The course aims the objectives of the knowledge of the main social dimensions of health through the investigation of the concepts of social capital, social support, somatic society, and of the demonstration of their possibilities in the sense of application. In particular, we will be present some instruments, processes and products of communication in the field of personal health (body care and demand for well-being, research of mental and physical fitness); in the field of social and inter-subjective health (relationships and social support, quality of life and lifestyles); in the field of promotion of health (risk communication, mass media and health, e-health). The main result is to stimulate thinking skills and planning skills to implement social reticular frameworks as part of the promotion of health and prevention of disease.

The course is divided into several thematic modules.

1. Social dimensions of health
• The theories of the sociology of health (functionalist, phenomenological, critical)
• Health in the somatic society
• The social capital as a factor of health
• Social vulnerability and health inequalities

2. The construction of the medical health
• The biomedical model
• Bio-power and medicine
• The social construction of diagnosis
• Degrees of medicalization

3. Prevention and communication
• Prevention and precaution
• Risk and health
• Risk communication
• Health Literacy
• Principles of e-health

4. The applications of the sociology of health: some examples
• Quality evaluation from the point of view of the citizen
• e-Care and health communication
• The campaigns on health
• Plans for Health    

Students will gain knowledge, and understanding of the main sociological theories of health with particular reference to the issues and methods faced by different epistemological perspectives. Students are awarded this basic knowledge by attending the lectures and study of the texts discussed in class.

Students will also gain the ability to apply knowledge and understanding of concepts through the analysis of the communication products in the field of health. The skills will be acquired through moments of exercise in the classroom.

Students will be able to analyze with independent judgment projects, plans and promotion of health in the social and training sector programs. That capacity must be exercised in the classroom in the confrontation with the teacher and the other students.

Students will be called upon to perform in the classroom communication skills by interacting with applications, trade with fellow students and writing short presentations for the final exam.

Students must be in possession of critical skills useful in identifying functional and adequate tools and methods of communication for health contexts, simulating action plans, designing a working hypothesis on campo

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching is carried out through ex cathedra lectures, seminars, regular discussions in the classroom. During the lessons, we will used synthetic schemes and explanatory presentations, such as teaching aids to the understanding of the issues examined. Such material will be made available online. 

The teaching material and specific communications from the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.it

Teaching

Lectures, class discussion, seminar activity, help texts.

Attendance

For the exam students are required to prepare the texts indicated. Any examination programs customized, need to be agreed with the teacher. The students are required to  expose the issues addressed during the learning activities in the form of seminar or discussion in the classroom.

Course books

A. Maturo, Sociologia della malattia. Un'introduzione, Angeli, Milano 2007.
S. Rubinelli, L. Camerini, P. Schultz, Comunicazione e salute, Apogeo, Milano 2010. 
I. Matteucci, Comunicare la salute e promuovere il benessere. Teorie e modelli per l'intervento nella scuola, Angeli, Milano 2014.

Assessment

Methods to assess the level of preparation of students consist in the final oral examination and in the exposure of the issues addressed during the learning activities in the form of seminar or discussion in the classroom.

The exam will be held through an individual interview based on textbooks suggested. The aim is to evaluate both student's comprehension of the content and his ability in reworking concepts and in argumenting. It is possible to present a written document on a topic agreed with the teacher. 

Excellent grades will be given in presence of: a good critical perspective and in depth study; knowing how to link among them the main subjects addressed during the course; the use of an appropriate language.

Good grades will be given in presence of:  good mnemonic knowledge of the contents; a relatively good critical perspective and connection skills related to the treated topics; the use of appropriate language.

Sufficient grades will be given in presence of: the achievement of a minimal knowledge on the treated themes, even in presence of some gaps; the use of a not appropriate language.

Negative grades will be given in presence of: a difficult orientation related to the treated topics; knowledge gaps; the use of a not appropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Students not attending will have access to the synthetic schemes and explanatory presentations used by the teacher in class, such as teaching aids to the understanding of the issues examined. Such material will be made available online.

Attendance

For the exam students are required to prepare the texts indicated. Any examination programs customized, need to be agreed with the teacher. The students are required to know the synthetic schemes and explanatory presentations used by the teacher in class, such as teaching aids to the understanding of the issues examined. Such material will be available online.

Course books

A. Maturo, Sociologia della malattia. Un'introduzione, Angeli, Milano 2007.
S. Rubinelli, L. Camerini, P. Schultz, Comunicazione e salute, Apogeo, Milano 2010. 
I. Matteucci, Comunicare la salute e promuovere il benessere. Teorie e modelli per l'intervento nella scuola, Angeli, Milano 2014.

Assessment

Oral examination

The exam will be held through an individual interview based on textbooks suggested. The aim is to evaluate both student's comprehension of the content and his ability in reworking concepts and in argumenting. It is possible to present a written document on a topic agreed with the teacher. 

Excellent grades will be given in presence of: a good critical perspective and in depth study; knowing how to link among them the main subjects addressed during the course; the use of an appropriate language.

Good grades will be given in presence of:  good mnemonic knowledge of the contents; a relatively good critical perspective and connection skills related to the treated topics; the use of appropriate language.

Sufficient grades will be given in presence of: the achievement of a minimal knowledge on the treated themes, even in presence of some gaps; the use of a not appropriate language.

Negative grades will be given in presence of: a difficult orientation related to the treated topics; knowledge gaps; the use of a not appropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.