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| Introduction | |
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| Understanding and Promoting Health | |
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| What is Health? | |
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| Key learning outcomes | |
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| Overview | |
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| Definitions of health | |
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| Theoretical perspectives | |
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| The medical model | |
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| The social model | |
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| The holistic model | |
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| The biopsychosocial model | |
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| Different perspectives | |
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| Social construction | |
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| A moral phenomenon | |
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| Lay perspectives | |
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| Understandings according to culture | |
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| Understandings across the lifespan | |
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| Why is this important for understanding health? | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| Contemporary Threats to Health | |
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| Key learning outcomes | |
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| Overview | |
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| Conceptualizing the identifying of threats | |
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| Nature and determinants of health | |
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| Magnitude and severity | |
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| Media construction and moral panics | |
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| Communicable and non-communicable diseases | |
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| Contemporary threats | |
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| Why and how is all this important? | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| Investigating Health | |
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| Key learning outcomes | |
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| Overview | |
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| What is research? | |
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| Philosophical frameworks | |
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| Research question/s | |
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| Quantitative research | |
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| Nature of quantitative research | |
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| Quantitative methods | |
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| Quantitative sampling | |
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| Steps in quantitative sampling | |
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| Quantitative analysis | |
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| Qualitative research | |
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| Nature of qualitative research | |
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| Qualitative methods | |
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| Qualitative sampling | |
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| Qualitative analysis | |
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| Differences between quantitative and qualitative research | |
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| Ethics of research | |
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| Evidence-based practice | |
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| Finding evidence | |
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| Appraising evidence | |
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| Applying evidence to practice | |
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| Why is understanding research important? | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| Disciplinary Context | |
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| Sociology and Health | |
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| Key learning outcomes | |
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| Overview | |
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| What is sociology? | |
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| Sociology of health and illness | |
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| Functionalist theory | |
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| Symbolic interactionism | |
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| Marxist theory | |
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| Feminist theory | |
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| Social constructionism | |
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| Post structuralism | |
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| Society as a determinant of health | |
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| Sociological critique of health promotion | |
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| Why is this important for understanding health? | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| Social Anthropology and Health | |
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| Key learning outcomes | |
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| Overview | |
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| What is social anthropology? | |
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| Culture and health | |
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| Experiencing illness | |
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| Culture and treatment | |
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| Cultural representations | |
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| Culture and mental illness | |
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| Cultural influences upon health | |
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| Why is this important to health studies? | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| Health Psychology | |
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| Key learning outcomes | |
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| Overview | |
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| What is health psychology? | |
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| Health behaviour | |
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| Different lands of behaviour | |
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| Determinants of behaviour | |
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| Self efficacy | |
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| Beliefs about control | |
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| The Health Belief Model | |
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| Research and the Health Belief Model | |
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| The Theory of Planned Behaviour | |
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| Research and the Theory of Planned Behaviour | |
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| Protection Motivation Theory (PMT) | |
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| The Stages of Change Model | |
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| Critiques of theory | |
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| Health Action Model | |
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| How is health psychology important? | |
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| Critical perspectives | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| Health Promotion | |
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| Key learning outcomes | |
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| Overview | |
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| What is health promotion? | |
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| Origins of health promotion | |
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| Tools for understanding health promotion | |
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| Tannahill's (1985) model | |
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| Beattie's (1991) model | |
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| Naidoo and Wills' (2000) typology | |
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| Tones and Tilford's (1994) empowerment model | |
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| Caplan and Holland's (1990) four perspectives | |
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| Principles and values | |
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| Focus on upstream approaches | |
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| Non- victim blaming approaches | |
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| Evidence base | |
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| Participation and empowerment | |
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| Equity | |
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| Ethical practice | |
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| Focus on salutogenic models | |
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| Critiques of health promotion | |
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| Contribution of health promotion | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| Influences upon Health | |
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| Individual Characteristics and their Influence upon Health | |
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| Key learning outcomes | |
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| Overview | |
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| What is this all about? | |
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| How do individual characteristics influence health? | |
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| Foetal development | |
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| Foetal programming | |
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| Age | |
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| Biology and biological sex | |
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| Gender | |
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| Hereditary and genetic factors | |
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| Personality | |
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| Self-esteem | |
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| Nature/nurture debate and individual characteristics | |
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| What does this mean? | |
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| A life span perspective | |
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| How is this relevant? | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| Social and Community Characteristics and their Influence upon Health | |
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| Key learning outcomes | |
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| Overview | |
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| Social and community networks | |
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| Social support | |
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| Relationship between social support and health | |
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| Social capital | |
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| Measuring social capital | |
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| Trust and reciprocity | |
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| Civic engagement | |
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| Social networks | |
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| Relationship between social capital and health | |
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| Settings for social and community networks | |
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| The family | |
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| Faith-based organizations | |
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| Implications for policy and practice | |
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| Social and community networks | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| The Physical Environment and its Influence on Health | |
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| Key learning outcomes | |
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| Overview | |
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| What is this all about? | |
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| Physical environment (living and working conditions) | |
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| Agriculture and food production | |
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| Water and sanitation | |
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| Housing | |
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| The working environment | |
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| Unemployment | |
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| Education | |
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| Health care services | |
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| What does this mean? | |
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| How is this relevant? | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| Policy Influences upon Health | |
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| Key learning outcomes | |
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| Overview | |
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| What is social policy? | |
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| Social policy as a determinant of health | |
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| Current policy issues | |
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| The British Welfare State | |
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| Ideological and political values | |
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| Health services as a determinant of health | |
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| Healthy public policy | |
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| The broader policy environment | |
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| The importance of fiscal policy | |
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| Social policy and health studies | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| The Global Context of Health | |
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| Key learning outcomes | |
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| Overview | |
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| Why is global health important? | |
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| How does the global context influence health? | |
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| Globalization | |
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| Migration | |
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| Trade | |
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| The environment | |
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| Inequalities | |
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| Financing and health care | |
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| Health governance and policy | |
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| Why is all of this important? | |
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| Summary | |
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| Questions | |
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| Further reading | |
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| Synthesizing Perspectives: Case Studies for Action | |
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| Key learning outcomes | |
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| Overview | |
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| Malaria case study | |
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| Strategies to tackle malaria | |
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| Cervical cancer case study | |
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| Strategies to tackle cervical cancer | |
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| Health and neighbourhoods case study | |
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| Strategies to improve neighbourhood health | |
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| The determinants of health 'rainbow' | |
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| Key strengths of the rainbow model | |
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| How the rainbow model might be improved | |
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| Summary | |