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Christine O'Halloran
Christine O’Halloran – Module SSC335: Global Health 1024 1024 Chevron College

Christine O’Halloran – Module SSC335: Global Health

Question: To what extent has Globalisation been the cause of global health problems?

By Christine O’Halloran

Christine O'Halloran

Christine O’Halloran

I have worked in healthcare both public and private sector for the last 15+ years. After doing extensive research into different health and social care courses, I finally chose to study with Chevron as they offered a comprehensive and diverse degree program that would enable me to further my career prospects and individual goals. Their course is internationally recognized and offers the learners the opportunity to gain experience through theory and practical elements. 

This is an example of my course work that I have submitted for module SSC335: Global Health.

Question: To what extent has Globalisation been the cause of global health problems? 

 

Introduction 

Globalization is widespread and is often inconclusive and open to many interpretations. It can be described as the interdependence and relationship of people and countries. Alternatively, global health focuses on many countries’ challenges and concerns, and emphasizes transnational issues like climate change and urbanization. World Systems Theory, Solid Modernity, and Liquid Modernity are theories that attempt to explain Globalization. To evaluate the extent of Globalization on a global health issue, case studies will be used. For example, global rates of obesity and associated non-communicable diseases have been rising for the last four decades (Raine, 2012). Obesity rates have been related to globalization processes that encourage obesity by overwhelming low-income country economies with cheap, obesity – promoting products and disseminating Western-style fast food restaurants (dependency/world system’s theory) (Fox, Feng and Asal, 2019).  Domestic factors such as increased excessive calorie consumption in addition to income and increased female labour force participation as economies grow (the “modernization” theory) are potential hypotheses (Fox, Feng, and Asal, 2019). Globalization, or the unrestricted flow of information, technology, culture, and capital between countries, has been both a beneficial and detrimental force, especially in the realm of health. Globalization has aided in the emancipation of thousands of people from severe poverty, reduced hunger and infectious disease, and improved people’s overall quality of life. The problem is that the same social and economic changes that raised individuals’ prosperity have expanded their waist sizes, leading to the worldwide epidemic of obesity. The concept of “globalization” is also widespread in contemporary academia and is often inconclusive and open to many interpretations, which will be seen throughout the different case studies.  

  Define what Globalisation and global health are. 

The concept of “globalization” has become widespread in contemporary academia and is often inconclusive and open to many interpretations (Mir, Majeed, Qadri, & Hassan, 2014; Upali, 2017). As stated by the WHO, Globalization can be characterised as the growing interrelation and corelation of nations and individuals, which are two interconnected components. Globalization, according to Anthony Giddens, is the strengthening of global social links that bind distant locales in such a way that events in one country impact events in another country, even if they are miles away (IInfed (2017) and Upali (2017). This requires a paradigm change in our thinking regarding geography and our perception of the locality. Along with opportunities, it often involves significant threats, among which are those associated with technological development. The enhanced interrelationship and interdependence of peoples and countries (Economics Online, 2020) and changes in structures and policies that foster or facilitate such flows. Globalization refers to developing various economic, social, cultural, and technological processes that increase inter-connectivity between societies and people worldwide (IInfed.org, no date).  Michael Mann, for example, has recently stated: 

“… what is generally called globalization involves the extension of distinct relations of ideological, economic, military, and political power across the world.” (IInfed, 2017). 

However, other views, including transformationalists and postmodernists, except that globalists have exaggerated globalization’s influence. They argue that dismissing the idea outright is foolish. Globalization, according to this theoretical perspective, would have to be regarded as a intricate network of interrelated associations in which authority is often implemented indirectly. They argue Globalization can be slowed or stopped, mainly where it is harmful or at least regulated (Thompson, 2015). Global optimists conclude Globalization is taking place and that local identities are eroding due to multinational capitalism’s growth and the rise of a homogeneous global society. They perceive Globalization as an optimistic phenomenon, marked by increased development, economic growth, and the spread of democracy (Thompson, 2015). Globalization, according to pessimist globalists, is a process of Western American imperialism. They argue Globalization serves as a mechanism for enforcing Western institutions and values on the rest of the world. 

With the globalization of ideas, goods, and resources, the term is often used in industry to refer to an interconnected economy categorised by free trade and unrestricted capital flows, while using external labour trades to boost income (Lutkevich, 2021). As diverse nations become more politically, culturally, and economically linked, the world becomes more globalized. Technological advancements, especially in transportation and telecommunications, enable and accelerate these cross-border interactions and dependencies (Lutkevich, 2021). As a result, globalization can be classified into three distinct phases. Economic globalization is the process of integrating and integrating international financial markets and multinational corporations with significant market influence. Political globalization is a concept that refers to policies that facilitate international trade and commerce. Additionally, it includes the organisations that carry out these strategies, including national governments and foreign organizations such as the International Monetary Fund (IMF) and the World Trade Organization (Economics Online, 2020). Globalization of culture focuses on the social forces that allow societies to mix, such as increased communication and transportation facilitated by technology. It is critical to keep in mind that each form has an impact on the others (Lutkevich, 2021). For instance, certain liberal trade policies, collectively referred to as political Globalization, promote economic Globalization. Cultural globalization is driven by policies implemented as part of political and economic globalization, such as trade and imports. Technological innovation is the unifying theme that runs across all three strands of Globalization. As discussed previously, technology plays a role in the acceleration of each form. 

Each form of globalization has implications that can be seen locally and globally and can be established in interactions at all levels of society, from the individual to society. Each country or region considers the effect of foreign influence on its ordinary people. At the community level, the effects on local or regional organisations, markets, and economies are included. Although the ramifications of globalization are obvious, assessing the net effect of globalization is a difficult job, as some globalization results are often regarded as positive by proponents and as negative by critics. Sometimes, a relationship that benefits one party can hurt another, and the debate continues about whether Globalization benefits the world. 

Global health (GH) has replaced international public health, and in different ways, both concepts are equally applicable. International public health centres themselves on applying public health principles to health problems and issues affecting LMICs, and the diverse set of global and local determinants that form them. GH focuses on many countries’ challenges and concerns and emphasizes transnational issues like climate change and urbanization (Merson, Black, and Mills, 2018). 

GH considers health issues deemed global relevance and magnitude, attracting interest funding and cooperation from the public sector and private sector actors. This would also include corporations, foundations, and NGOs. Determining whether a particular health issue is recognized as a global or international issue, and how the response is constructed or governed, is strongly influenced by the shifts in political and financial power distribution (Tarontala, Ferguson & Gruskin, 2012).  

GH recognizes that malnutrition, infectious diseases, environmental destruction, and global warming all pose threats to the planet. It acknowledges how pervasive inequality misrepresents the inequalities between the global North and South in terms of wellness, medical advances, and economic development (Benatar, 2009). Global North institutions, particularly those in North America and Europe, receive significantly more funding than those in the global South. However, having information to positively impact global health problems also encourages scholars to migrate from the global South’s less developed nations. This results in ‘brain drain,’ in which indigenous wisdom is diluted in order to strengthen the global North (Hunt, 2019).  This disparity in the number of professionals demands a shift in the number of individuals emigrating from less-developed countries. This enables countries that have lost competent people to wealthy nations to participate on an equal footing in resource sharing (Hunt, 2019), resulting in a truly global approach to health. 

Health is not merely the absence of illness or the absence of symptoms. A state of complete physical, emotional, and social well-being is described as health. Health is not only physical; it is also psychological and social. Our social relationships can have a profound effect on an individual’s health and the health of a family, a group, or a society. GH is concerned with international health concerns. In other words, it is not only concerned with health problems within a specific country, but also with global issues. Numerous infectious diseases, for example, do not require passports. They fly easily between countries. 

Covid 19 is a recent example of this. Additionally, many health problems that would be classified as NCDs affect a substantial percentage of the world’s population. Thus, the definition of GH is synonymous with collaboration and trade. In other words, as a global phenomenon, GH can only be strengthened by cooperation and knowledge exchange between not only societies and communities within countries, but also between countries. Additionally, this partnership and trade must be global in scope. 

Increasingly in GH over the last few decades, both developed and developing countries can provide valuable lessons and guidance about how to manage health issues. The principle of GH is a combination of two distinct principles. The first is the philosophy of public health, which emphasizes population-based interventions and solutions that could be most effective for a given situation. At other times, offering individual treatment may be just as necessary, if not more so. Taking both and using them as required is one of GH’s defining characteristics, as it strives to be adaptable in addressing and resolving health issues. Now, numerous functions within GH tend to perform, or attempt to perform. One is to track and assess the global health status and health conditions. By collecting data, we hope to educate, inform, and empower nations, societies, and individuals. To establish mechanisms conducive to improved health and to concentrate on establishing and mobilizing partnerships. Both with governments or non-governmental organisations, human rights and the right to health care are well-established in the majority of countries (Tarontala, Ferguson & Gruskin, 2012). 

GH is a significant security hazard. Unhealthy populations, where illness can ravage groups, can breed political instability (Fox, Feng, and Asal, 2019; Shanmugam, 2020). Globalization is also dependent on GH. We are increasingly living in a globalized world. Where people cross borders easily, economics is now changing between countries. Certain countries prosper, while others do not. All becomes global, including health and disease. 

Additionally, as the world becomes more globalized, it is important for countries to view health as a global phenomenon, rather than a national one. A population with significant illness cannot grow economically as rapidly as other populations. As is frequently the case, improving one’s health will aid in growth. 

 Evaluate the theories of Globalisation, which help explain its impact. 

The term “globalization” has been misused and overused, according to Lee and Collin (2010). Lee and Collin (2010) describe globalization as three distinct forms of changes that have occurred at a rapid pace over the last few decades. They suggest explaining globalization. There are three dimensions of global change – spatial change, temporal changes, and cognitive changes. Globalization influences how physical or territorial space is perceived or experienced by spatial changes. It is how time is experienced or perceived with temporal changes, while cognitive changes are how people regard themselves and the world (Lee, 2004). 

Since there are various ideas and arguments on Globalization, three main theoretical perspectives from prominent scholars will be discussed that contribute to globalization literature. These include World Systems Theory, Solid Modernity, and Liquid Modernity. According to Wallerstein, the world-systems theory is characterized by an international division of labour comprised of a hierarchical set of relationships between three distinct types of capitalist zones (Thompson, 2015a). The core or developing countries have a monopoly on the supply of consumer products and regulate global wages. Countries like South Africa and Brazil are in the semi-peripheral region, which has urban centres that resemble the core, but still has rural poverty that resembles the peripheral countries. These are the countries that will receive the core contracts. Countries at the bottom of the food chain, for example, Africa, provide raw materials such as cash crops to the centre and semi-periphery. Additionally, the developing markets are where the core intends to sell their manufactured goods. 

 The Modern World-System is intricate, with core countries constantly devising new ways to profit from developed countries and regions. Wallerstein may also be chastised because underdevelopment is caused by various factors other than capitalism. Cultural influences, corruption, and ethnic strife are other examples. Wallerstein places much too much focus on economics and capitalism’s supremacy. People may also be abused and oppressed in other ways, including by tyrannical religious regimes. Some regions remain outside of the World System, including some indigenous groups in South America, who are relatively untouched by global capitalism. Finally, Wallerstein’s conceptions of the Core, Semi-Periphery, and Periphery are ambiguous, making it difficult to assess his theory in practice (Thompson, 2015b). 

The emergence of two main factors characterizes a social imaginary: mass migration and electronic mediation. Appadurai explains that global interactions between culture, economy, and politics have led to certain profound disjunctions between culture, economy, and policy. He describes how modernity impacts daily life and the significance of innovating as a social practice. Ethnoscapes, mediascapes, technoscapes, finanscapes, and ideoscapes comprise a unique group of five global flows of cultural imagination. To better understand this global concept, Ethnoscape considers it through culture and borders. Technoscapes also incorporate new exchanges and experiences that result from technological advances. Finance is connected to the economy and to the competitive nature of the economy, which is highly unpredictable. Mediacircumstance and informationscape relate to the development and distribution of information through the internet and media sources. 

The works of Ulrik Beck are considered the beginning of “risk society.” He discusses the political, economic, and social causes and effects of Globalization. This conceptual framework incorporates three interrelated elements: risk, individualization, and reflexive modernization. Beck identifies a process propelled by an increase in risks and science’s capacity to detect increasingly minute risks. He would suggest this contributes to a shift in social roles in society and a change in risk’s cultural definitions. The key argument is that the distribution of wealth results in the amount of risk. Social factors produce societal risks that threaten humankind’s survival. Leading institutions, including economic, political, legal, and administrative, generate certain risks and determine the resulting risks non-existent in society’s eyes (Beck, 1992). Beck speculated that those who stray from tradition face danger as a result of modern life’s globalization, such as those who move from rural to urban areas. Unpredictable results become the primary catalyst of social change in this danger society. Global economic growth would entice the poor to more affluent urban areas, despite the possibility of negative consequences (Beck, 1992). India faces challenges in combating poor public health among those who live in and migrate to megacities from rural areas, owing to the country’s dense and high population density. They live in filthy conditions in Mumbai, which is home to nearly half of the population. Families who bathe, brush their teeth, and wash their clothes in excrement-filled rivers are at the epi-centre of these unsanitary conditions, which provide an ideal environment for the spread of cholera (Hamner et al., 2006). These deplorable living conditions, as well as the risk of contracting cholera, are significant risks associated with slum living. 

Critique the theories of Globalisation that you use. 

The Network Society is the name given to the critical theory of Globalization that Manuel Castell has advanced. Globalization refers to a transition from a post-industrial society to an information society. Globalization, he explained, is the new basis of modern production and social organization through knowledge. Manuel Castell’s rise of the network society demonstrates how Globalization takes a technological approach. Although his theory employs a similar approach to analysing the capitalist system and its dynamics in the world-system and global capitalism, it is the logic of technological revolution, rather than capitalist growth, that is shown to enforce fundamental causal determination on the plethora of data obtained through Globalization. 

Multinational corporations are a clear example of Globalization. The word “multinational corporation” essentially refers to a company that operates in many countries. McDonald’s, for example, is a global fast-food company. McDonald’s’ global presence is understandable as a global brand, operating in over 100 countries and serving nearly 70 million customers daily. It employs over 2 million people and produced more than $22 billion in revenue yearly (Racoma, 2019). Owing to their widespread presence and effect on social and economic development in the countries in which they operate, multinational corporations such as McDonald’s are representation of Globalization’s contradictions. 

On the one side, multinational corporations would invest in indigenous people and facilities in order to create jobs, skills, and stability in the communities where they work. However, multinational companies, comparatively, can kill small industries, exploit cheap labour in developing countries, and disrupt cultural diversity. Although they provide benefits to the communities in which they work, they are often unsustainable. The corporation’s sole allegiance is to its bottom line, not the community through which it has incorporated itself. 

 

Offer specific case studies of globalisations impact on global health problems, both positive and negative. 

Communicable and non-communicable diseases account for a significant portion of global mortality. Heart disease, cancer, obesity, and respiratory problems account for roughly seven out of ten deaths worldwide. Eighty-two percent of premature deaths occur in low- and middle-income countries (LMICs) (WHO, 2019). These statistics have risen due to four main risk factors: tobacco use, excessive alcohol use, sedentary lifestyles, and unhealthy diets (WHO, 2019). 

Three significant inventions led to tobacco’s popularity during the nineteenth century. A method has been discovered for manufacturing cigarettes that are lighter and more pleasurable to smoke. The invention of safety matches greatly improved the ease of smoking. The first cigarette processing machine was invented, resulting in a major reduction in cigarette production (Bach, 2007). Around a billion tobacco users live in developing countries, out of a total global population of 1.22 billion (Yach and Bettcher, 2000). The US’s global hegemony has influenced marketing campaigns in low- and middle-income countries (LMICs), where the highest proportion of people die from cardiovascular and lung diseases. (2008) (World Health Organization). The marketing campaign targets women by capitalizing on the non-Western world’s view of Western society’s democratic, glamorous, and sophisticated picture. Weight loss and beauty are portrayed in a misleading manner in order to appeal to women’s interests and desires. This portrayal of Western culture has an impact on those living in LMICs. This then has an impact on the global increase of non-communicable diseases, resulting in a mode of Globalisation in which the tobacco industry’s Globalisation coexists with the smoking populations of their respective countries (Yach and Bettcher, 2000). 

Obesity is a condition that can be prevented in large part by changing one’s diet and adopting healthy lifestyle habits. Obesity, however, is a risk factor for many NCDs and is related to increased morbidity and mortality (Nishida, Borghi, Branca & De Onis, no date). Prevalence rates have continued to rise across the world, affecting every country regardless of socioeconomic status, culture, or race (Antipatis & Gill, 2001). The rate has tripled since the late 1990s (Wolfenden et al., 2019). According to statistics, obesity-related diseases result in 3 million deaths and merely under 36 million disability-adjusted life years per year. The WHO’s recently appointed Director-General has often mentioned obesity as a significant new global epidemic. Even though she expressly stated industry caused the outbreak, only a few attempts to fix the problem have been made so far. Obesity was once considered a fringe interest in most major medical societies. It was only in the last two decades it became a commonly accepted medical issue in clinical practice. Governments’ interests in public health are restricted unless driven by decades of solid lobbying and overwhelming medical evidence, including the dangers of smoking or potentially dangerous diseases like SARS or Ebola. Nevertheless, it has been proposed that no healthcare system in the world will cope with the full impact of the immense cost of care incurred due to obesity and its complications (James, 2018). 

The obesity epidemic has been linked to mechanisms of globalization that encourage obesity by overwhelming low-income country economies with affordable, obesity – promoting products and distributing Western-style fast food chains (dependency/world system’s theory). Domestic factors such as the increasing consumption of processed foods in reaction to economic production and greater opportunities for women as economies develop (the “modernization” theory) are possible explanations (Fox, Feng, and Asal, 2019). Globalization, or the unrestricted flow of information, technology, culture, and capital between countries, has been both a beneficial and detrimental force, especially in the realm of health. Globalization has aided in the emancipation of thousands of people from severe poverty, reduced hunger and infectious disease, and improved people’s overall quality of life. The problem is that the same economic and social changes that improved peoples and countries wealth have actually expanded their waistlines too, leading to developing countries’ global obesity epidemic. 

Numerous LMICs grapple with the so-called “dual burden” of obesity and malnutrition; however, while malnutrition continues in many countries, obesity has surpassed underweight in prevalence. Currently, there are more people are obese on a global scale, owing largely to globalization. It has developed McDonald’s franchises in cities such as Mumbai. As a result, the “nutrition revolution,” a term that refers to the obesity-causing transition away from conventional diets toward Western ones brought on by modernization and wealth, has been accelerated (Boston and Ma, 2012). 

The transition, which has been exacerbated by the global obesity epidemic and nutrition relation illnesses, is ingrained in globalization processes. It alters the fundamental characteristics of agricultural and food structures, by varying the accessibility, price, and attractiveness of foods on the market (Hawkes, 2006). 

Conclusion 

Globalisation, therefore, has progressed in synch with the fruition of social cultures. Nonetheless, the existing globalization process is unprecedented in terms of its pace and depth of change. To label globalization as “beneficial” or “disadvantageous” for health would be oversimplistic and inaccurate. For example, global migration is increasing as a result of spatial change (Lee, 2004). The debate about globalization and health in high-income countries is often presented around the risk of transmitting severe and infectious diseases like SARS and more recently, Covid 19. Additionally, developed countries fear the financial burden associated with the influx of obese people from developing countries. The threats that high-income economies can distribute to other parts of the globe through goods like cigarettes and processed food, as well as macroeconomic policies that influence foreign direct investment and debt levels, are less well-known. Furthermore, there is a tendency to overlook the benefits of migration flows for high-income countries. For example, the distribution of health workers from poorer nations helps under-resourced healthcare systems in high-income countries, sometimes at the expense of developing-world capacity. To put it another way, increased movement of people and goods leads to a complex calculation of benefits and costs for each group. 

Equally, temporal variation influences disease/illness transmission. Owing to the rapidity with which modern transportation networks run, pathogens have the ability to spread worldwide in a matter of hours (as illustrated by the SARS outbreak). By contrast, advanced technology allows the health system to respond to such emergencies more efficiently (Lee, 2004; Hunt, 2019). For instance, an international system of institutions organized by the WHO and connected through international infrastructures is capable of rapidly detecting and reacting to influenza virus changes. 

Finally, Western publicity and advancements have assisted in the expansion of knowledge of so-called “lifestyle” diseases (e.g., obesity) within specific populations within LMICs. Since it comprises of the global transfer of policies regulating the provision and financing of health services, the expansion of health sector restructuring can also be considered a process of cognitive globalisation. Thus, national health systems are tasked with the responsibility of sorting through and adapting these policies to local conditions. Additionally, global recognition results in an increase in the sharing of health care principles, ethical values, and standards (Lee and Collin, 2016; Lee, 2004). 

Along with individual change, global health laws must be changed. In the year after the introduction of the smoking ban, the UK saw nearly a 3% drop in hospital stays for people with cardiac ailments. It also saw a 93 percent decrease in air pollution levels in public buildings in the twelve months following the smoking ban in 2007. The smoking ban showed that policy changes can improve society’s health, and similar results are needed for LMICs to improve theirs. To assist in this endeavour, the NCD Alliance was founded by over 2,000 non-governmental organizations and charities to raise cardiovascular diseases to a public health priority (Yach and Bettcher, 2000; BauLd, 2011). 

Castell’s network society concept exemplifies how IGOs and NGOs will work cooperatively to reduce NCDs in epidemic-prone countries. The UN’s efforts to combat poverty through the Millennium Development Goals reflect how globalisation has brought nations together to ensure that everybody has access to knowledge about global events. This encourages non-governmental organizations to campaign on behalf of the health and rights of the entire world’s population. To be deemed a globalisation success, the earth must be treated as a single entity, with all governments, global North or South, cooperating holistically to improve the lives of the world’s most oppressed people. 

 

References

Antipatis, V. J. and Gill, T. P. (no date) ‘Obesity as a Global Problem’, INTERNATIONAL TEXTBOOK OF OBESITY, p. 21. 

BauLd, P. L. (2011) ‘Impact of smokefree legislation in England: Evidence review’, p. 23. 

Beck, U. (1992) ‘From Industrial Society to the Risk Society: Questions of Survival, Social Structure and Ecological Enlightenment’, Theory, Culture & Society, 9(1), pp. 97–123. doi: 10.1177/026327692009001006. 

Benatar, S. (2009) Global Health: Where to Now? – Global Health Governancemoam.info. Available at: https://moam.info/global-health-where-to-now-global-health-governance_59c38a2a1723ddd5d97c7758.html (Accessed: 2 May 2021). 

Boston, 677 Huntington Avenue and Ma 02115 +14951000 (2012) GlobalizationObesity Prevention Source. Available at: https://www.hsph.harvard.edu/obesity-prevention-source/obesity-causes/globalization-and-obesity/ (Accessed: 17 March 2021). 

Costa-Font, J. and Mas, N. (2016) ‘“Globesity”? The effects of globalization on obesity and caloric intake’, Food Policy, 64, pp. 121–132. doi: 10.1016/j.foodpol.2016.10.001. 

Economics Online (2020) ‘Globalisation – what are the key characteristics of globalisation? | Economics Online | Economics Online’, 27 January. Available at: https://www.economicsonline.co.uk/Global_economics/Globalisation_introduction.html (Accessed: 23 February 2021). 

Hamner, S. et al. (2006) ‘The role of water use patterns and sewage pollution in incidence of water-borne/enteric diseases along the Ganges river in Varanasi, India’, International Journal of Environmental Health Research, 16(2), pp. 113–132. doi: 10.1080/09603120500538226. 

Hawkes, C. (2006) ‘Uneven dietary development: linking the policies and processes of globalization with the nutrition transition, obesity and diet-related chronic diseases’, Globalization and Health, 2, p. 4. doi: 10.1186/1744-8603-2-4. 

Hunt, C. (2019) ‘Globalisation is Both the Cause and the Cure of Global Health Problems. Critically Evaluate this Claim’, Social Sciences Blog, 12 July. Available at: https://sunderlandsocialsciences.wordpress.com/2019/07/12/globalisation-is-both-the-cause-and-the-cure-of-global-health-problems-critically-evaluate-this-claim/ (Accessed: 2 May 2021). 

IInfed (2017) ‘Globalization: theory and experience – infed.org’: Available at: https://infed.org/mobi/globalization-theory-and-experience/ (Accessed: 23 February 2021). 

James, W. P. T. (2018) ‘Obesity: A Global Public Health Challenge’, Clinical Chemistry, 64(1), pp. 24–29. doi: 10.1373/clinchem.2017.273052. 

Lee, K. (2004) ‘Globalisation: what is it and how does it affect health?’, The Medical Journal of Australia, 180(4), pp. 156–158. doi: 10.5694/j.1326-5377.2004.tb05855.x. 

Mir, U. R., Majeed Qadri, and Syeda Mahnaz Hassan (2014) ‘Understanding Globalization and its Future: An Analysis’, p. 20. 

Racoma, B. (2019) How McDonald’s Adapts Around the WorldDay Translations Blog. Available at: https://www.daytranslations.com/blog/how-mcdonalds-adapts-around-the-world/ (Accessed: 18 April 2021). 

Raine, K. D. (2012) ‘Obesity epidemics: inevitable outcome of globalization or preventable public health challenge?’, International Journal of Public Health, 57(1), pp. 35–36. doi: 10.1007/s00038-011-0322-0. 

Shanmugam, R. (2020) ‘What is Global Health and why it was important to us?’, Global Journal of Research and Review, 7(2). Available at: https://www.imedpub.com/abstract/what-is-global-health-and-why-it-was-important-to-us-33973.html (Accessed: 18 April 2021). 

Thompson, A. K. (2015) The Hyper-Globalist/ Optimist View of GlobalizationReviseSociology. Available at: https://revisesociology.com/2015/09/19/optimist-globalization-hyper-globalism-neoliberalism/ (Accessed: 9 March 2021). 

Thompson, A. K. (2015) The Pessimist View of GlobalizationReviseSociology. Available at: https://revisesociology.com/2015/09/21/pessimist-view-globalization/ (Accessed: 9 March 2021). 

Thompson, A. K. (2015) The Transformationalist View of GlobalizationReviseSociology. Available at: https://revisesociology.com/2015/09/24/transformationalist-globalization/ (Accessed: 9 March 2021). 

Upali, P. (2017) ‘An Introduction to the Theoretical Perspectives of Globalisation’, p. 18. 

WHO (2021) Non communicable diseases. Available at: https://www.who.int/news-room/fact-sheets/detail/noncommunicable-diseases (Accessed: 2 May 2021). 

Yach, D. and Bettcher, D. (2000) ‘Globalisation of tobacco industry influence and new global responses’, Tobacco Control, 9(2), pp. 206–216. doi: 10.1136/tc.9.2.206. 

Carla Adao
Carla Adao – Module SSC106: Understanding Health and Social Care 1024 1024 Chevron College

Carla Adao – Module SSC106: Understanding Health and Social Care

Mental Health - Male Suicide in Ireland

By Carla Adao

Carla Adao

Carla Adao

I decided to further my education to improve my knowledge base and assist me in my current role. I also feel that this degree can provide me with the right tools to  make a difference in people’s lives.

This is an example of my course work that I have submitted for module SSC106: Understanding Health and Social Care.

Mental Health – Male Suicide in Ireland

 

​Issue: Male suicide in Ireland

Suicide is a substantial cause of mortality in Ireland and Mental health disorders are the highest risk factor for suicide in Ireland (Department of Public Health, 2001). In Ireland 80% of suicides are committed by men (Ryan, 2018) and  are less likely to attend mental health services (Department of Public Health, 2001). Can the stigma of men accessing mental health support as a cultural behaviour issue (O’Donnell & Richardson, 2018) and economic crisis causing male unemployment (McGuill, 2016), be the causes for this phenomenon or does current policy lack gender sensitive and wider social determinants of health (O’Donnell & Richardson, 2018)? ​

Background

Several Acts relating to Mental Health Legislation were implemented in Ireland in the nineteen centuries however it was not until 1945 that an important change in the delivery and development of psychiatric services was introduced in Ireland with The Mental Treatment Act of 1945 (Kelly, 2008). In 1971 the Health Care Board took over responsibility from the Local Health Authorities and developed a Community Care programme and mental health services began to implement changes in line with the policy document “Planning for the Future” (Community Health Organizations, 2014). Recognition of mentally ill patients was established in 1991 by the United Nations and The Human Rights Act (Kelly, 2008).  In the mid to late 1990’s an important change surged with the formation of the National Task Force on Suicide which resulted in an interdisciplinary communication system between General Practitioners and Primary Care Teams with Volunteer Organizations (Mugtaba, Parnell, & Haley, 2016). A new piece of Legislation was established in Ireland in 2001, the Mental Health Act 2001, although this Act was only fully implemented in 2006 (Zahid & Mansoor, 2012). ​

Since 2001 Ireland has witnessed the male suicide rate being in average four times higher than female suicide (National Suicide Research Foundation, 2020) and on examination of data provided it was determined that rural areas with common levels of religious celebration have higher levels of suicide (Cleary, 2005). Social and cultural expectations of masculinity through times have played a negative role on the well-being of Irish Men as well as expected male behaviour patterns like alcohol and drug abuse, coping mechanisms and risky behaviour (Garcia, 2016). Alcohol abuse has been a significant risk factor for suicide in Ireland (Department of Health, 2001).  Additionally, men disclosing difficulties and struggles to others were perceived as weak and associated with feminine or homosexual type behaviour (Cleary, 2005).​

The History of Suicide in Ireland is long charged with the taboo stigma of religious beliefs in conjunction with Criminal Law (Hanna, 1997). Suicide was decriminalized in Ireland in June of 1993 with the Introduction of the Criminal Law (Suicide) Act, 1993 (Mugtaba, Parnell & Haley, 2016) however, the role on taboo around suicide continue to be played by the Church (McGarry, 2016). Unemployment amongst men has been identified as another risk factor of suicide and during the Celtic Tiger, a period of economic boom (1996-2006) although suicide rates were stable, suicide amongst unemployed men raised (Corcoran & Arensman, 2010). Irish Society has always viewed men as bread winners or carers to their partners or children and these expectations continue to be cultural issues to the well-being of men (Garcia, 2016). In 2001, a published study on Suicide in Ireland concluded that Mental Health disorders remained the highest factor for suicide in Ireland and even though suicide in men is five times higher than in women, men are less likely than women to have attended mental health services (Department of Public Health, 2001). ​

Current Status

Irish Government current policy ‘Sharing the Vision – a Mental Health Policy for Everyone’ is an upgrade to ‘A Vision for change’ policy and aims to prioritize mental health in Ireland and to focus on primary intervention and positive mental health for everyone (Department of Health, 2020). In response to the promotion of mental health, the Government created in recent years, “Connecting for Life – Ireland National Strategy to Reduce Suicide 2015-2020” which is now prolonged until 2024 (Department of Health, 2020) and identifies men as being amongst the highest at-risk cohorts with evidence of vulnerability and at increased risk of suicidal behaviour (HSE, 2018). Last year the HSE also devised a review and proposal “Integrating Suicide Prevention into policy- making” (HSE,2020). Another welcome addition to this strategy is the development of a national free training plan on suicide awareness and prevention for local authorities and frontline staff (ASIST – Applied Suicide Intervention Skills Training), and SAFE TALK which is a basic free suicide prevention training programme available to everyone (HSE, 2021). ​

Despite the upgrades of Irish policies regarding suicide, currently there is still limited progress on implementation of previous set goals (Mental Health Reform, 2020). Staffing goals from previous policy ‘A Vision for Change’ only reached 78% of recommended mental health staffing and  today there are fewer staff working in mental health  than in 2008 (MHR, 2020). It has also been identified that early intervention is essential to prevent suicide despite this, 33% of people are waiting over a year for a primary care psychological appointment (MHR, 2020). Access to these services can only be granted through a referral by the patient’s GP and are not available in all centres neither some of the counties have an emergency care psychological service available (HSE, 2020). ​

Current policy has limitations on current data systems on suicide in Ireland and fails to provide broader characteristics on people who died by suicide despite World Health Organization (WHO) recommendations that Governments should provide real time data, which is essential to national suicide prevention strategies to accurately identify cohorts and risk factors to suicide and self-harm (HSE, 2019). Ireland’s National strategy to reduce suicide also presents limited progress on many of its goals since it was first implemented in 2015 (HSE, 2019) and lacks gender sensitivity and wider social determinants of health (O’Donnell & Richardson, 2018). Irish mental health policy does not categorically deal with gender (Bergin, Wells & Owen, 2013) although WHO recommendations alert for a gender sensitivity within policy development and health services and it considers gender a paramount determinant of mental health and mental illness (WHO, 2004).​

Currently, there are also several  volunteer services available such as a 24hour helpline provided by the Samaritans (Mental Health Ireland.ie, 2021), and counselling services provided by Pieta House who are Volunteer Organizations and rely on public donations.

Key Considerations

Irish Government current policy ‘Sharing the Vision – a Mental Health Policy for Everyone’ has allocated a budget of €38 M for the implementation of new mental health services (gov.ie, 2020), however it was recommended that to develop the new mental health services it would be necessary at least €50 M (Mental Health Reform, 2020). The budget is strongly criticised by the Psychiatric Nurses Association (PNA) and deemed inadequate to meet growing service demand (PNA.ie, 2020). The budget has a direct impact on mental health services availability and provision. Current policy is strongly criticized by the Irish Hospital Consultants Association (IHCA) who argue that this policy fails to address critical staffing shortages in mental health. IHCA also argue that the funding allocated to Mental Health is insufficient and therefore it will not be possible to reduce long waiting lists for access to mental health services or to provide quality care to mental health patients (IHCA, 2020). Statistics show that of all males that have committed suicide only 20% received out-patient psychiatric treatment and less than 15% received in-patient psychiatric treatment (National Suicide Research Foundation, 2020).​

Social Justice Ireland (2019) argues that to provide good mental health services it necessary to consider the connection between ill health and issues regarding social determinants of health such as housing, employment, education, etc., however this is not being met. Rates of unemployment are associated with mental health decline and rise of suicide rates in men (O’Donnell & Richardson, 2018). There is  evidence that employment is positive for mental health, however, in current Irish policies, very little has been fulfilled relating to unemployment among people with mental health issues  and, there is also a lack of early intervention in assisting people who develop mental health problems with their vocational and employment needs (Mental Health Reform, 2012).​

To tackle the suicide issue in Ireland it is essential to understand suicidal behaviour and focus on priority groups such as men who currently present much higher rates of suicide. Despite this, limited progress has been made in relation to the collection on baseline data on suicidal behaviour. Although it would be more difficult and costly to carry surveys focused on priority groups, it would be a major contribution on understanding suicidal behaviour, as suggested by Professor Steve Plat and could provide an important impact in shaping focused policies and adequate and relevant resources. In addition, available accurate and timely data on suicide would allow the provision of national and local responses to the changing epidemiology and characteristics of suicidal behaviour in Ireland (HSE, 2019). ​

Conclusion/Recommendations

  • Alongside outdated Mental health policy (Mental Health Reform, 2021), staffing deficits within psychiatric services, lengthy waiting lists for mental health services and the percentage of funding allocated to mental services dropping, the Mental Health System in Ireland is at crisis (Press association, 2021). ​
  • To successfully tackle the male suicide issue in Ireland it is foremost necessary to understand its causes and to address them to successfully implement a relevant and efficient policy and adequate preventative and response services. This can only be achieved with a significant increase of budget allocated for mental health services, focused research and implementation of educational programmes as well as addressing the issues surrounding the various social determinants of health.​

References

carer courses
Carer Courses 1024 810 Chevron College

Carer Courses

What is a carer for the elderly?

A carer for the elderly, or a healthcare assistant, is somebody who looks after elderly people in either their home or in a nursing home/day centre. A carer for the elderly has usually completed a Care Assistant course before taking up this position, in order to provide the quality care needed. A carer provides the people in their care with assistance in their daily lives, in order to allow them to live with their dignity and independence.

What are Care Skills?

Care Skills can be boiled down to equipping you with the knowledge, skill and competence to understand the personal care needs of someone in your care; learn practical skills in the area of individual personal care and needs, and to maintain a safe, healthy and hygienic environment. A Care Skills course aims to provide you with the above in order to gain employment in caring.

 

What is Care of the Older Person?

Care of the Older Person relates to and allows you to understand and identify the appropriate care practices that meet the needs of the older people on your care. These needs can relate to helping people with certain impairments and ailments. The purpose of caring for an older person is to provide them with comfort, empowerment, dignity, independence and most importantly respect when they are at their most vulnerable.

carer courses

What qualifications do I need to be a carer?

In order to be a carer, you will need, at the minimum a qualification in Care Skills and Care of the Older Person. This is a QQI Level 5 Minor award, and will allow you to learn and understand the necessary skills for caring for elderly and sick people, in both a home care setting, day care setting or nursing homes. If after completing a qualification in Care Skills and Care of the Older Person, you are looking to upskill, you can complete a QQI Level 5 Major Award in Healthcare. Obtaining this major award will let you gain the skills needed to work in nursing homes, day centres and hospitals.

level 5 childcare online
QQI Level 5 Childcare Online Course 1024 683 Chevron College

QQI Level 5 Childcare Online Course

QQI Level 5 Childcare Online Course

 

Many of our students who enrol onto our QQI Level 5 Childcare online course are starting off in their childcare career and are very interested in finding out more about the sector, relevant courses and jobs. This course is very popular with either people moving into further education for the first time, for people who wish to upskill, or those who want a change of career.

We have featured some of the frequently asked questions below:

What qualification do you need for Childcare?

In order to become a Childcare Practitioner, each learner would need to complete the QQI Level 5 Childcare Major Award. This award is crucial to understanding the basics of providing quality childcare. QQI Childcare Level 5 is the first stepping-stone to understanding and experiencing the legislation, policies and procedures needed to provide quality care. This award will allow you to work as a Room Assistant in any early years setting across Ireland. This position also allows for growth and progression that then leads onto obtaining a QQI Level 6 in Childcare.

What is a Level 5 in Childcare?

A Level 5 in Childcare is a QQI Qualification that allows you to work in any Early Childhood Setting as a Room Assistant. Level 5 is ideal for any learner interested in starting a career in childcare. Level 5 brings each learner through the basics of childcare and the legislation that supports it. Childcare Level 5 is also a perfect place for a learner who is looking for a fresh start or a career change. Completing QQI Level 5 Childcare is the pre-cursor to QQI Level 6 Childcare and beyond.

level 5 childcare online

What is a FETAC Level 5 in Childcare?

FETAC (The Further Education and Training Awards Council) was a former awarding body for further education in Ireland. FETAC disbanded in 2012 and became one of the constituents of QQI (Quality and Qualifications Ireland), which is the new statutory awarding body for Ireland. QQI provide Minor Awards and Major Awards, ranging from Level 1 through to Level 6. A FETAC Level 5 in Childcare therefore would equate to a QQI Level 5 in Childcare – different name, but same qualification!

What skills do you need for Childcare?

One of the best skills needed for working in Childcare, is good communication skills. You need to be able to work with the needs and wants of both the children in your care, their parents/caregivers, and your colleagues. Each Childcare Practitioner should also be kind, patient, observant, creative, caring and should also be able to take the initiative when needed.

What childcare qualifications do I need?

It is a regulation in childcare practices across Ireland, that each staff member should have at the minimum a QQI Level 5 in Childcare. This qualification will allow for you to work as a Room Assistant in any childcare setting, as well as an SNA in both Primary and Secondary. If you wish to either open up your own business, or work as a Room Leader, you must hold a QQI Level 6 in Childcare. This can also allow you to work as an SNA again in both Primary and Secondary.

If you hold both these awards and wish to progress onto Management in Childcare, you must hold either a Level 7 BA (Ord) Degree or a Level 8 BA (Hons) Degree in Childcare. This will allow you to work as a Room Leader and Manager of a childcare establishment. Once you have obtained a Level 8 (Hons) Degree in Childcare, you can then progress onto a Level 9 Masters, or you can go into teaching and gain your HDip.

level 5 childcare online

How can I work in Childcare?

If you wish to work in Childcare, the best place to start is by obtaining your QQI Level 5 in Childcare. This course is very popular with either people moving into further education for the first time, for people who wish to upskill or those who want a change of career. This course covers all of the basics of childcare that each practitioner would need to know before gaining employment. It is also a regulation that every staff member in a childcare setting must have a minimum of a QQI Level 5 in Childcare in Ireland.

What jobs can you get with a Level 5 in Childcare?

By obtaining a QQI Level 5 in Childcare, you will be able to gain employment as both a Special Needs Assistant in both a Primary and Secondary School and as a Room Assistant in any Early Years Setting across Ireland.

What qualifications do you need to work in daycare?

To work in daycare, the course you are need to obtain is the QQI Level 5 in Childcare. This will let you work in entry-level positions as a Room Assistant. From here, you can move onto a QQI Level 6 in Childcare which will allow you to work as a Room Leader and allow you to open and run your own setting. You can also work ain daycare if you have a Level 7 or a Level 8 Degree in Childcare.

How do I become a creche teacher?

In order to become a creche teacher, you must first complete a QQI Level 5 in Childcare. This course will qualify you to work as a Room Assistant. This will then give you the experience needed to go onto pursue and upskill to a QQI Level 6 in Childcare. This course will then allow you to work as a Room Leader and to develop your own curriculums.

How do I become a preschool teacher in Ireland?

In order to become a Preschool Teacher in Ireland, you must first complete a QQI Level 5 in Childcare. This will allow you to work as a Preschool Assistant in any Crèche around Ireland. After completing your QQI Level 5 in Childcare, you can then move onto QQI Level 6 in Childcare. This course will then allow you to work as a Preschool Teacher in any crèche in Ireland.

preschool teacher

What careers are there in childcare?

In Childcare, there are many aspects of employment. You can work as a Preschool Teacher/Room Assistant/Leader, a Toddler/ Room Assistant/Leader and as a Baby Room Assistant/Leader. If you have a Childcare Major award completed, you can also work as a Special Needs Assistant in a Primary or Secondary School. If you have obtained a Degree level in Childcare, you can go onto Managing a crèche/Playschool. You can also move onto getting your HDip and becoming a Primary/Secondary School Teacher, or a Special Needs Teacher.

Parental Alienation
Parental Alienation 1024 576 Chevron College

Parental Alienation

Parental Alienation

 

Brian O’Sullivan will be leading Chevron Training’s “Counselling Approaches in Practice Settings” module (SSC212) in Stage Two of our BSc (Hons) Health & Social Care. Brian was interviewed on the RTE Radio 1 Ryan Tubridy Show talking about Parental Alienation, giving some great insights into this area. You can hear Brian’s interview below:

early years professional
Profile of an Early Years Professional 390 240 Chevron College

Profile of an Early Years Professional

Profile of an Early Years Professional

The day begins peacefully, the word “Zen” springs to mind. This is the part of the day when the adults get to converse about important adult work related topics. We appreciate these precious moments of calm, as this is indeed the calm before the storm. These golden minutes are an opportunity to organise the materials needed for the coming day’s activities which you have usually prepped from the night before. Ironically not so long ago I spent the evening cutting out 150 red paper hearts, all whilst watching Grey’s Anatomy!! The activities and prep covers a wide spectrum depending on the month, season or time of year. You could be digging compost into pots, to plant some seeds to grow some “Enormous turnips” or organising paints and coloured card for the imminent glitter and glue eruption.

At 9.00 a.m. the storm arrives (AKA energy laden children), all be it a soft shower first, with morning greetings and help with school bags and jackets. Then as more children arrive the pressure increases to tsunami proportions all adult conversation is abandoned, instead you turn your “multi-ear listening super power” (develops only with time) which gives you the capability to listen to and answer at least six anecdotes and questions simultaneously, whilst still on your knees helping take off coats. (Most mothers have already developed this skill!!)

Early Years Professional

Early Years Professional

Preschool teachers have to have a multitude of skills. We also become avid weather watchers. The ideal day is one which begins outside. The children enter the yard and begin their day by running, climbing and cycling away all of that pent up excess energy. The teachers all the while very mindful as to how wonderful it is that the children are getting the opportunity to build up their gross motor skills!!

The day continues with the large group of 22 being broken up into 2 groups of 11. One group will head off to do their Montessori work, which develops their fine motor and cognitive skills. The second group stay together for some preschool play. We have many activities to choose from the toy room, sand and water room, play dough or music and movement to name but a few.

Allowing the children time for unstructured free play gives the children the opportunity to interact with each other and so developing their social and emotional skills. The adult gets to develop their own negotiation skills to such an extent that we become convinced we will eventually attain a central role in the UN!! The war torn toy room also must be tidied after each session and that takes some in-depth discussions and compromise.

Another alternative is the sand and water room. This is a wonderful quiet time when the children get immersed in play. This is a perfect opportunity for the children to hone the 5 areas of child development i.e. Physical, Intellectual, Linguistic, Emotional and Social skills.

As teachers we are very aware that this is not just play but the start of exploration and a taste of science. Pouring, sculpting, rough, smooth, sticky, soft, wet, dry, this is some of the beautiful language we get to use with the children when explaining the different properties and uses of sand and water. However we refrain from using any language at tidy up time as at this point there is usually sand in every eye, pocket and shoe and of course a light dusting on every child’s head. No matter how water proof the aprons claim to be, short of gluing them to the children inevitably some of them end up wet. So now along with nappy checking and changing, there are sweaters and even vests to be changed too. (Again mothers are way ahead with this particular expertise)

Early Years ProfessionalExamples of some other activities are, movement and music, where you get to call on your inner child by marching, dancing and singing away to your hearts content. The beauty is that your adoring fans don’t care if you can or cannot sing, you are Beyoncé in their eyes, you are centre stage and your fans reach up high, down low, turn around and head, shoulders knees and toes it, as for those 20 minutes you are their rock star.

Play dough is another super rainy day option. This does involve eating a lot of imaginary birthday cakes and admiring googly eyed monsters and making endless snakes but all the time working on the children’s colours and fine motor skills i.e. building the muscles in their hands. Doing arts and crafts with 11 children has all the intensity of preforming open heart surgery, as you must keep everybody calm, safe and entertained whilst trying to help and guide them in making their precious valentines cards (remember the 150 hearts) all in less than 20 minutes. Close your eyes think, paint, glue, glitter, card, scissors, 3 and 4 year olds all together in a room with just you…. I bet your heart is beating quite fast.

Lunch time soon arrives. “Ah!” you might think some repose perhaps. This is a specific type of lunch remember, a lunch that needs help getting out, getting eaten, getting back in again. A “cleaning spills, using bin, sweeping floor and wiping tables” lunch. If you are really lucky you may get to bite your own apple but beware whatever you take out of your bag will be scrutinised, colour coded and asked to be shared. I am also going to take this opportunity to tell you that all teachers hate yogurts with a passion. After lunch we swap groups and get to do it all over again with another group.

This leads us up to home time, if we are blessed with a fine day we get coats on, again with the madness, because now they know we are going outside and the excitement and expectation exceeds even my earlier rock star concert. We can do some planting or structured play, obstacle courses etc. or we can just allow them to be children and enjoy free play. If rain stops play, we sit and have story time, again I must call on my puppet and story telling skills for these last few minutes and watch the delighted faces as the big bad wolf falls yet again into the little pigs pot of boiling water.

As the children begin to head home it is nice to have a little chat with parents at the door to give them a reassuring chat about how their child’s day went. “Zen” time soon returns and the adults get to take a breath and too tired to chat begin the tidy up and cleaning process. The bins are emptied, tables, toilets, floors are all cleaned and sterilised so in the event of a H.S.C inspection in the morning everything is ship shape.

Let me end by saying that this is a fast moving, quite stressful and emotional job. It is not one for the faint hearted. It helps to be active, fit and of course to really like children. You can ace all of your Early Learning Childhood exams but if children annoy you or you struggle with your inner child then maybe this is not the job for you.

On a lighter note, it is so very rewarding to watch the little scared tearful faces from September turn into confident, happy, school ready children who will always hold a little space in your heart. Children who you will meet maybe in a few years time and some might remember you and some may not but you know that you taught that child to make a sand castle or roll a snake or plant some flowers and had a hand in the very early stages of that child’s development.

level 6 montessori
Childcare & Special Needs Assisting 1024 1024 Chevron College

Childcare & Special Needs Assisting

Childcare & Special Needs Assisting

 

Childcare and Special Needs Assisting has become increasingly popular in Ireland over the last few years. In a sense, the childcare sector has finally gotten the recognition it deserves. Our government has created new legislations, frameworks and regulations to protect develop and enable childcare in Ireland to reach higher standards. Unfortunately, the Special Needs Sector was, to say, late to the party when it came to input from government resources and only in the last couple of years, this sector has grown and developed in its inclusivity and availability.

For too long, children with special educational requirements were not given the quality care provision that they required in order to gain the same level of education of their peers in mainstream schools. This is where the role of the Special Needs Assistant differs from that of an Early Years Practitioner. In this blog post, I will discuss what separates and joins the roles of the Special Needs Assistant and the Early Years Educator.

Special Needs Assisting

childcare special needs assistingA special needs assistant plays a vital role in any special or additional needs child, in either a Mainstream School or a Special Education School. Their role is to assist a class teacher with students who require special educational needs and care. The special needs assistant works under the supervision of a classroom teacher and School Principle. The SNA usually supports a number of special education children in the classroom, to provide them with the care and support they need.

The duties of an SNA are broad. An SNA can do anything ranging from preparing classrooms for the day; they can assist in the daily care of Special Needs children, for instance assisting in feeding and general hygiene. The SNA can also assist during school outings and activities. An SNA is extremely important to any additional or special need child, because they deserve the same attention and care as their peers in school.

An SNA is primarily involved in working with Primary or Secondary school age children. Many parents who have additional or special needs children also take part in SNA courses. This is because it allows them to learn about their child, and how to provide them with the best care and attention befitting of their needs.

Childcare Practitioner

The role of the childcare practitioner is to look after young children, toddlers and babies in a setting such as day care centre or a private home. They are responsible for providing children with a safe environment to play, learn, and help children to develop basic behavioural and social skills. The Childcare practitioners provide safe, loving, and supportive supervision and care of young children in their care. They engage children in age-appropriate play activities, plan curriculums that attend to the interests of the children in their care, organize outings and teach each child the skills that they need in life in order to gain the most out of their ongoing development.

The childcare practitioner also creates an environment that includes every child in their care. This involves working with relevant childcare legislations and frameworks that teaches the childcare practitioner how to hone their childcare skills. This will then lead to the childcare practitioner to gain the confidence to set up appropriate play and learning areas for the children in their care. These play areas, which ensure child development, include, solitary play, exercises focused on artistic expression, and quiet time.

Other roles of the childcare practitioner include supervising groups of children in adherence to ratio quotas, usually within a limited age range, depending on which area in the centre you are an assistant/leader in. These caregivers create lesson plans and organize activities throughout the day.

They often supervise indoor and outdoor play, engage with children one-on-one, and teach a variety of basic skills. The childcare practitioner also work with the parents of children to ensure that all requirements and needs are met when it comes to the care of their children.

Working in Childcare

Working in childcare is an incredibly rewarding job. The benefits and support you gain working in either Special Needs Assisting or Childcare, really make the studying and hard work worth it. If you are unsure as to whether you would prefer to practice Special Needs Assisting or Childcare, I would suggest the following.

If you have a deep interest in working with school age children on a more one to one basis, and if you would prefer to work hours that work in tandem with family life, then Special Needs Assisting would be the course for you.

If you are interested in learning about a child as a whole, and would love to help children develop from 6 months to 5 years old. If you also have an interest in different types of childcare, curriculum planning, development in children, then working as a childcare practitioner would benefit you more. Working in childcare and completing childcare courses, can also allow you to progress more. You could progress into degree programmes, which would allow you to work for Government Agencies specialising in Childcare and you can progress into teaching also.

Whichever path you choose in childcare, you will always ensure that all children, no matter their age, are availing of the care, attention and education that they require and most importantly, deserve.

multimodal learning
Multimodal Learning 525 350 Chevron College

Multimodal Learning

Multimodal Learning: Cultivating an Inclusive Learning Environment

By Myriam O’Farrell

Module Leader; Multi-modal Learning in Early Childhood

 

multimodal learning

 

Multimodality is a concept of communication which suggests that becoming literate in the modern world involves more than the use of words and written texts. It involves a myriad of different modes, each communicating its own unique meaning, for example, music, movement, gestures, sounds, visuals, art, textures and so on. A mode can be described as anything which communicates meaning and as such there are several potential modes which can be utilised to support early learning experiences. In the words of Loris Malaguzzi, founder of the Reggio Emilia approach, ‘Children need the freedom to appreciate the infinite resources of their hands, their eyes, and their ears, the resources of forms, materials, sounds, and colors’. Opportunities for authentic expression should be plentiful in quality Early Childhood Care and Education programmes. By supporting learning experiences which involve various modes of expression children can engage based on their preferences and in turn drive their own learning journeys.

 

Consider the diverse abilities of the group

How children experience and engage with different modes will vary depending on a range of factors, such as, development, cultural background and preferences. The level of engagement with the available modes has a direct impact on what children gain or learn from an experience. For this reason it is important that a range of different modes are provided in early years practice to ensure concepts can be processed and meanings constructed by ALL children in the setting. Consider a child who speaks English as a second language, this child may not understand the aural aspects of a read aloud activity. However, if other modes are included, such as, gestures, visuals and sounds the child can construct their own understanding based on the modes which are accessible to them. Likewise, consider a child who has difficulties with verbal communication, the incorporation of additional modes can promote an inclusive environment for this child. For example, the incorporation of a music or dance element during activities which involve verbal communication.

 

Reflect on the individual interests and preferences of the group

The interests and individual personalities of the children will guide the curriculum design in practice. This is very important particularly when striving to create an inclusive learning environment which caters for all children. As Early Childhood Professionals it is vital to be flexible in order to work with the interests of the group and recognise that children (like adults) process information and learn in a variety of different ways. For example, if you are working with a child who primarily engages during times when movement modalities are utilised, it would be vital to ensure the learning environment provides sufficient opportunities for expression through movement.

 

multimodal learning

 

Summary

Integrating multimodal experiences in early years practice means there is an approach in place that considers the diverse learning styles, interests, abilities and backgrounds of each child. Cultivating an inclusive learning environment is a multifaceted process which should be continuously reviewed within individual services. Adopting a multimodal approach supports this process and is a great way to start developing the inclusiveness and accessibility of the learning opportunities facilitated within the early years environment.

 

Are you interested in reading more around this topic? I recommend the following resources:

Marsh, J. and Hallet, E. (2008). Desirable Literacies: Approaches to Language and Literacy in the Early Years. London: SAGE Publications.

Yelland, N., Lee, L., O’Rourke, M. and Harrison, C. (2008). Rethinking learning in Early Childhood Education. England: Open University Press.

how online courses work
How Online Courses Work 510 340 Chevron College

How Online Courses Work

How Online Courses Work

 

A question that we get a lot from our learners is ‘how do online courses work?’ I hope that in this blog post, I can explain in detail, how our courses work.

When I began my QQI Level 6 in Childcare, I had never completed an online course before. I had only ever completed classroom courses. So, like many people, I had no idea what to expect. Luckily, though, completing a course online through Chevron Training is very easy to use.
Before you enrol onto our courses, you will be in contact with a Training Consultant. The training consultant will go through all of the details about the course you are interested in completing with us here at Chevron. If it turns out you are interested in completing the course, they will then very briefly go through the process of learning online. You will be told that you will gain access to a Learn Upon account where all of your course notes and course assignments will be stored.

Learn Upon is our online system used to store all of your course notes and course assignments. You can access your account through our main website https://chevrontraining.ie/. When you log into Learn Upon, you will be faced with a Dashboard. This is where you can access all of your information. There will be two tabs on the front of the screen, My Courses, and My Achievements.
My Courses is where your course content is stored for you to look at. This is also where you can access your Exam Timetable, but we will talk more about that later. Each module you are enrolled on will show up here. This is where you can access your module content.
When you click into your module, there will be three more headings, Details, Content and Certs & Credits. The Detail button when you click into it, will explain to you in detail, all about your module content, and what you can expect from your module. When you click into the Content button, you will have a list with around 16 separate steps. These steps start nice and easy with a Welcome Note. They then progress into how to apply for Garda Vetting, your course notes, and your course assignments.

online coursesEach module you are enrolled on will have the exact same format of viewing your module details. It is important to note that you will need to complete each of the 16 steps in order to gain 100% completion on your module. You will also not be able to skip steps, you will need to complete each step from 1-16. Your course notes will be extremely detailed and easy to understand. All of your course notes will directly relate to your Assignment Briefs. You will also be glad to know, that you will not need to purchase any books or other course material in order to complete your course.
Speaking of Assignments, each assignment will need to be typed out on Microsoft Word, or a product like Microsoft Word. When your assignments are typed out, you just need to print them off, and post them into ourselves here at Chevron. Some modules will also have various exercises that will need to be recorded with a camera. These can be sent in via Drop-Box or on a USB to be posted in with your assignments.
Work placement is a large part of our courses, and you will be asked to carry out 20 hours work placement per module. In work placement, you will be asked to carry out various Skills Demonstrations. These skills demonstrations will need to be signed off by your work placement supervisor, your log of work placement hours and skills demonstrations will also need to be posted in with your assignments.
With any course that you have booked onto, you will have an In-House Tutor. Your tutor is there to help you in any way possible. They are available to contact by email or by phone. Your tutor details will be listed on your Learn Upon account. Your tutor here will help you throughout your course in a variety of ways.

Our tutors often hold Webinars. These Webinars are a great way to get any questions you need answered in real time. You can book into these Webinars via Learn Upon, and your place will be reserved. A Webinar is much like a Seminar you would attend in College, but it is totally online. You will receive the same amount of information, and you will never be left in the dark on anything. If you need help on an assignment, or you are just confused about anything with your course, contact your tutors, they are there to help you out in any manner they can.
Our courses are tailor made for busy people. This is why there is no set start dates to enrol on our courses, or deadlines on our assignments. If you are completing a full QQI Level 5 or 6 Major Award, you will have 16 months to complete your course. If you are completing SNA Level 5 & 6, you will have 12 months to complete your course. If you are completing Level 6 SNA, you will have 2-3 months to complete your course. If you are just completing a module, you will have 2-3 months to complete this module. As long as all of your course work and work placement is completed within the allocated amount of time, you can take as long as you wish to complete your modules.
Last, but not least, the exam timetable. When you enrol on the likes of our Childcare or Healthcare courses, there will be exams for you to attend. In order to attend these exams, all you need to do is to have a good look at your exam timetable. On this timetable there will be exam dates for Cork, Galway and Dublin. All you need to do is select a date that suits yourself, and then send a quick email to your tutor who will book you onto your course.

Hopefully now, you will feel more confident with completing your course online!

learning to lead
Learning to Lead: Emerging Leaders in ECCE 1024 683 Chevron College

Learning to Lead: Emerging Leaders in ECCE

Learning to Lead: Emerging Leaders in ECCE

By Myriam O’Farrell

Module Leader; Leading and Managing Partnerships in the Early Years

Encouragement is to give heart to someone’ – Huang 2007.

Considering the caring disposition and positive outlook required to be an effective early years practitioner the value of giving your colleagues ‘heart’ and cultivating a positive environment in the workplace cannot be underestimated. Being an effective leader involves providing encouragement, reassurance and support to allow ECCE practitioners to flourish and achieve their full potential. Supporting your team members to develop and maintain professional practices involves many roles, such as, collaborating with your team by having a shared vision for your service, managing change effectively (communication is key!) and being a role model for best practice.

Have a vision … be a visionary

Having a vision means you know the goals and values of your service i.e. what you are striving to achieve – it’s your philosophy! A leader with a clear vision and philosophy for the early years setting is a source of inspiration for their colleagues. The value of adopting a visionary style of leadership is in the ability of the leader to positively influence staff towards sharing the vision and values of the setting. It creates a team ethos where it is possible to intervene promptly and decisively when standards are below the expected quality levels. Equally it affords practitioners the opportunity to improve practice and have best practice acknowledged and expanded. Failing to cultivate a shared vision can contribute to a lack of ambition within the service and lead to difficulties when it comes to decision making.

Managing change

Sometimes changes are required – sometimes on a local level or sometimes at a national scale. ECCE in Ireland has experienced many significant changes over the past two decades, the sector has evolved from a predominately unrecognised sector which lacked government funding to a professional early care and education sector which is constantly evolving. Some of the changes this sector has experienced include; the introduction and development of child protection measures and EYS regulations; introduction of ECCE scheme; the move from primarily care to a focus on care and education; an increase in cultural diversity; the development of Siolta and Aistear and a major increase in the volume of research being carried out about the value of quality ECCE in young children’s formative years.
In order to effectively implement change open, honest communication is required. If team members do not fully understand the benefits of the change it can cause resistance. Resistance to change can take the form of resistant feelings, thoughts or behaviour. Managing change is a complex process which requires ongoing commitment from ECCE leaders. Once all team members fully understand the benefits/ need for the change the leader still needs to encourage open communication and recognise the commitment to the change in order to sustain the motivation levels and create a new shared vision. As leadership happens in a social context the relationships between the leader and the followers are pivotal. A key role for the leader in ECCE is to communicate clearly to team members what is expected from them and always lead by example. Where possible team members should be included in the change management process i.e. help with goal setting, share ideas and develop short term plans.

Be a good role model!

The common idiom ‘a bad apple spoils the barrel’ has been used numerous times to describe the impact a negative team member can have on the culture within a service. To combat such situations, it so important to model professional standards each and every day. Many common idioms also spring to mind when I think about what it means to be a good role model, in simple terms as an effective role model for your service you should strive to ‘practice what you preach!’. This involves living the change or the standards you want to see in your service or room. As a role model for best practice in ECCE you should inspire confidence in your team members – participate in regular CPD, be interested in the best approach, make resources available for your team, share best practice knowledge, encourage and recognise skilled practices. Along with this the truly professional leader should have the capacity to recognise strengths and weaknesses of their service and their team. Both current and potential strengths need to be assessed in order to identify possible areas for growth and development.

Conclusion

The power of enthusiastically leading contributes to success in facilitating and developing professional practices. The powerful yet simple strategy of utilising encouragement in practice is invaluable, yet is not without its complexities. It involves being a visionary, being a skilled communicator and a professional role model for practitioners. Success comes from aiming high with a clear vision.

 

 

Interested on more on this topic? I recommend the following resources:

Cook, J. (2013). Leadership and management in the early years: a practical guide to developing confident leadership skills. London: Practical Pre-School Books.

Moyles J. (2006). Effective leadership and management in the early years. Maidenhead: Open University Press/McGraw-Hill Education.

Siraj-Blatchford, I. and Manni, L. (2006). Effective Leadership in the Early Years Sector (ELEYS) Study. London: Institute of Education. [online], available: Google Scholar [accessed 26 July 2018].

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