CARE06029 2021 Social Prescribing 3: Social Inclusion & Effective Communication

Social Prescribing recognises community as a significant source of health and wellbeing. However, some people encounter various forms of social exclusion and are unable to access these benefits. Improving health and wellbeing, therefore, requires awareness of the factors leading to social exclusion, which provides a context for assessing the social, emotional, and practical needs of participants, informing intervention plans and onward referrals. Ensuring effective assessments of participants needs and aspirations requires Social Prescribing Link Workers to have good communication, in particular good listening skills. To enable social integration of participants, Link Workers must form connections with diverse community agencies and service providers to establish inward and onward referral pathways. In short effective social prescribing requires an appreciation of the benefits of social inclusion, awareness of the factors perpetuating social exclusion and the communication skills to effectively bring community and participants together.

In undertaking, this module students will develop their understanding of Social Prescribing as a process and practice that both contributes to and relies on the social context (community) in which it operates and how this context differently impacts participants. Students will explore the role of community in health and wellbeing, the impact of social exclusion on participants and how social exclusion is perpetuated. Students will learn how, in addition to relying on community for access to diverse resources, social prescribing also builds social capital through creating resource networks within communities. To ensure maximum participation in Social Prescribing while recognising that access to social resources is often unequal, students will identify mechanisms for addressing barriers, accommodating diversity and facilitating inclusion in their own service/practice. To fully support the needs and aspiration of participants and develop appropriate person centred plans and referral pathways, students will explore a diverse range of communication and assessment skills.

In the 1990s, Anne Meyer, David Rose, and their colleagues at CAST introduced universal design for learning (UDL), a framework to improve teaching and learning. Based on new insights from the learning sciences and creative uses of digital technologies. UDL can help educators improve and optimize learning experiences for all individuals. In this book, Meyer and Rose, along with David Gordon, provide the first comprehensive presentations of UDL principles and practices since 2002. This new look at UDL includes contributions from CAST's research and implementation teams, as well as their collaborators in schools, universities, and research settings. Universal Design for Learning: Theory & Practice includes: * New insights from research on learner differences and how human variability plays out in learning environments * Research-based discussions of what it means to become expert at learning * First-hand accounts and exemplars of how to implement UDL at all levels and across subjects using the UDL Guidelines * "Dig Deeper" segments that enrich the main content * Dozens of original illustrations and access to videos and other online features at http://udltheorypractice.cast.org * Opportunities to participate in a UDL community

A new textbook introducing the theories and practices of community development in Ireland, with particular reference to the effects of social and economic policies within this context. This practical exploration of community development in Ireland ensures the reader will: understand community and social change in Ireland; recognise and value community development as a powerful force for social change in Ireland; critically appraise the policy environment influencing community development and the interrelationship between policy and practice; utilise the knowledge and skills necessary for effective and sustainable community development; determine current issues and challenges in this area and offer effective solutions to address these issues and challenges. Reflects the current theoretical conceptualisations, the latest policy implications, models of best practice and frameworks that are currently shaping community development projects and programmes in Ireland. Includes case studies that showcase examples of positive community development and bring a practical and insightful dimension to this text. Contains contributions from leading academics, practitioners and community groups in Ireland. Written For: Undergraduate and postgraduate students of: Youth and Community Studies Community Developmentand Education Community and Family Studies Rural Development Social Work Social Studies Social Science Applied Social Care Social Care Practice

Why do we mistrust people more in the UK than in Japan? Why do Americans have higher rates of teenage pregnancy than the French? What makes the Swedish thinner than the Greeks? The answer: inequality. This groundbreaking book, based on years of research, provides hard evidence to show: - How almost everything - from life expectancy to depression levels, violence to illiteracy - is affected not by how wealthy a society is, but how equal it is - That societies with a bigger gap between rich and poor are bad for everyone in them - including the well-off - How we can find positive solutions and move towards a happier, fairer future Urgent, provocative and genuinely uplifting, The Spirit Level has been heralded as providing a new way of thinking about ourselves and our communities, and could change the way you see the world.

One of the world's leading doctors, a public intellectual and educated in Australia reveals social injustice to be the greatest threat to health in the world, and explains how socio-economic status directly affects health

Informed by a wealth of available research, between 1997 and 2010, the UK Labour government introduced a raft of policies to reduce health inequalities. Despite this, by most measures, the UK's health inequalities have continued to widen. This failure has prompted calls for new approaches to health inequalities research and some consensus that public health researchers ought to be more actively involved in 'public health advocacy'. Yet there is currently no agreement as to what these new research agendas should be and despite multiple commentaries reflecting on recent UK efforts to reduce health inequalities, there has so far been little attempt to map future directions for research or to examine what more egalitarian policies means in practical terms. Health Inequalities: Critical Perspectives addresses these concerns. It takes stock of the UK's experiences of health inequalities research and policy to date, reflecting on the lessons that have been learnt from these experiences, both within the UK and internationally. The book identifies emergent research and policy topics, exploring the perspectives of actors working in a range of professional settings on these agendas. Finally, the book considers potential ways of improving the links between health inequalities research, policy and practice, including via advocacy. With contributions from established, international health inequalities experts and newer, up-and-coming researchers in the field, as well as individuals working on health inequalities in policy, practice and civil society settings, Health Inequalities: Critical Perspectives is a 'must buy' for researchers, postgraduate students, policymakers, practitioners, and research funders.

Epistemic Injustice explores a form of injustice which has so far been largely ignored in English-language philosophy: epistemic injustice - that is to say, a wrong suffered in one's capacity as a knower. Miranda Fricker distinguishes two forms of epistemic injustice: testimonial injustice and hermeneutical injustice. In connection with both, she argues that our testimonial sensibility needs to incorporate a corrective, anti-prejudicial virtue that canbe used to promote a more veridical and a more democratic epistemic practice.

HSE Health and Wellbeing / S3 Solutions and Elemental (2021). Building Capacity for the Evaluation of Social Prescribing: Evaluability Assessment. HSE Health https://www.youtube.com/watch?v=wXuL89kS47kand Wellbeing, National Office of Suicide Prevention and the Department of Health. Available from: https://www.hse.ie/eng/services/list/4/mental-health-services/connecting-for-life/publications/s

Webinar launch of document above - https://www.youtube.com/watch?v=wXuL89kS47kocial-prescribing.pdf [Accessed 08/03/2021].

Thomson, L., Camic, P. and Chatterjee, H. (2015). Social prescribing: a review of community referral schemes. London University College London. Available online: https://repository.canterbury.ac.uk/item/87994/social-prescribing-a-review-of-community-referral-schemes

Chatterjee et al. (2018) 'Non-clinical community interventions: a systematised review of social prescribing schemes`. Arts & Health. Vol 11:2. Available online:https://www.tandfonline.com/doi/full/10.1080/17533015.2017.1334002.

National Disability Authority NDA - Centre of Excellence in Universal Design - link - http://universaldesign.ie/

HSE on Social Prescribing - links to Irish Social Prescribing Organisations - https://www.hse.ie/eng/health/hl/selfmanagement/donegal/programmes-services/social-prescribing/

NHS on Social Prescribing - link - https://www.england.nhs.uk/personalisedcare/social-prescribing/

Gallagher C. (2017) Social Prescribing in Donegal. Healthy Waterford. Available https://www.youtube.com/watch?v=YZvKpuUndis&t=953s. [Accessed 08/03/2021]

PDF Detailing the 9 grounds of discrimination and the different kinds of discrimination - https://www.dublin15cc.com/wp-content/uploads/2013/04/unlawful-discrimination-explained.pdf

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