Social Policy
and Society
SCPL08004
Course Handbook
Semester 1 2012-2013
School of Social and Political Science, Chrystal Macmillan Building
University of Edinburgh
A large print version of this handbook can be obtained
from the Undergraduate Teaching Office, Chrystal
Macmillan Building (CMB)
Contents
1. Welcome to Social Policy and Society………………………………………...4
2. Lecture Timetable………………………………………………………………..5
3. Course Objectives………………………………………………………………. 6
4. Teaching Arrangements……...………………………………………………… 6
5. Assessment……………………………………………………………………… 7
6. Resources…………………………..…………………………………………...10
7. Further Information………………...…………………………………………...12
8. Staff Contacts………………………………………………………………..….15
9. Lecture Programme…………………………………………………………….16
10.Tutorial Programme……………………………………………………….…...39
11. Essay Questions……………………………………………………………….46
3
1. Welcome to Social Policy and Society
In Social Policy and Society we look at how social policy issues are
constructed and contested in contemporary society. Social Policy is broadly
concerned with how contemporary societies recognise and manage social
change. Social policies embrace a wide range of activities, from employment
and health programmes to family support and child protection. In all these
areas, social policies are hotly contested with regard to the role of the state
and the kind of policies it should pursue. This course revolves around three
current theoretical concerns in debates over social policy: arguments over
needs, rights, and responsibilities. The main focus is on the development of
social policies in the UK, in particular with regard to health, families, and
children.
This guide provides detailed information about the course. It should be read
together with the Social & Political Science 2012-2013 Years 1 & 2 Student
Handbook, which contains general information about the study of Social
Policy and other subjects in the School of Social and Political Science in first
and second years.
The course aims to deepen your understanding of contemporary social issues
and problems. Social policies impinge on many aspects of our lives. The
course gives you an opportunity to examine different social policies and
perspectives, and the impact these have on social conditions and problems.
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2. Social Policy & Society Lecture Timetable
Week
1.1
1.2
2.1
Date
17/9
19/9
24/9
Topic
What is Social Policy?
How to study Social Policy
The language and history of Social Policy
Lecturer
Alison Koslowski
Alison Koslowski
Alison Koslowski
2.2
26/9
An introduction to needs
Alison Koslowski
3.1
3.2
1/10
3/10
Kay Tisdall
Kay Tisdall
4.1
8/10
4.2
10/10
Needs: Childhood: The need for schooling?
Needs: Children who ‘test’ the system –
additional support needs
Needs: Social determinants of health – what
do people need to be healthy?
Needs: Law as a Social Policy tool –
Influencing conditions for health
5.1
15/10
An introduction to rights
Richard Brodie
5.2
6.1
17/10
22/10
Kay Tisdall
Kay Tisdall
6.2
24/10
Rights: Can children have rights?
Rights: The testing case of children's
participation
Rights: Health promotion and obesity
Nola Ries
Nola Ries
Nola Ries
ESSAY DUE DATE – Thursday 25th October
7.1
29/10
Rights: Harm reduction and sex work
Nola Ries
7.2
31/10
An introduction to responsibilities
Alison Koslowski
8.1
8.2
5/11
7/11
Emma Davidson
Emma Davidson
9.1
9.2
12/11
14/11
Responsibilities: Anti-social behaviour
Responsibilities: Young people, public space
and antisocial behaviour
Responsibilities: Health promotion and obesity
Responsibilities: Harm reduction and sex work
Nola Ries
Nola Ries
Revision
10.1
10.2
19/11
21/11
11
26/11 &
28/11
Review & exam revision
Concepts compared: needs, rights and
responsibilities
Reading and revision week
Richard Brodie
Alison Koslowski
-
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3. Course Objectives
The course has three main objectives.
First, we want you to think about some of the main social issues and problems
facing societies and the role of social policies in shaping and responding to
them.
Second, we want you to acquire some of the skills that are integral to studying
social policy, such as understanding and assessing arguments and using
evidence.
Third, we want to enhance your awareness of the social values and
institutions that shape our lives, and of the choices we have to confront as
socially aware members of our societies.
In addition to these objectives, we also want you to acquire a range of good
study habits and skills, which will help you to realise your academic potential.
The tutorials contain a study skills component that will help to equip you for
your University career.
Finally, the course is designed as an introduction to Social Policy, both for
those going on to specialise in the subject, and those who are looking for an
interesting and topical outside subject. It complements the course Politics of
the Welfare State, which is taught in the second semester.
4. Teaching Arrangements
Lectures start on the first Monday of the first week of the semester (17
September, 2012). They are given twice weekly on Mondays and
Wednesdays at 12.10 pm.
Lectures are held on Mondays and Wednesdays at 12.10 – 1pm
Location: Lecture Theatre 3, Appleton Tower
Most lectures are designed to help you acquire a conceptual overview of the
subject. This is especially important in a problem-centred subject like Social
Policy, where relevant arguments and evidence may be scattered across a
range of more or less up-to-date reading. To make the most of lectures, you
should try to prepare for them in advance, and review your notes afterwards.
Tutorials are an integral part of the course. They begin in the second week of
the semester and are weekly. Your participation in tutorials is essential, and if
you fail to attend on more than two consecutive occasions without reasonable
explanation, your Personal Tutor will be informed.
It is because tutorials depend so much on participation that you are required
to attend. Students who fail to attend at least six out of nine tutorials without
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good reason will have their final mark reduced by one percentage point for
each unapproved absence above the threshold, and will not have their final
marks raised if their performance overall is borderline. If you know that for
some good reason you have to miss a tutorial, you should inform your tutor
and Course Secretary Ewen Miller by email beforehand. Please note that
pressure of work or problems of time management are not considered an
acceptable reason for non-attendance at tutorials (or for late submission of
work).
The tutorial programme includes issues related to the preceding lectures, and
should help you develop a range of relevant skills, such as searching for
academic journal articles, writing essays and reading information presented
graphically. It also provides an opportunity to clarify and amplify topics raised
in the lectures and in your reading. Each week the topic of each tutorial
generally relates to the lectures the week before. You can depart from the
tutorial programme to discuss issues of particular concern to your tutorial
group.
Information on how to sign up for tutorials will be announced at the
second lecture.
5. Assessment
The course is assessed through coursework (one 1500-word essay) and a
degree examination. The timetable for coursework is as follows.
Week
Activity
Deadline 12 noon
Returned by
6
Essay
Thursday 25th October In tutorials during week 10
It is your responsibility to manage your time and workload throughout the
course so that your coursework is submitted no later than the deadline, even if
you have similar deadlines for other courses. Every effort will be made to
return work to you as soon as possible.
The weighting of course assessment is as follows:
Assignment
Weight
Essay (1500 words)
40%
Degree Examination
60%
The examination date is not determined by the Course Convener, but by the
central University administration. It will be posted on Learn as soon as it is
known. Past examination papers can be found on the University of Edinburgh
7
Library website at http://www.ed.ac.uk/schools-departments/informationservices/library-museum-gallery/exam-papers. To access the papers click on
the link for papers from 2004 onwards, sign in with your University username
and password then select the links for School of Social and Political Science
and then Social Policy. The links for past papers are in the table rows Social
Policy and Society and Social Policy and Society 1. Please note that these
past papers cover different topics to this current year. A mock exam paper is
included for practice in the week 10 tutorial.
Essay
You must write a 1500-word essay for the course. The essay questions are
based on the first section of the course on Needs. You should draw on the
reading for lectures 1.1 – 4.2 according to the topic you choose, as well as
other academic literature that you might find using the library services. You
should include a bibliography for the essay. If you need help with your essay,
discuss it with your tutor. Essay writing skills will be a focus in the tutorial in
week 3 and week 5. Please take note of the guidance about essay writing in
the Social & Political Science 2012-2013 Years 1&2 Student Handbook, as
well as guidance on good study practices and how to avoid plagiarism. The
School uses the “Turnitin” system to check that essays submitted for first and
second-year courses do not contain plagiarised material. Please note that you
are not permitted to submit the same (or similar) piece of work twice for
different courses. This also counts as plagiarism.
Social Policy is a subject that gives great weight to evidence as well as
argument, and you are expected to include relevant evidence, including tables
or graphs, where appropriate, in your essays. You should make the most of
any opportunities to develop skills in using and interpreting tables and graphs
through the course. You might also have a look at the ‘teach yourself’ tutorial
on Internet information skills for social policy at this website:
http://www.vts.intute.ac.uk/he/tutorial/social-policy
The essay has a word limit, and part of the discipline of writing involves
observing the limit. The limit applies to all text, excluding the bibliography or
references at the end. All submitted work must provide a work count and the
penalty for excessive work length in coursework is one mark deducted for
each 20-word excess or part thereof. There is no penalty if the length of your
work falls below the word limit, although overly short work is likely to be
missing essential content.
A comprehensive guide to submitting your essay is available on Learn,
accessed through the Edinburgh Student Portal, MyEd.
Your tutor will return the essay, with comments, in your tutorial in week 10 at
the latest.
Where an extension has been given, coursework must be handed in no later
than 12 noon on Friday, 30 November, 2012.
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Further information on School essay regulations can be found at:
http://www.sps.ed.ac.uk/undergrad/year_1_2/assessment_and_regs
All coursework assessment is subject to confirmation by the Board of
Examiners.
ESSAY SUBMISSION CHECKLIST
PAPER COPY & ELECTRONIC COPY
CHECK
Name not included anywhere in essay
Name of course & essay question on front page
Exam number in header
Essay saved with file name that includes exam number
Files must be saved in the appropriate format (details in Learn)
Bibliography/references in same document
Word count included
PAPER COPY
1 paper copy submitted to COURSE ESSAY DROPBOX, Ground
Floor, Chrystal Macmillan Building, 15A George Square
Essay cover sheet filled out and stapled to front of essay before
dropping in box
ELECTRONIC COPY
1 electronic copy submitted to the course site in Learn
BOTH SUBMITTED BY 12 NOON DEADLINE
Thursday, 25 October, 2012
Degree Examination
The degree examination is a two-hour paper. The exam will take place within
the exam block at the end of the semester. When it is known, the date of the
examination will be posted on Learn. The paper will consist of three sections
as follows:
•
Section 1: Two questions in essay format on needs, rights and
responsibilities
•
Section 2: Four questions in essay format on topics not assessed by
coursework
•
Section 3: One data interpretation question to be answered with shorter
answers
You must answer three questions, one from each section – that is:
9
•
Section 1: (40%) Answer one question on needs, rights and
responsibilities
•
Section 2: (40%) Answer one question on subjects not assessed by
coursework
•
Section 3: (20%) There is only one question in section 3. You must
answer the question.
When answering an exam question, there is no word-length requirement, but
you should write at sufficient length to do justice to the questions. Try to
devote similar lengths of time to each of the two essay questions – that is,
about 40 to 45 minutes each – and leave about 30 minutes for the data
interpretation question. Give yourself some time at the beginning to choose
your questions, and a little time at the end to check all is correct. A good exam
answer should focus on what is being asked, make reference to your reading,
and cite some of the sources for your ideas or evidence. Full references are
not needed in the exam, but the sources being cited should be clear to the
reader, e.g. Bloggs et al. (1999) or “Jane Bloggs argues in her article earlier
this year in Social Policy Review…”
A pass in the degree examination is required to pass the course overall.
After the exam, general feedback on students’ overall approach and specific
feedback on individual questions will be given on the course website. You can
also have an opportunity to look at your own exam script after the general
feedback document has been made available, so that you can check your
own performance. Details will be announced on the course website.
Re-sit arrangements
To pass the course, you must pass the degree examination and pass overall.
If you fail at the first sitting for either reason you must re-sit the examination in
August and the result of this exam will stand as your sole mark for the course.
The re-sit examination will cover all the learning outcomes for the course; its
structure will be notified by e-mail to those required to take it. The initial fail
mark will be entered permanently on your record.
6. Resources
Most books for this course are located in the HUB (High Use Books) Reserve
on the ground floor of the Main Library in George Square. Key texts are
available to download on Learn.
There is no set text for the course but there are a number of references to the
following book. Although there are a number of copies in the Library, you
might wish to buy it. This is also a recommended text for the companion halfcourse to this one, Politics of the Welfare State.
10
Alcock, P., May, M. and Wright, S. (eds) (2012), The Student’s Companion to
Social Policy, 4th edn, Oxford: Blackwell.
Other textbooks that you may find useful include:
Baldock, J., Mitton, L., Manning, N. and Vickerstaff, S. (2011), Social Policy,
4th edn, Oxford: Oxford University Press.
Blakemore, K. and Griggs, E. (2007), Social Policy: An Introduction, 3rd edn,
Buckingham: Open University Press.
Deacon, A. (2002), Perspectives on Welfare: Ideas, Ideologies and Policy
Debates, Buckingham: Open University Press.
Evans, M. and Williams, L. (2009), A Generation of Change, A Lifetime of
Difference? Social Policy in Britain Since 1979, Bristol: The Policy
Press.
Hill, M. and Irving, Z. (2009), Understanding Social Policy, 8th edn, Oxford:
Wiley-Blackwell.
Hills, J., Sefton, T. and Stewart, K. (2009), Towards a More Equal Society,
Bristol: The Policy Press.
Lister, R. (2010), Understanding Theories and Concepts in Social Policy,
Bristol: The Policy Press.
Millar, J. (ed.) (2009), Understanding Social Security, 2nd edn, Bristol: The
Policy Press.
Pierson, C. and Castles, F. (eds) (2006), The Welfare State Reader, 2nd edn,
Cambridge: Polity Press.
Spicker, P. (2008), An Introduction to Social Policy: Themes and Approaches,
2nd edn, Bristol: Policy Press (see also the book website below).
Don’t forget how valuable websites can be. The following websites provide
access to a wide variety of social policy resources for the United Kingdom and
internationally:
The Internet for Social Policy is a freely available Internet service, which is
designed to help social policy students use the Internet more effectively to
support their studies. It provides a trusted source of selected, high quality
Internet information for students, academics, researchers and practitioners in
the social sciences, business and law:
http://www.vts.intute.ac.uk/he/tutorial/social-policy
An Introduction to Social Policy looks at social policy from both a UK and
international perspective. It also includes resources on specific topics such as
social need, housing, education, health, and social security:
http://www2.rgu.ac.uk/publicpolicy/introduction/pol.htm
11
E-Library for Global Welfare website provides online resources for
international and comparative policy analysis, research and teaching. It is run
by the Open University, University of Sheffield, University of Bath and
STAKES Finland: http://www.globalwelfarelibrary.org/
SWAP is a primary website for information and resources relating to learning
and teaching in social welfare: http://www.swap.ac.uk/
The Social Sciences pages of Intute (a network of UK universities) is a free
online service providing access to Web resources for education and research
on social welfare: http://www.intute.ac.uk/socialsciences/socialwelfare/
Many journals are available online. The Main Library’s list of online journals
is at: http://www.lib.ed.ac.uk/lib/resources/collections/serials/ejintro.shtml
In particular, the Journal of Social Policy is available from 1997 free online if it
is accessed from the University of Edinburgh; just follow the links from the
library website. The Journal carries articles on all aspects of social policy in an
international context. For more information check:
http://journals.cambridge.org/action/displayJournal?jid=JSP
Other journals which focus on social policy issues can be found in hard copy
at per.36 and include:
•
Critical Social Policy (online)
•
Social Policy & Administration (online)
•
Social Policy & Society (online)
•
Social Policy Review.
You can access the Learn site for this course through the Edinburgh Student
Portal, MyEd. This course handbook is on Learn and all of the web resources
identified in this handbook, including key readings, can be easily accessed
online from this site.
7. Further Information
Assistance is available from your tutor, the Senior Tutor (Richard Brodie:
r.brodie@blueyonder.co.uk), course teachers or the Course Convener (Alison
Koslowski: Alison.Koslowski@ed.ac.uk, Room 2.05, CMB) or the Course
Secretary (Ewen Miller: Ewen.Miller@ed.ac.uk), who will be pleased to help
you with any problems particular to this course. You can email your tutor,
whose address is provided on p. 15 and on the course Learn site. Your
Personal Tutor can assist you with more general academic and personal
problems, or refer you to appropriate sources of assistance.
During the second week of the course, and at your first tutorial, you will elect a
12
tutorial representative. The Course Convener and Senior Tutor hold one
meeting during the course with tutorial representatives. Please give your
representative the information she or he needs to represent you! The Course
Convener, Senior Tutor and all teaching staff will welcome all of your
suggestions, as well as any constructive criticism.
If you have any problems with the course then you can also raise them with
your tutor, your lecturer, Senior Tutor or the Course Convener. Jeff Collin is
the Head of Subject. If you are still dissatisfied, your Personal Tutor can
advise you on how to make a more formal complaint.
You can obtain further information in the Social & Political Science 2012-2013
Years 1 & 2 Student Handbook, the Undergraduate Teaching Office notice
boards, the School Undergraduate website
http://www.sps.ed.ac.uk/undergrad/home and the Social Policy website
http://www.socialpolicy.ed.ac.uk/. Materials will generally be available for
download from Learn.
Finally, the School welcomes students with disabilities (including those with
specific learning difficulties such as dyslexia). We make every effort to comply
with the Disability Discrimination Act and provide appropriate support to all
students. If you have special needs which may require adjustments to be
made to ensure access to such settings as lectures, tutorials or exams, you
should discuss these with your Personal Tutor or the Course Convener, who
will advise on the appropriate procedures.
You can also contact the Student Disability Service, Third Floor, Main Library
(telephone 650 6828, email disability.service@ed.ac.uk) and an Advisor will
be happy to meet with you. The Advisor can discuss possible adjustments
and specific examination arrangements with you, assist you with an
application for Disabled Students' Allowance, give you information about
available technology and personal assistance such as note takers, proof
readers or dyslexia tutors, and prepare a Learning Profile for your School
which outlines recommended adjustments. You will be expected to provide
the Student Disability Service with evidence of disability – either a letter from
your GP or specialist, or evidence of specific learning difficulty. For dyslexia or
dyspraxia, this evidence must be a recent Chartered Educational
Psychologist's assessment. If you do not have this, the Student Disability
Service can put you in touch with an independent Educational Psychologist.
You can also access help at the Institute for Academic Development.
The Study Development Team at the Institute for Academic Development
(IAD) provides resources and workshops aimed at helping all students to
enhance their learning skills and develop effective study techniques.
Resources and workshops cover a range of topics, such as managing your
own learning, reading, note making, essay and report writing, exam
preparation and exam techniques.
The study development resources are housed on 'LearnBetter'
(undergraduate), part of Learn, the University's virtual learning environment.
13
Follow the link from the IAD Study Development web page to enrol:
www.ed.ac.uk/iad/undergraduates
Workshops are interactive: they will give you the chance to take part in
activities, have discussions, exchange strategies, share ideas and ask
questions. They are 90 minutes long and held on Wednesday afternoons at
1.30pm or 3.30pm. The schedule is available from the IAD Undergraduate
web page (see above).
Workshops are open to all undergraduates but you need to book in advance,
using the MyEd booking system. Each workshop opens for booking 2 weeks
before the date of the workshop itself. If you book and then cannot attend,
please cancel in advance through MyEd so that another student can have
your place. (To be fair to all students, anyone who persistently books on
workshops and fails to attend may be barred from signing up for future
events.)
Study Development Advisors are also available for an individual consultation if
you have specific questions about your own approach to studying, working
more effectively, strategies for improving your learning and your academic
work. Please note, however, that Study Development Advisors are not subject
specialists so they cannot comment on the content of your work. They also do
not check or proof read students' work.
To make an appointment with a Study Development Advisor, email
iad.study@ed.ac.uk
(For support with English Language, you should contact the English
Language Teaching Centre.)
14
8. Staff
Staff
E-mail address
Phone
Room
Office hours
Alison.Koslowski@ed.ac.uk
651
1147
2.05,
CMB
Mondays 3-5
Ms Emma
Davidson
E.C.Davidson@ed.ac.uk
651
3215
CRFR,
23BP
Contact by
email/phone
Dr Nola Ries
nries@exseed.ed.ac.uk
TBA
2.12,
CMB
Contact by
email
Prof Kay
Tisdall
K.Tisdall@ed.ac.uk
650
3930
3.27,
CMB
Contact by
email
Course Convener & Lecturer
Dr Alison
Koslowski
Lecturers
Lecturer & Senior Tutor
Mr Richard
Brodie
r.brodie@blueyonder.co.uk
Contact by email
Tutors
Mr
Vinnarasan
Aruldoss
V.Aruldoss@sms.ed.ac.uk
Ms Alzbeta
Bartova
bartova.alzbeta@gmail.com
Ms Caitlin
McLean
C.C.McLean@sms.ed.ac.uk
Ms Debbie
Menezes
debbiemenezes@gmail.com
Maggie
Morrison
M.Morrison-3@sms.ed.ac.uk
Mr Mark
Wong
T.Wong-3@sms.ed.ac.uk
Contact by email
Course Secretary
Mr Ewen
Miller
Ewen.Miller@ed.ac.uk
650
3925
UTO,
CMB
M-F, 9-12.30,
1.30-5
15
For tutorial times and locations, please consult the course Learn site.
16
9. Lecture Programme
Week 1
1.1.
Monday 17th September
Lecture: What is Social Policy?
This session introduces the subject of Social Policy.
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
understand how different people have different understandings of what
constitutes Social Policy
•
identify different areas of everyday life which are influenced by Social
Policy.
Video Introductions
Learn also includes links to the following brief video introductions (about 3-4
minutes each) produced by the Social Policy and Social Work Subject Centre.
They provide concise summaries of how some well-known Social Policy
academics describe the subject.
•
Pete Alcock, What is Social Policy?: http://tinyurl.com/spsvid1
•
Pete Alcock, How We Study Social Policy: http://tinyurl.com/spsvid2
•
Hartley Dean, What is Social Policy?: http://tinyurl.com/spsvid3
•
John Clarke, Why is Social Policy Important to You?:
http://tinyurl.com/spsvid5
•
Nick Ellison, Why Social Policy is an Important Subject:
http://tinyurl.com/spsvid4
Key Readings (on Learn)
Dean, H. (2006), Social Policy: A Short Introduction, Cambridge: Polity.
Chapter 1, ‘What is Social Policy?’
Titmuss, R. (1974), Social Policy: An Introduction, London: Taylor & Francis.
Chapter 2, ‘What is Social Policy?’
Relevant Chapters in the Course Textbooks
Alcock, P. (2012), ‘The Subject of Social Policy’, Chapter 1 in P. Alcock et al.,
The Student’s Companion, 4th edn. Oxford: Blackwell.
17
Baldock, J. (2012), ‘Social Policy, Social Welfare and the Welfare State’,
Chapter 1 in J. Baldock et al., Social Policy, 4th edn. Oxford: Oxford
University Press.
Becker, S. (2012), ‘Methods and Approaches in Social Policy Research’,
Chapter 2 in P. Alcock et al., The Student’s Companion, 4th edn.
Oxford: Blackwell.
Further Reading
Alcock, C., Daly, G., and Griggs, E. (eds) (2008), Introducing Social Policy,
2nd edn, Harlow: Pearson. Chapter 1, ‘What is Social Policy?’
Alcock, P., (1996), Social Policy in Britain: Themes and Issues, Basingstoke:
Macmillan. Chapter 1, ‘The discipline of social policy’. Chapter 2, ‘The
content of social policy’.
Budge, I., Crewe, I., Bartle J., and Newton, K. (2007), The New British
Politics, 4th edn, Harlow: Pearson. Chapter 25, ‘Social Policy’.
1.2.
Wednesday 19th September
Lecture: How to study Social Policy
This session acts as a practical introduction to the course with an emphasis
on accessing key materials. It addresses all the practical issues you need to
be able to successfully complete the course.
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
sign-up for tutorials on Learn
•
understand how to download key material from Learn
•
search for and download electronically available academic journals on
the library website
•
access key Social Policy resources.
The lecture will also explain how the course is assessed.
Key Readings (on Learn)
The course handbook.
The library website: http://www.ed.ac.uk/schools-departments/informationservices/students
18
Further Reading
The library guide to Social Policy resources: http://www.ed.ac.uk/schoolsdepartments/information-services/services/library-museum-gallery/findingresources/subject-guides/social-policy
Week 2
Monday 24th September
2.1
Lecture: The language and history of Social Policy
This lecture will consider how debates around issues in Social Policy are
conducted. It will introduce the main themes of the course, and will consider
how major debates about welfare and society are constructed – and
contested. We will discuss the language and analytical skills used to discuss
Social Policy, and illustrate these with different policy examples.
Objectives
By the end of this session and having read the recommended materials, you
should:
•
be able to identify key events which had caused Social Policy to
develop into the subject we study today
•
be able to appreciate that debates in Social Policy are rarely clear-cut,
and involve contested claims about needs, rights and responsibilities
•
start to understand the academic skills you will need to be able to
debate issues around different topics within Social Policy.
Key Readings (on Learn)
Jordan, B. (1998), The New Politics of Welfare: Social justice in a global
context, London: Sage. Chapter 3, ‘Social Justice: Rights, Equality,
Need’.
Relevant Chapters in the Course Textbooks
Baldock, J., et al. (2011), Social Policy, 4th edn, Oxford: Oxford University
Press. Chapters 3 (esp. pp. 79-88) and 5.
Taylor-Goody, P. (2011), ‘Equality, rights and social justice’, Chapter 4 in
Alcock et al., The Student’s Companion to Social Policy, 4th edn,
Oxford: Blackwell
Further Reading
Blakemore, K. (2007), Social Policy: An introduction, 3rd edn, Buckingham:
Open University Press. Chapter 2, ‘Ideas and concepts in social policy’.
19
Lewis, J. (2003), ‘Responsibilities and Rights: changing the balance’, in N.
Ellison and C. Pierson (eds), Developments in British Social Policy 2,
Basingstoke: Macmillan (also on Learn)
2. 2
Wednesday 26th September
Lecture: An introduction to needs
This class will look at how the concept of 'need' is used in debates about
Social Policy. It will explain why 'need' is such a contested concept and
examine some of the different ways in which it is invoked.
Objectives
By the end of this session and having read the recommended materials, you
should be able to say:
•
why 'needs' are often regarded as central to social policies
•
how 'needs' claims differ from other claims
•
whether some needs are 'basic'
•
who defines needs, and how.
Key Readings (on Learn)
Bradshaw, J. (1972), ‘The concept of social need’, New Society, 30th March,
pp. 640-643.
Gough, I. (1998), ‘What are human needs?’, Chapter 3 in J. Franklin (ed.),
Social Policy and Social Justice, Cambridge: Polity Press.
Langan, M. (1998), ‘The contested concept of need’, in M. Langan (ed.),
Welfare Needs, Rights and Risks, London: Routledge.
Relevant Chapters in the Course Textbooks
Manning, N. (2012), ‘Social needs, social problems, social welfare and wellbeing’, Chapter 3 in Alcock et al., The Student’s Companion to Social
Policy, 4th edn, Oxford: Blackwell (also Learn).
Mitton, L. and Liddiard, M. (2011), ‘Social need and patterns of inequality’,
Chapter 4 in Baldock et al., Social Policy, 4th edn, Oxford: Oxford
University Press (also on Learn).
Further Reading
Alcock, P., Erskine, A. and May, M. (eds) (2002), The Blackwell Dictionary of
Social Policy, Oxford: Blackwell, pp. 158-159.
20
Blakemore, K. (2007), Social Policy: An introduction, 3rd edn, Buckingham:
Open University Press. Chapter 2, ‘Ideas and concepts in social policy’,
pp. 26-32.
Dean, H. (1996), Welfare, Law and Citizenship, London: Prentice Hall.
Chapter 2, ‘Poverty, needs and rights’, esp. pp. 31-35 on the concept
of need.
Doyal, L. and Gough, I. (1991), A Theory of Human Need, London: Macmillan.
Hewitt, M. (1998), ‘Social Policy and Human Need’, Chapter 4 in N. Ellison
and C. Pierson (eds), Developments in British Social Policy,
Basingstoke: Macmillan.
Week 3
Monday 1st October
3.1
Lecture: Needs: Childhood – The need for schooling?
This session, in conjunction with session 3.2, will introduce students to the
‘childhood’ sections of the course, and provide the test example of schooling.
Objectives
By the end of course sessions and independent learning, students should be
able:
•
to discuss how childhood is conceptualised in policies, and the
implications thereof
•
to know and critically discuss a range of (Scottish) educational policies,
particularly in relation to children’s needs
Key Readings (on Learn)
Mackinnon, D. (2003), ‘Children and School’, in Maybin, J. and Woodhead, M.
(eds), Childhoods in Context, Milton Keynes: Open University Press.
Relevant Chapters in the Course Textbooks
West, A. (2012) ‘Education in Schools’, in Alcock, P., May, M., and Wright, S.
(eds) The Student’s Companion to Social Policy, 4th edn Oxford:
Blackwell, pp. 338-344.
Further Reading
Cleland, A. (2009) ‘The Child’s Right to Education’, in Cleland, A. and
Sutherland, E. (eds) Children’s Rights in Scotland, 3rd edn, Edinburgh:
W. Greens.
21
Hill, M. and Tisdall, K. (1997) Children & Society, London: Longman, Chapter
6.
Moss, P. and Petrie, P. (2002) From children’s services to children’s spaces,
London: Routledge Falmer, especially chapters 4 and then 3 and 5.
OECD (2007) Quality and Equity of Schooling in Scotland,
http://www.sourceoecd.org/9789264040991 (7.6.12), especially chapter 2.
[note even this is not fully up to date on Scottish education policy, but
quite current and succinct]
Ridge, T. (2012) ‘Children’, in Alcock, P., May, M., and Wright, S. (eds) The
Student’s Companion to Social Policy, 4th edn Oxford: Blackwell, pp.
385-391.
Tomlinson, S. (2003) ‘New Labour and Education’, Children & Society 17:
195-204).
Wells, K. (2009) Childhood in a Global Perspective, Wiley/Polity Press,
Chapter 5 on education
Websites
3.2
•
Education for All is the international agenda on education.
http://www.unesco.org.uk/education_for_all (6.6.12)
•
Eurydice provides comparative information about national education
systems, including Scotland. For the Scottish information, for example,
see
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/UnitedKingdom-Scotland:Redirect
•
Education Scotland provides extensive information on the Scottish
state system of education. http://www.educationscotland.gov.uk/
(6.6.12)
•
The National Centre for Research in Education undertakes extensive
research in education, primarily in England.
http://www.nfer.ac.uk/index.cfm (6.6.12)
•
Ken Robinson’s TED talk on education http://www.bexcellent.org.uk/us/be-involved-us/changing-educationparadigms/ (6.6.12)
Wednesday 3rd October
Lecture: Needs: Children who ‘test’ the system – additional support
needs
Objectives
22
See lecture 3.1.
Key Readings (on Learn)
Runswick-Cole, K. (2011) ‘Time to end the bias towards inclusive education?’
British Journal of Special Education, 38(3): 112-119.
UNESCO (2006) Guidelines for Inclusion,
http://unesdoc.unesco.org/images/0014/001402/140224e.pdf
(30.10.09)
Further Reading
Armstrong, D., Armstrong, A., and Spandagou, I. (2011) ‘Inclusion: by choice
or by chance?’ International Journal of Inclusive Education, 15(1): 2939.
Davis, J.M. and Watson, N. (2001) “Where Are the Children’s Experiences?
Analysing Social and Cultural Exclusion in ‘Special’ and ‘Mainstream’
Schools”, Disability and Society, 16(5): 671-687.
Hilton, Z. (2006) 'Disaffection and school exclusion: why are inclusion policies
still not working in Scotland?', Research Papers in Education, 21(3):
295 - 314
McCluskey, G. (2008) ‘Exclusion from school: what can ‘included’ pupils tell
us?’, British Educational Research Journal, 34(4): 447-466.
Riddell, S., Stead, J., Weedon, E. and Wright, K. (2010) ‘Additional support
needs reforms and social justice in Scotland’, International Studies in
Sociology of Education, 20(3): 179-199.
Rouse, M. (2008) ‘Developing Inclusive Practice: A role for teachers and
teacher education?’ Education in the North,
http://www.abdn.ac.uk/eitn/uploads/files/issue16/EITN-1-Rouse.pdf (6.6.12)
UK Commissioners (2007) UK Commissioner’s Report to the UN Committee on the
Rights of the Child
http://www.niccy.org/uploaded_docs/UNCRC_REPORT_FINAL.pdf (6.6.12)
Websites
•
The Children’s Commissioner in England has undertaken an inquiry on
school exclusions. For the report see
http://www.childrenscommissioner.gov.uk/content/publications/content_
561 and video, see
http://www.youtube.com/watch?v=ycy_zp6PxQU&feature=youtu.be
(6.6.12)
•
Enquire (2010) Parents’ Guide to Additional Support for Learning,
http://enquire.org.uk/publications/parents-guide [see this publication for
a quick update on current Scottish law on additional support needs]
23
(6.6.12)
•
Inclusive Education theme within UNESCO site
http://www.unesco.org/new/en/education/themes/strengtheningeducation-systems/inclusive-education/ (6.6.12)
•
SEDL ‘Inclusion pros and cons’
http://www.sedl.org/change/issues/issues43/concerns.html [an
accessible summary of certain arguments for and against inclusive
schooling, in a minority world context] (6.6.12)
•
UN Convention on the Rights of People with Disabilities contains
articles on children’s rights and on education
http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf
(6.6.12)
Week 4
Monday 8th October
4.1
Lecture: Needs: Social Determinants of Health – What do people need to
be healthy?
This lecture discusses the important influence of social factors, such as
education, income, and employment, on one’s health. Indeed, social
determinants often play a more significant role in influencing health status
than does access to medical care services. Social policies and the health of
populations are closely intertwined.
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
identify and give examples of key social determinants of health;
•
explain the difference between ‘upstream’ and ‘downstream’
determinants of health; and
•
begin to consider the ways in which public policies can influence the
social determinants of health.
Key Readings (on Learn)
Braveman, P., Egerter, S. and Williams, D.R. (2011), ‘The social determinants
of health: coming of age’ Annual Review of Public Health, 32:381-398.
Please read the article up to the section titled ‘Addressing the
knowledge gaps’ (on p. 389).
Pascal, G., “Health and Health Policy”, Chapter 12 in Baldock et al. Social
24
Policy, 4th edn, Oxford: Oxford University Press, Please read p. 260 to
top of p. 273.
Further reading
Wilkinson, R. and Marmot, M. (2003), Social Determinants of Health: The
Solid Facts, 2nd ed., World Health Organization. Available to download
at: www.euro.who.int/document/e81384.pdf.
Wednesday 10th October
4.2
Lecture: Law as a Social Policy Tool – Influencing conditions for health
This lecture introduces law as a social policy tool. Law includes legislation
enacted by governments to achieve particular social policy goals, as well as
legal processes that provide mechanisms for resolving disputes and seeking
redress for harms. Law, and other policy tools, can shape social conditions in
ways that either promote or hinder health and well-being. The lecture
considers the question of what laws and legal processes are needed to
assure conditions for health.
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
explain how law functions as a tool to achieve social policy goals;
•
give examples of legal approaches in the public health context;
•
consider the impact of law in helping or hindering the health of
populations; and
•
explain the purposes of health impact assessments and key principles
for conducting such assessments.
Key Readings (on Learn)
Gostin, L., (2004), ‘Health of the people: the highest law?’ Journal of Law,
Medicine and Ethics, 32(3): 509-515.
Douglas, M.J., et al. (2001), ‘Developing principles for health impact
assessment’, Journal of Public Health Medicine, 23(2): 148-154.
Further Reading
Burris, S., Kawachi I., and Sarat, A. (2002), ‘Integrating law and social
epidemiology’, Journal of Law, Medicine & Ethics, 30(4): 510-521.
25
Week 5
Monday 15th October
5.1
Lecture: An introduction to rights
What is a right? This session will consider different definitions of rights,
including, moral, legal, social, civil and human rights. It will consider whether
different types of rights are compatible with each other, and will explore some
of the common criticisms of rights theory.
Objectives
By the end of this session and having read the recommended materials, you
should be able to say:
•
that “rights” can be defined in different ways
•
how different definitions of rights can conflict with each other.
Key Readings (on Learn)
Drake, R. F. (2001), ‘Rights, Needs and Empowerment’, in The Principles of
Social Policy, Basingstoke: Palgrave. Chapter 5.
Dwyer, P. (2004), Understanding Social Citizenship, Bristol: Policy Press, pp.
38-48.
Relevant Chapters in the Course Textbooks
Baldock, J., et al. (2010), Social Policy, 4th edn, Oxford: Oxford University
Press. Chapters 2 (esp. p. 47 and pp. 70-74).
Taylor-Gooby, P. (2012), ‘Equality, rights and social justice’, Chapter 4 in
Alcock et al., The Student’s Companion to Social Policy, 4th edn,
Oxford: Blackwell
Further Reading
Cranston, M. (1974), What are Human Rights?, London: Bodley Head.
Heywood, A. (1994), ‘Rights, Obligations and Citizenship’, in Political Ideas
and Concepts: an introduction, Basingstoke: Macmillan, Chapter 6.
Jones, P. (1994), Rights, Basingstoke: Palgrave.
Mahoney, J. (2007), ‘Clarifying Human Rights’ in The Challenge of Human
Rights, Oxford: Blackwell, pp. 71-118.
Marshall, T. H. (1963), ‘Citizenship and Social Class’, in Sociology at the
26
Crossroads and Other Essays, London: Heinemann
Websites
These give different examples of rights and how they are defined:
•
The Universal Declaration of Human Rights adopted on December 10,
1948 by the General Assembly of the United Nations:
http://www.un.org/Overview/rights.html
•
The Convention on the Rights of the Child adopted on 20 November
1989 by the General Assembly of the United Nations:
http://www2.ohchr.org/english/law/crc.htm
•
The Bill of Rights of the United States of America came into effect on
December 15, 1791:
http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html
•
Patients Rights in the NHS – see pp. 5-8 of the NHS Constitution:
http://tinyurl.com/nhsrights
Wednesday 17th October
5.2
Lecture: Can children have rights?
In this session and session 6.1, students will be asked to consider whether or
not children can have rights. The UN Convention on the Rights of the Child
will be described and its application to UK policy sketched.
Objectives
By the end of these sessions and accompanying reading, you should be able
to:
•
make arguments for and against children having rights
•
state a basic knowledge of the UN Convention on the Rights of the
Child.
Key Readings (on Learn)
Alderson, P. (2000), ‘UN Convention on the Rights of the Child: Some
Common Criticisms and Suggested Responses’, Child Abuse Review
9: 439-443.
General Assembly of the United Nations (1989), The Convention on the
Rights of the Child, Adopted by the General Assembly of the United
Nations on 20 November 1989 (UN Convention):
http://www2.ohchr.org/english/law/crc.htm (7.6.10).
Further Reading
27
Archard, D. (2004) Children: rights and childhood, 2nd edn, London:
Routledge.
Burr, R. and Montgomery, H. (2003) ‘Children and Rights’, in Woodhead, M.
and Montgomery, H. (eds) Understanding Childhood, Buckingham:
Open University Press.
Freeman, M. (2007) ‘Why It Remains Important to Take Children's Rights
Seriously’, The International Journal of Children’s Rights, 15(1): 5-23.
Freeman, M. (2010) ‘The Value and Values of Children’s Rights’, in Invernizzi,
A. and Williams, J. (eds) The Human Rights of Children: from visions to
implementation, Farnham: Ashgate, pp. 21-36. [available as e-book
through library catalogue]
Harding, L. (1999) ‘Children’s Rights’, in Stevenson, O. (ed.) Child Welfare in
the United Kingdom, Oxford: Blackwell, pp. 62-76. Also on Learn
Hill, M. and Tisdall, K. (1997) Children & Society, London: Longman. Esp.
Chapter 2.
UK Children’s Commissioners (2011) UK Children’s Commissioners’ Midterm
Report, http://www.childrenscommissioner.gov.uk/info/uncrcmidterm
Websites
•
For the Westminster site on the UNCRC, see
http://www.education.gov.uk/childrenandyoungpeople/healthandwellbeing/b00
74766/uncrc/ This includes the most recent report from the UK to the
UNCRC. (6.6.12) For the Scottish Government page, see
http://www.scotland.gov.uk/Topics/People/Young-People/Childrens-Rights
(6.6.12)
•
The Children’s Rights Information Network is a global network that
disseminates information about the Convention on the Rights of the
Child and child rights amongst non-governmental organisations
(NGOs), United Nations agencies, inter-governmental organisation
(IGOs), educational institutions, and other child rights experts.
http://www.crin.org/ (6.6.12)
•
UNICEF provides extensive information on children’s rights
http://www.unicef.org/crc/index.html (6.6.12). For country reports sent to
the UN Committee on the Rights of the Child, and the Committee’s
response, see http://www2.ohchr.org/english/bodies/crc/sessions.htm
(6.6.12)
•
Resources for young people that are informative for all
•
Funky Dragon's youtube videos
-
the first one is http://www.youtube.com/watch?v=bACQN4xFXlM
and you can then find the links to the others
28
•
Go to ‘play it right’ for an online game to you’re your knowledge
http://www.uncrcletsgetitright.co.uk/default.aspx#
Week 6
6.1
Monday 22nd October
Lecture: The testing case of children's participation
Objectives
See lecture 5.2.
Key Readings (on Learn)
Lansdown, G. (2003) ‘The Participation of Children’, in Montgomery, H. et al.
(eds) Changing Childhoods: local and global, Milton Keynes: Open
University Press.
Tisdall, E.K.M. (2012) ‘Taking forward children and young people’s
participation’, in Hill, M., Head, G., Lockyer, A., Reid, B. and Taylor, R.
(eds) Changing Children’s Services: working together, Harlow:
Pearson, pp. 151-162.
Further Reading
Burke, T. (2010) Anyone listening? Evidence of children and young people’s
participation in England,
http://www.participationworks.org.uk/files/webfm/files/npf~/npf_publicati
ons/anyone_listening.pdf (6.6.12)
Cockburn, T. (2005) ‘Children’s Participation in Social Policy’, Social Policy &
Society 4(2): pp. 109-120.
Davey, C., Burke, T. and Shaw, C. (2010) Children’s participation in decisionmaking: A children’s views report,
http://www.childrenscommissioner.gov.uk/content/publications/content_
411 (6.6.12)
Hulme, M., McKinney, S., Hall, S., and Cross, B. (2011) ‘Pupil participation in
Scottish schools: how far have we come?’, Improving Schools, 14(2):
130- 144.
Lundy, L. (2007) ‘Voice is not enough: conceptualising Article 12 of the United
Nations Convention on the Rights of the Child’, British Educational
Research Journal, 33(6): 927-942.
Sinclair, R. (2004) ‘Participation in practice: making it meaningful, effective
and sustainable’, Children & Society, 18(2): 106-118.
Vandenbroeck, M. and Bouverne-De Bie, M. (2006) ‘Children’s Agency and
Educational Norms: A Tensed Negotiation’, Childhood, 13 (1): 127-143.
29
Whitty, G., and Wisby, E. (2007) ‘Whose Voice? An exploration of the current
policy interest in pupil involvement in school decision-making’,
International Studies in Sociology of Education, 17(3) 30-319.
Websites
•
•
Briefing on children’s participation in policy decision-making, in
Scotland (2011)
http://www.crfr.ac.uk/reports/Participation%20briefing.pdf (6.6.12)
Research briefings on Scottish research on pupil councils, at
http://www.havingasayatschool.org.uk/ (7.6.10)
•
Participation works is a web portal for a substantial range of
information on children’s participation
http://www.participationworks.org.uk/home (6.6.12)
•
Pupil Voice in Wales http://www.pupilvoicewales.org.uk/grown-ups/getinvolved/an-effective-school
Wednesday 24th October
6.2
Lecture: Rights: Health Promotion and Obesity
Chronic diseases associated with obesity are dominant public health issues in
the UK and many other countries. The health care costs of treating these
diseases have led governments to consider various policy tools to encourage
healthy nutrition and physical activity. Students will consider arguments for
and against government intervention in these areas. Do citizens and
businesses have a right to be free from government regulation? Do citizens
have a right to environments that promote health?
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
identify different types of legal and policy tools that may be used to
create conditions for healthier nutrition and physical activity;
•
discuss different types of rights claims in a modern, ‘obesogenic’
environment.
Key Readings (on Learn)
Calman, K. (2009), ‘Beyond the nanny state: stewardship and public health’,
Public Health, 123(1): e6-e10.
Mello, M., (2012), ‘Legal and policy approaches to the obesity epidemic’,
30
Surgery for Obesity and Related Diseases [e-pub ahead of print].
Further Reading
Mitchell, C., Cowburn, G., and Foster, C. (2011), ‘Assessing the options for
local government to use legal approaches to combat obesity in the UK:
putting theory into practice’, Obesity Reviews, 12(8): 660-667.
Week 7
7.1
Monday 29th October
Lecture: Rights: Harm Reduction and Sex Work
Sex work involves pay to provide sexual services, involving varying degrees
of physical contact, and may occur in indoor or outdoor environments. Streetbased prostitution generally involves the highest risks to workers in the sex
industry. Legal regulation of sex work varies across countries depending on
the type of activity involved. Students will consider arguments for and against
different types of legal approaches (e.g. legalisation vs. criminalisation) and
consider rights claims in this context. For example, do sex workers have a
right to sell their services in a safe setting?
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
discuss different types of rights claims pertaining to sex work;
•
explain arguments for and against criminalisation of prostitution and
related activities; and
•
consider how legal prohibitions may affect conditions for health.
Key Readings (on Learn)
Kelly, L., Coy, M., and Davenport, R. (2009), Shifting Sands: A Comparison of
Prostitution Regimes Across Nine Countries, London Metropolitan
University. Available online:
http://www.cwasu.org/project_display.asp?type=11&pageid=PROJECT
S&pagekey=55&itemkey=103
Please read Chapter 1, Introduction, pp. 5-9 (only first paragraph of p.
9), Chapter 3, Nine Prostitution Regimes, pp. 14-33.
Canada (Attorney General) v. Bedford, 2012 Ontario Court of Appeal 186,
online:
http://www.canlii.org/en/on/onca/doc/2012/2012onca186/2012onca186.
html
31
Please read the following paragraphs: 1-7, 9-20, 33-35, 172, 220, 221
& 279
Further Reading
Association of Chief Police Officers, The Police Chief’s Blog, Policing
Prostitution and Sexual Exploitation, 2 November 2011, online:
http://www.acpo.police.uk/ThePoliceChiefsBlog/SimonByrnePolicingPr
ostitutionandSexualExploitatio.aspx
Crown Prosecution Service, Prostitution and Exploitation of Prostitution,
online:
http://www.cps.gov.uk/legal/p_to_r/prostitution_and_exploitation_of_pro
stitution/ This guidance document provides a useful summary of
prostitution-related offences.
Matthews, R. (2008) Prostitution, Politics and Policy. Routledge-Cavendish.
Please read Chapter 2, “Prostitution Myths”, pp. 21-42.
Wednesday 31st October
7.2
Lecture: An introduction to responsibilities
This session will discuss the recent attention to ‘responsibilities’, as
alternatives or counterweights to claims based on needs and rights. It will
consider the relationship of responsibilities to needs and rights
Objectives
By the end of this session and having read the recommended materials, you
should be able to see:
•
how responsibilities and welfare are often linked in academic and
political debate
•
the differences between theories around responsibilities and those
which concentrate on needs and rights.
Key Readings (on Learn)
Deacon, A. (2002), ‘Welfare and Obligation’, in Perspectives on Welfare,
Buckingham: Oxford University Press. Chapter 4.
Relevant Chapters in the Course Textbooks
Powell, M. (2012), ‘Modernization and the Third Way ’, in Alcock et al., The
Student’s Companion to Social Policy, 4th edn, Oxford: Blackwell, pp.
135-142 (also on Learn).
Further Reading,
32
Barnes, M. and Prior, D. (2000), ‘Citizens in a Welfare Ecology’, in Private
Lives as Public Policy, Birmingham: Venture Press. Chapter 2.
Dwyer, P. (2004), Understanding Social Citizenship, Bristol: Policy Press, pp.
66-76
Etzioni, A. (1995), The Spirit of Community: Rights, responsibilities and the
communitarian agenda, London: Fontana.
Etzioni, A. (1997), The New Golden Rule, London: Profile Books.
Etzioni, A. (2004), ‘Are Particularistic Obligations Justified’, in The Common
Good, Cambridge: Polity Press, pp. 7-29.
Giddens, A. (2012), The Third Way 2ndedn, Cambridge: Polity Press.
Lewis, J. (2003), ‘Responsibilities and Rights: the changing balance’, in
Ellison, N. and Pierson, C. (eds), Developments in British Social policy,
2nd edn, London: Palgrave Macmillan.
Websites
These sites provide examples of how the idea of “responsibility” has entered
the political discussions around Social Policy:
•
An archive of the UK Government website from 2010 focusing on the
roles individuals can play in their local communities, particularly around
the issue of antisocial behaviour, is: http://tinyurl.com/spsrespect
•
See the Ministerial Foreword of the Guide to the Antisocial Behaviour
etc. (Scotland) Act 2004 (p. 4): http://tinyurl.com/scotrights
Week 8
8.1
Monday 5th November
Lecture: Antisocial behaviour
This session examines antisocial behaviour (ASB) policies in the UK and
considers the role of individuals, families and communities in governing
conduct.
Objectives
By the end of these sessions and having read the recommended materials,
you should:
•
be able to critically debate the concept of antisocial behaviour.
•
have a strong understanding of how antisocial behaviour politics have
evolved in the UK, and in particular, how discourse on ‘responsibilities’
33
have featured within this.
•
be able to use evidence to argue.
Key readings (on Learn)
Hodgkinson, S. & Tilley, N. (2011) ‘Tackling anti-social behaviour: Lessons
from New Labour for the Coalition Government’. Criminology and
Criminal Justice, 11 (4), pp.283-305.
Tisdall, E.K.M. (2006) ‘Antisocial behaviour legislation meets children’s
services: challenging perspectives on children, parents and the state’,
Critical Social Policy, 26(1).
Further reading
** Brown, A. P. (2004) ‘Anti-Social Behaviour, Crime Control and Social
Control’, The Howard Journal, 43(2). [I would recommend this article if
you wish to do further reading on ASB politics]
Burney, E. (2005) Making people behave: anti-social behaviour, politics and
policy, Cullompton: Willan Publishing.
Goldson, B. & Jamieson, J. (2002) ‘Youth Crime, the Parenting Deficit and
State Intervention: A Contextual Critique’. Youth Justice, 2(2). [useful
for tutorial discussion]
HMIC (2010) Antisocial behaviour: Stop the rot, London: HMIC. Available at:
http://www.hmic.gov.uk/publication/stop-the-rot/ (14.6.12).
Muncie, J. (2011) Illusions of difference: Comparative youth justice in the
devolved united kingdom. British Journal of Criminology, 51(1). [good
overview of policy divergence in UK]
Squires, P. (2006) New Labour and the politics of antisocial behaviour, Critical
Social Policy, 26(1).
** Squires, P. (ed) (2008) ASBO Nation, Bristol: The Policy Press. [this book
is very useful resource, available electronically through the library
database. You can just read the introduction and conclusion. However,
I would also recommend chapters 4, 5, 12, and 13 – all quite short and
interesting to read]
Mooney, J. & Young, J. (2006) ‘The decline in crime and the rise of anti-social
behaviour’, The Journal of Community and Criminal Justice, 53(4).
Walters, R. and Woodward, R. (2007) ‘Punishing 'Poor Parents': 'Respect',
'Responsibility' and Parenting Orders in Scotland’, Youth Justice, 7(1).
[useful for tutorial discussion]
Websites and other resources
34
•
The Scottish antisocial behaviour website:
http://www.scotland.gov.uk/Topics/Justice/public-safety/asb (14.06.12).
This includes information about the current Scottish Government’s
framework on antisocial behaviour.
•
You can download the executive summary and a report on the evidence
supporting the framework (see volume 2) at:
http://www.scotland.gov.uk/Topics/Justice/publicsafety/asb/ASBframework (14.06.12)
Information on the coalition government proposals for developing ASB
policies:
Home Office (2011) More Effective Responses to Anti-social Behaviour.
London: Home Office. Available at:
http://www.homeoffice.gov.uk/publications/consultations/cons-2010antisocial-behaviour/ (14.06.12).
Home Office (2010a) Moving Beyond the ASBO. Speech by Theresa May to
Colin Street Community Centre, 28th July. London: The Conservatives.
Available at: http://www.homeoffice.gov.uk/media-centre/news/movingbeyond-asbos (14.06.12).
http://www.guardian.co.uk/law/2012/may/22/may-tougher-antisocialbehaviour-laws (14.06.12).
You should also look at the following reports on the United Nations
Convention on the Rights of the Child in relation to how ASB relation to
children’s rights (these are also relevant to lecture 9.2):
UK Commissioners (2007) UK Commissioner’s Report to the UN Committee
on the Rights of the Child:
http://www.niccy.org/uploaded_docs/UNCRC_REPORT_FINAL.pdf
(14.06.12).
UK Government (2007) The Consolidated 3rd and 4th Period Report to UN
Committee on the Rights of the Child:
http://media.education.gov.uk/assets/files/pdf/u/uk%20government%20
periodic%20report%20to%20the%20uncrc%20-%20july%202007.pdf
(14.06.12).
UN Committee on the Rights of the Child (2008) Concluding Observations for
the UK makes specific references about its concerns relating to
antisocial behaviour legislation in the UK (see page 20):
http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/CRC.
C.GBR.CO.4.pdf (14.06.12).
8.2
Wednesday 7th November
Lecture: Young people, public space and antisocial behaviour
35
Are ASB policies congruent with children’s rights? Should young people be
held responsible for their own behaviour? This session will discuss the ways
in which ASB policies have impacted on the everyday lives of young people
and, in particular, their relationship to public space and social place within
communities.
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
understand and debate concepts relating to the ‘problem’ of young
people in public space and how this relates to wider understandings of
childhood.
•
be familiar with policy approaches to managing and regulating young
people in public space, in particular child curfews / dispersal powers.
Key readings (on Learn)
Deuchar, R. (2010) ‘... As If It's a Crime to Walk in the Street: Anti-social
Behaviour, Youth Justice and Citizenship - The Reality for Young Men
in the East End of Glasgow’. Youth Justice, 10.
Walsh, C. (2003) ‘Dispersal of Rights: a critical commentary on specified
provisions of the anti-social behaviour bill’, Youth Justice, 3(2).
Further Reading
Adams, K. (2007) ‘Abolish Juvenile Curfews’, Criminology and Public Policy,
6(4).
** Brown, K. (2011) Beyond ‘Badges of Honour’: young people’s perceptions
of their anti-social behaviour orders. People, Place & Policy Online, 5.
[very good article, easy to follow]
Cavanagh, B. (2007) A review of dispersal orders in Scotland:
http://www.scotland.gov.uk/Resource/Doc/201001/0053723.pdf
(14.06.12).
Crawford, A. and Lister, S. (2007) The Use and Impact of Dispersal Orders Sticking Plasters and Wake Up Calls, York: Joseph Rowntree
Foundation. Available at: http://www.jrf.org.uk/sites/files/jrf/2133dispersal-orders.pdf (14.06.12).
** Crawford, A. (2009) Criminalizing sociability through anti-social behaviour
legislation: Dispersal powers, young people and the police. Youth
Justice, 9(1). [useful critical overview of dispersal power]
Kennelly, J. (2011) ‘Policing Young People As Citizens-In-Waiting’, British
Journal of Criminology, 51.
36
Matthews, H., Limb, M. and Taylor, M. (1999) ‘Reclaiming the street: the
discourse of curfew’, Environment and Planning A, 31(10).
Sadler, J. (2008) ‘Implementing the Youth ‘Antisocial Behaviour’ Agenda:
Policing the Ashton Estate’, Youth Justice, 8(1).
Walsh, C. (2002) ‘Curfews: No More Hanging Around’, Youth Justice, 2(2).
Websites
•
For a young person’s view of the Hamilton ‘Child Safety Initiative’, see:
http://www.cjscotland.org.uk/index.php/cjscotland/dynamic_page/?title=
hamilton_curfew (14.06.12).
•
Liberty supported a test case on child curfews in England. Information
on this including the outcome of the case can be found at:
http://www.liberty-human-rights.org.uk/media/press/2006/courtjudgment-on-governments-anti-yob-anti-child-policy.php. (14.06.12).
•
You can also see Liberty also for information on the ‘human mosquito’:
http://www.liberty-human-rights.org.uk/humanrights/discrimination/young-people/the-mosquito/index.php (14.06.12).
9.1 Monday 12th November
Lecture: Responsibilities: Health Promotion and Obesity
This lecture will consider issues and arguments about responsibility for health.
Who bears responsibility? What factors influence judgments about
responsibility? Students will consider the responsibilities of individuals,
governments, and businesses in addressing the public health problem of
obesity.
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
discuss and give examples of claims about responsibility for health;
•
explain how different stakeholders in the UK rank policy options for
addressing obesity; and
•
consider how opinions about responsibility for health influence such
rankings.
Key Readings (on Learn)
Mohebati, L., et al., (2007), ‘Policy options for responding to the growing
37
challenge from obesity in the United Kingdom’, Obesity Reviews,
8(Suppl. 2): 109-115.
Yoder, S. (2002), ‘Individual responsibility for health: decision, not discovery’,
Hastings Center Report 32(2): 22-31.
Further Reading
Purcell, M. (2010), ‘Raising healthy children: moral and political responsibility
for childhood obesity’, Journal of Public Health Policy, 31(4): 433-446.
9.2 Wednesday 14th November
Lecture: Responsibilities: Harm Reduction and Sex Work
This lecture will consider responsibilities for addressing harms experienced in
and arising from the sex work industry. Students will consider how different
policy approaches seek to assign responsibility.
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
explain conflicts between different policy approaches to addressing the
harms of sex work (e.g. care vs. control); and
•
identify individuals/groups and their responsibilities in regard to the
health and safety of sex workers.
Key Readings (on Learn)
Kelly, L., Coy, M., and Davenport, R. (2009), Shifting Sands: A Comparison of
Prostitution Regimes Across Nine Countries, London Metropolitan
University. Available online:
http://www.cwasu.org/project_display.asp?type=11&pageid=PROJECT
S&pagekey=55&itemkey=103
Please read Chapter 5, pp. 54-62.
Sanders, T., (2007), ‘Protecting the health and safety of female sex workers:
the responsibility of all’, British Journal of Obstetrics and Gynaecology,
114(7): 791-793.
Further Reading
Jeal, N. and Salisbury, C. (2007), ‘Health needs and service use of parlourbased prostitutes compared with street-based prostitutes: a crosssectional survey’ British Journal of Obstetrics and Gynaecology,
114(7): 875-881.
38
Matthews, R. (2008) Prostitution, Politics and Policy. Routledge-Cavendish.
Chapter 7, “Regulating Prostitution”, pp. 117-138.
Ward, H. and Day, S. (2006), ‘What happens to women who sell sex? Report
of a unique occupational cohort’ Journal of Sexually Transmitted
Infections, 82(5): 413-417.
Week 10
10.1
Monday 19th November
Lecture: Review and exam revision
This session will recap the main themes of the course, introduce students to
the format of the examination, and allow students to raise any queries they
may have ahead of their revision and the exam.
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
understand what will be expected of you in the end of course exam
•
formulate a plan to help you prepare for the exam.
Key Readings
A mock exam paper is provided at the end of this course handbook. You
should also consult exam papers from previous years from the library website,
although these should be used as a guide only as the course changes from
year to year.
10.2
Wednesday 21st November
Lecture: Concepts compared: needs, rights and responsibilities
This session will draw together the main themes of the course and consider
how they combine to explain the current debate about pensions in the UK.
Objectives
By the end of this session and having read the recommended materials, you
should be able to:
•
understand how a specific social policy (pensions) can be explained as
a “conflict” between the concepts of needs, rights and responsibilities
•
explain why different people may view needs, rights and
responsibilities in different ways, and how this could lead to
39
disagreements about policy issues.
Key Readings (on Learn)
There are no specific readings for this lecture. Instead you should revisit the
readings from lectures 2.2, 5.1 and 7.2, and consider your personal views on
the relative importance of needs, rights and responsibilities
Week 11 – Revision week, no lectures
10. Tutorial Programme
Each week the tutorial draws on the key reading from the relevant lectures.
Your tutors will direct you. Each week there will be time to discuss the
relevance of concepts from the course to current news stories from the
preceding week.
Week 1: Tutorial sign-up
Details of how to sign up for a tutorial on Learn will be announced at the
second lecture. Please make sure you sign up for a tutorial by the end of
Week 1.
Week 2: What is Social Policy?
Pre-tutorial study skill task:
Download and print the Hartley Dean article from Learn and bring this with
you to the tutorial.
Dean, Hartley (2006), ‘What is Social Policy’, Chapter 1 in Social Policy: A
Short Introduction, Cambridge: Polity.
Substantive discussion:
•
Why are you interested in Social Policy?
•
What has Social Policy meant to you?
•
Develop your definition of Social Policy.
Week 3: Defining need
Study skill task:
Essay writing practice: With examples, describe the difference between an
40
individual and a social need. Would you say one type of need was more
important than the other? How would you structure this essay?
Substantive discussion:
Mack and Lansley define poverty as “an enforced lack of socially perceived
necessities”. How do we decide what is ‘necessary’. How do we draw the line
between those who are poor and those who are not poor? Consider with
respect to poverty and work:
•
are needs absolute or relative?
•
can needs be defined objectively?
•
who should define needs?
•
is work the key element in preventing poverty?
Week 4: In whose interests is state schooling?
Study skill task:
Interpreting graphical representations of data:
In your own words, summarize the key information communicated by Figure
1. Do not use bullet points or a list. How might you explain these differences?
Figure 1:
Substantive discussion:
In whose interests is state schooling? Discuss the arguments made in Jeffs,
T. (2002), ‘Schooling, education and children’s rights’, in Franklin, B. (ed.),
41
The New Handbook of Children’s Rights, London: Routledge.
Week 5: Needs and health
Study skill task:
Essay skills: Discuss how to reference correctly and how to avoid plagiarism.
Discuss the appropriate use of evidence in your work
Substantive discussion:
How can the law be used to help or hinder the health of populations? How
would you interpret this figure?
Week 6: Children's rights
Study skill:
Developing critical argument, debating skills.
Substantive discussion task:
Debate the UN Convention on the Rights of the Child. Tutorial to split into two
teams, one to argue that children do have rights as laid out in the UNCRC, the
other to argue that they do not.
Key reading: Download the text of the UN Convention from the UN website
Week 7: An introduction to rights (health)
Study skill task:
Where does the information on which we base our arguments come from?
What sources of evidence are available to us as social scientists? Discuss
those presented in Calman, K. (2009), ‘Beyond the nanny state: stewardship
and public health”, Public Health, 123(1): e6-e10.
Substantive discussion:
Do citizens have a right to be free from government regulation? Do citizens
have the right to environments that promote health?
Week 8: Parental responsibility
Study skill task:
42
Compare and contrast governmental and NGO reports with (peer-reviewed)
academic literature (key readings from this week’s lectures).
Substantive discussion:
Should parents be held responsible for their children’s anti-social behaviour?
Evaluate the arguments presented by:
1. NCH: The End of My Tether, see
http://www.actionforchildren.org.uk/media/146308/the_end_of_my_tet
her.pdf (30.8.11)
2. Scottish Executive (2003) Putting our communities first,
www.scotland.gov.uk/consultations/social/pocf-00.asp, pp. 34-39
(30.8.11).
See also
http://www.publications.parliament.uk/pa/cm200910/cmpublic/crimean
dsecurity/100223/am/100223s02.htm (col. 382 onwards) - in England,
Crime and Security Act 2010 made a parenting order mandatory
when a young person breaches his/her ASBO. Here are the House of
Commons Committee arguments over this.
Week 9: Introduction to responsibilities (health)
Study skill task:
Interpreting graphical representations of data:
In your own words, summarize the key information communicated by Figure 2
(overleaf). Do not use bullet points or a list. How might you explain these
differences?
Substantive discussion:
How can the government monitor obesity rates? Who bears responsibility for
health?
43
Figure 2:
Occupational class differences in life expectancy, England and Wales, 1997–1999
Source: Adapted from Wilkinson, R. and Marmot, M. (eds) (2003) Social Determinants of health:
nd
the solid facts, 2 edition, WHO: Copenhagen.
Week 10: Exam practice
This tutorial session is devoted to exam technique, to developing your abilities
to produce and assess arguments and distinguish between descriptive and
analytic answers.
You should pick a question from the mock paper (see below). As advance
preparation for the tutorial, please answer the question under exam-like
conditions, taking no more than 40 to 45 minutes to do so. Come to the
tutorial with your script. Working in small groups, we shall compare scripts to
identify their strengths and weaknesses.
As the course was restructured this year, past exam papers are not as
indicative as they could be (although the format remains unchanged).
44
THE UNIVERSITY OF EDINBURGH
COLLEGE OF HUMANITIES AND SOCIAL SCIENCE
School of Social and Political Science
Social Policy and Society (U03818) MOCK EXAM PAPER NOVEMBER 2012
14.30-16.30pm
External Examiner: Dr Traute Meyer, University of Southampton
Convenor: Dr Alison Koslowski
You must answer one question from each of Sections 1 and 2, and all
of Question 7 in Section 3
Section 1. (Questions 1 and 2) (40%)
1. The meeting of needs should be the central aim of Social Policy. Discuss.
2. Discuss the view that “With rights must come responsibility” (Tony Blair,
2005)
Section 2. (Questions 3 to 6) (40%)
3. Is there a responsibility on everyone to ensure their own healthy nutrition?
4. To what extent does an individual have the right to rely on the state to
provide their health care?
5. “If you were on the UN Committee on the Rights of the Child, what
criticisms would you make of the UK? Discuss, using policy examples and
evidence.”
6. “Parents, whether they live together or not have a clear moral as well as
legal responsibility to maintain their children. Relationships end.
Responsibilities do not.” (Scottish Government Response to the Henshaw
Report on child support). Do you agree?
SEE OVER/
45
Section 3. (20%)
Question 7
In your own words, summarize the key information communicated by Figure
1. Do not use bullet points or a list. How might you explain these differences?
Figure 1: Socioeconomic deprivation and risk of dependence on
alcohol, nicotine and drugs, Great Britain, 1993
(Source: Adapted from Wilkinson, R. and Marmot, M. (eds) (2003) Social
Determinants of health: the solid facts, 2nd edition, WHO: Copenhagen.)
46
11. Essay Questions 2012-13
Answer one of the following questions in less than 1500 words:
Question 1
Why are needs often regarded as central to social policies?
Question 2
Are social determinants such as class, education and income more significant
for the health of individuals than access to medical care services?
Question 3
What role should Governments play in addressing their citizens’ needs
regarding health and schooling?
Question 4
What is schooling for? Use evidence of specific education policies to
illuminate your answer. You can choose what part(s) of the UK you want to
cover – but ensure you are clear and accurate on the relevant policy. Please
choose which education policies you cover and ensure you are clear and
accurate on this/these relevant policy/policies.
47