2013 you do not have to place equal emphasis on the causes you discuss.<\/p>\n
Notes<\/p>\n
The Life Course \u2013 LO1 (450 words)
\nDemonstrate how life course perspectives can be used to help social workers understand the well-being of the group of people with lived experience you have selected.
\n\u2713 In order to demonstrate your understanding of life course perspectives within the context of the group of people you are focusing on, you may want to write on either or both of the concepts below.
\n\u2713 Briefly describe what life course perspectives are and show how they can be applied to help social workers understand how people with lived experience are affected by health inequalities. The general concern is the cumulative impact social inequality and injustice have on people with lived experience over the course of their lives. Also, remember that life course perspectives can be used to project ( help with nursing paper writing from experts with MSN & DNP degrees) forwards and\/or retrospectively, e.g. with care leavers it can help to understand how their life trajectory from childhood onwards developed the conditions they find themselves at exit from care and, from that, their risks and protective factors that might shape their future development.
\n\u2022 Critical Period and Accumulation of Risk models discussed by Bywaters (chapter 13) which can be found in Lymbery and Postle (2007). Whilst dated, this is a useful source.<\/p>\n
\u2022 Transitions and trajectories discussed by Dornan and Woodhead (2015)
\nNotes
\nfile:\/\/\/N:\/Chrome%20Downloads\/Lifecourse%20epidemiology.pdf
\nhttps:\/\/www.sciencedirect.com\/science\/article\/pii\/S1040260820300393
\nhttps:\/\/www.theguardian.com\/society\/2020\/nov\/14\/this-photo-of-children-living-in-poverty-caused-shock-waves-in-1992-where-are-they-now
\n–\tPromoting Well-Being in Illness, Crisis & Loss Article by Neil Thompson; Wulf Livingston
\nhttps:\/\/d1ssu070pg2v9i.cloudfront.net\/pex\/carnegie_uk_trust\/2018\/06\/02161058\/3959-Wellbeing-Leaflet-ONLINE.pdf
\nMarmot Review Team, 2010, Fair society, healthy lives: the Marmot Review, Strategic review of health inequalities in England post 2010, London: The Marmot Review. Available online at: http:\/\/www.instituteofhealthequity.org\/project ( help with nursing paper writing from experts with MSN & DNP degrees)s\/fair-society-healthy-lives-the-marmot-review
\nHirsch, D. & Spencer, N. 2008, Intergenerational Links Between Child Poverty and Poor Health in the UK, London: End Child Poverty, Available online at: http:\/\/www.ecpc.org.uk\/files\/Intergenerational_Links_between_child_Poverty_and_poor_health.pdf
\nCoren, E. et al, 2010, The contribution of social work and social care to the reduction of health inequalities: four case studies, Research Briefing 33, London: SCIE: http:\/\/www.scie.org.uk\/publications\/briefings\/briefing33\/index.asp
\nTownsend, P. et al. 1992, Inequalities in Health: The Black report; The Health Divide, Revised edition, Harmondsworth: Penguin. The Black Report is available online at: http:\/\/www.sochealth.co.uk\/national-health-service\/public-health-and-wellbeing\/poverty-and-inequality\/the-black-report-1980\/<\/p>\n
1.\tThe life course perspective attempts to understand the continuities as well as the twists and turns in the paths of individual lives.
\n2.\tThe life course perspective recognises the influence of historical changes on human behaviour.
\n3.\tThe life course perspective recognises the importance of timing of lives not just in terms of chronological age, but also in terms of biological age, psychological age, social age, and spiritual age.
\n4.\tThe life course perspective emphasises the ways in which humans are interdependent and gives special attention to the family as the primary arena for experiencing and interpreting the wider social world.
\n5.\tThe life course perspective sees humans as capable of making choices and constructing their own life journeys, within systems of opportunities and constraints.
\n6.\tThe life course perspective emphasises diversity in life journeys and the many sources of that diversity.
\n7.\tThe life course perspective recognises the linkages between childhood and adolescent experiences and later experiences in adulthood.
\nThe impact and influences of social inequalities in health and life course theory contributes to the service user’s well-being.
\nSocial inequalities in health > life course theory> well-being
\nHallqvist et al, 2004
\n\u2022A critical period implies a stage in the individual’s development in which an increased sensitivity to the influence of external agents may have crucial effects on later life<\/p>\n
\u2022Accumulation hypotheses – A critical period implies a stage in the individual’s development in which an increased sensitivity to the influence of external agents may have crucial effects on later life<\/p>\n
\u2022The concept of social mobility is linked to an interest in some summary aspects like downward or upward inter-generational or intra-generational mobility.<\/p>\n
\u2022\tA critical period is the amalgamation of factors that played a significant role in the time leading towards the death or serious harm of children (Sidebotham et al., 2016).<\/p>\n
\u2022\t\u2022It is also the period where the most significant learning can be extracted (Wood, 2016), arguably the most salient purpose of Safeguarding Practice Reviews (Wood, 2016).<\/p>\n
\u2022\t\u2022These critical periods are not predictors of tragedy (Burke Harris, 2020)<\/p>\n
\u2022\t\u2022But, if recognised and responded to, they become reachable moments (Drew, 2020)<\/p>\n
\u2022\t\u2022Windows of opportunity (Dornan and Woodhead, 2015) where individuals are more open and accepting of help and support.<\/p>\n
Life course Theory\/Perspectives(Green, 2016)
\n\uf0d8Challenges misconceptions about behaviour and society.
\n\uf0d8It challenges that problems or achievements certain groups of people experience disproportionality are due more to their inherent individual failings or merits than to societal influences.
\n\uf0d8Stereotypes, discrimination, creates and reinforces significant inequalities.<\/p>\n
It is essential that social workers understand child development and human growth in order to carry out assessments and intervene. The Life Course Theory not only takes this into consideration but goes one step further to help social workers to understand the importance of the service user\u2019s biographies and how factors in their past lives and circumstances\/cumulative aspects shape their current experience and aspirations.<\/p>\n
Life Course Theory emphasis the individual\u2019s capacity to shape their own destinies as opposed to going through Ericson\u2019s Eight Developmental stages (1965) which is criticised for being too narrow.
\nPsychosocial Factors:
\n\u2022 Social status \u2013 occupation, education, wealth, housing
\n\u2022 Social networks \u2013friends, community, religion
\n\u2022 Stress in early life \u2013 oppression, poor family health, little income, parent\u2019s experience of inequality shapes child development
\nAll have an impact on overall wellbeing, health, how we see ourselves, whether we belong to a group or not; etc.<\/p>\n
What \u2018Everyone Knows’ about Service Users:
\n\uf0fcAre usually living in relative poverty and relatively poor
\nenvironmental conditions \u2013 means tests are often a
\ndeterminant of service provision;
\n\uf0fcThat poverty and poor social conditions have been their
\nexperience for much of or at critical periods of their lives;
\n\uf0fcThat service users are liable to have experienced more
\nthan a fair share of \u2018cumulative insults\u2019;
\n\uf0fcThat service users\u2019 mental and physical health is
\ndisproportionately poor – again for most adult service
\nusers, poor health is the central reason for referral<\/p>\n
Bywaters (2007) suggests that social workers should, as part of their intervention:
\n\uf0d8Refocus attention on basic needs (money,
\nhousing, food and child and adult education
\n\uf0d8More emphasis on history taking as part of an
\nassessment
\n\uf0d8Greater awareness of the personal and social
\naspects of the individual and their insight into
\nthe current situation.
\n\uf0d8Risks may be alleviated with preventative work<\/p>\n
Life Course Theory can help people to:
\n\uf0d8Highlight patterns of how and when risk
\nto health occur in people\u2019s lives. This
\ncan be done in
\n\uf0a7Chains \u2013 one risk leading to another or
\n\uf0a7Clusters \u2013 several risks that are
\nconnected but not necessarily related.
\nFor social workers:
\n–\tIt is imperative that they recognize the way in which
\ntrajectories are shaped by early circumstances.
\n-Children\u2019s development is nested within household contexts, which are also changing over time, and children are themselves active in shaping their development, according to their capacities, agency and identity.
\n– Identifying the timing of when circumstances and events matter as does the extent of their reversibility.<\/p>\n
Well-being \u2013 LO 1 and 2 (450 words)
\n\u2713 Briefly define well-being. Then, analyse the impacts and influences of specific social inequalities in health and life course perspectives to the well-being of the group of people with lived experience you have selected. The general issue linking health inequalities, the life course and well-being is the interrelationship of physical and psychological health and how theyare \u2018socially determined\u2019. How people feel, and their mental well-being, will influence both their physical health and their behaviour, all of which is related to social status (see e.g. Friedli, 2009; Marmot, 2010; Bywaters 2016).
\nMaterial poverty: people living on low incomes in unhealthy environments.
\nBehavioural: people living in poverty are regarded as more likely to lead unhealthy \u2018lifestyles\u2019 \u2013 this is a point that requires critical analysis
\nStatus: the psycho-social impact of social inequality on people living in poverty and the related limitation in autonomy and social participation.
\nPlease note \u2013 you do not have to place equal emphasis on the causes you discuss.
\n\u2022 Critical Period and Accumulation of Risk models discussed by Bywaters (chapter 13) which can be found in Lymbery and Postle (2007). Whilst dated, this is a useful source.
\n\u2022 Transitions and trajectories discussed by Dornan andWoodhead (2015) being \u2013 LO 1 and
\nNotes:
\nStanley 2016: Having meaningful and safe relationships, a sense of belonging, purpose, acts of participating and sense of making a contribution.
\nConnolly and Morris 2012: Wellbeing is often defined in terms of people having access to material and emotional resources within their social and economic environment.
\nBraye & Preston Shoot, Practicing the Law in SW 2016 (18-20): The law alone is not the solution, the question of resources remains contested\u2026chronic unfunded\u2026the legal position remains that the LA may consider their resource position when setting\/reviewing eligibility criteria and when deciding how to make those needs, that they are prepared to let fall within their statutory duties.
\nLaming report 2003: Golightly and Goemans (2017) SW &MH, Edmond & Price (2012) Integrated working with children and young people.
\n\uf02d\t – Serious case reviews often highlight a failure to work together.
\n– Highlighted services come too late.
\n– All aspects of a child\u2019s life – holistic perspective.
\n– A variety of measures emerging through Every Child Matters (2003).
\n– This brought the social agenda to schools and promoted an integrated approach.
\n– Initiatives such as Sure Start, Extended Schools, BEST (Behavioural, Educational Support Teams).
\nEvery Child Matters 2003: Placed the promotion of wellbeing at the centre of policy \u2013 marked shift, Signalled this as the responsibility of all \u2013 shared commitment\/language
\nEcclestone and Hayes (2019)
\nKate Brown, 2016 \u2013 Vulnerability and Young people
\nGillies (2016) Pushed to the edge
\nCarlisle (2008) critique and defence.<\/p>\n
Part 2 of the assignment covers two areas:<\/p>\n
Anti-oppressive practice \u2013 LO 4 (750 words)
\nCritically discuss how social workers can use anti-oppressive practice to counter the stigma and discrimination experienced by people with lived experience.
\n\u2713\uf0a0Briefly define and discuss the causes of stigma and discrimination. Then, discuss whether and to what extent to which the group you have selected lacks power and autonomy (both affect well-being). It may be helpful to consider self-stigma.<\/p>\n
\u2713\uf0a0\uf04c\uf06f\uf06f\uf06f\uf06c\uf020Discuss the ways in which people with lived experience often play a leading role in challenging stigma and discrimination as in the disabled people’s movement campaign for the social model of disability. Relate this to your chosen group.<\/p>\n
\u2713\uf0a0Critically discuss how social workers can incorporate anti-oppressive (AOP) and anti-discriminatory practice (ADP) into their overall practice in an attempt to counter forms of stigma, discrimination and a lack of well-being faced by people with lived experience. It may be helpful to consider theories such as Thompson\u2019s approach to anti-discriminatory practice, Bronfenbrenner\u2019s ecological theory or Dominelli\u2019s approach to anti-oppressive practice.
\nNotes
\nSocial Work Methods\/Approaches \u2013 LO 3 (750 words)
\nDemonstrate understanding of the methods social workers can use to address social inequalities in health and promote well-being.
\n\u2713\uf0a0Focusing on the forms of ill-health and lack of well-being in your earlier discussion, how can the method of mutual aid be used to promote resilience, recovery and well-being for the group you have selected? Here, it may be helpful to recognise that people with lived experience are ‘experts by experience’ and can, and do,play an active part in overcoming their difficulties. You should also discuss how social workers can support this by seeking to promote resilience and recovery.<\/p>\n
\u2713\uf0a0Identify and explore another method that a social worker can use to try to promote the well-being of people within your chosen group.<\/p>\n
\u2713\uf0a0Critically discuss how and why social workers might experience difficulties using these methods in practice with the group you have selected. E.g. managing high caseloads, cuts in service, a lack of awareness; etc.
\nNotes<\/p>\n
Additional information<\/p>\n
Level 6 writing skills
\n\u2022 Please concentrate on \u2018depth\u2019 as opposed to \u2018breadth\u2019.
\n\u2022 For support, consult the Study Skills Plus Critical Thinking (Links to an external site.) resources and their Academic Writing Guides.<\/p>\n
Presentation
\n\u2022 Number your pages
\n\u2022 Font: Arial 12
\n\u2022 Line spacing: 1.5<\/p>\n
Referencing
\n\u2022 Use a variety of sources to deepen your discussion.
\n\u2022 Be sure to reference appropriately. Harvard Reference
\nSee the On-line Library Guide on Harvard ReferencingLinksto an external site.<\/p>\n","protected":false},"excerpt":{"rendered":"
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