This study-unit guides students who are already working with older persons or who are planning to work with older persons on empowering older persons through active participation, life-long learning, and intergenerational collaboration. Additionally, this study-unit emphasises the importance of policies which integrate ageing considerations within broader frameworks, while promoting health, wellbeing, and inclusive economic opportunities to ensure that older persons remain active contributors to society. Thus, this study-unit fosters social cohesion, and creates a sustainable model for addressing the challenges of an ageing population.

GER5031

Ensuring Quality of Life in Old Age

Promotes sustainable social and health care services to ensure the well-being of older adults.

GER5105

Evaluation and Assessment in Dementia Care

Ensures sustainable evaluation practices for dementia care, leading to continuous improvement in care services.

Gender & Sexualities

Code

Title

UG/PG

Aspects relevant to Sustainability

GRS0001

Gender Based Violence and Domestic Violence for Police Officers

SDG 5

GRS1011

Introduction to Gender and Sexualities

SDG 5

GRS2001

Gender, Culture and the Body

SDG 5

GRS2003

Gender Issues in Cultural Mediation

SDG 5

GRS2005

Sexual and Gender Diversity for Social Wellbeing

SDG5 SDG10

GRS2006

Gender, Sexuality and Religion

SDG 5

GRS3004

Queering Knowledge

SDG05 SDG04

GRS3006

Gendered Decision Making

SDG5 SDG10 SDG16

GRS3007

Migrating Bodies

SDG5 SDG10 SDG08

GRS3011

Social and Gendered Intersections of Sexual and Reproductive Health

SDG5 SDG03

GRS3012

Sport, Gender and Sexualities

SDG5 SDG03 SDG10

GRS5012

Introduction to Gender, Sexuality and Feminism

SDG04 SDG05 SDG03

Psychology

Code

Title

UG/PG

Aspects relevant to Sustainability

PSY2634

Psychology of the Family

Covers pro-natalist and work-life integration policies and practices

PSY3613

Environmental Psychology

Sustainability in discussed in relation to Environmental Psychology by examining the relationship between human behaviour and the environment, focusing on how psychological principles can promote sustainable practices. It examines how the physical environment impacts our behaviour and how we, in turn, influence the environment through our actions. The theme of sustainability in this field integrates psychological principles with ecological concerns to promote environmentally responsible behaviours that contribute to long-term ecological balance. Here are a few key aspects of sustainability discussed in Environmental Psychology: 1. Behavioural Change and Sustainability; (a) Understanding and influencing pro-environmental behaviours: Environmental psychologists study how individuals and groups make decisions about their environmental impact. They explore what motivates sustainable behaviours such as recycling, reducing energy consumption, or using public transportation. (b) Barriers to sustainable behaviour: Factors like lack of awareness, social norms, and perceived inconvenience can prevent people from adopting sustainable behaviours. Understanding these barriers helps in designing interventions to promote positive changes. 2. Designing Sustainable Spaces; (a) Built environment and behaviour: Environmental psychologists explore how the design of spaces (homes, workplaces, public areas) can encourage or discourage sustainable behaviours. For example, energy-efficient buildings, green architecture, and nature-integrated designs can promote a connection to the environment and reduce ecological footprints.(b) Green spaces: The availability of parks and green areas can foster a stronger connection with nature, increasing individuals' awareness of sustainability and the importance of conservation. 3. Social Norms and Sustainability; (a) Influence of social norms: People often look to others for guidance in their behaviour. Environmental psychologists investigate how social norms and peer pressure can shape attitudes toward sustainability. For instance, seeing others engage in eco-friendly practices like composting or reducing plastic usage can encourage individuals to adopt similar habits. (b) Community-based sustainability: Collective action is key to promoting large-scale environmental change. Environmental psychologists study how communities can collaborate to create sustainable solutions, whether through local resource sharing, renewable energy initiatives, or collective action on climate issues. 4. Environmental Identity; (a) Connection to nature: How individuals perceive and connect with nature plays a crucial role in their attitudes toward sustainability. Environmental psychologists look at the emotional and psychological connection people have with natural environments and how this affects their willingness to protect and preserve them. (b) Ecological behaviour and self-concept: People who identify as environmentally conscious may feel a stronger obligation to engage in sustainable behaviours, linking their personal identity with pro-environmental actions. 5. Sustainability and Well-Being; (a) Impact of sustainability on well-being: Environmental Psychology examines how sustainable living practices—such as reducing waste, consuming fewer resources, and living in green spaces—can positively impact personal well-being, health, and life satisfaction.(b) Mental health and nature: Exposure to natural environments has been linked to reduced stress, improved mental health, and increased feelings of calm and well-being. This connection supports the idea that sustainable practices not only benefit the planet but also enhance human quality of life. 6. Cognitive and Emotional Aspects of Sustainability; (a) Awareness and cognitive biases: Environmental psychologists analyse how cognitive biases (e.g., optimism bias, discounting future consequences) affect individuals' understanding of long-term environmental issues like climate change. They focus on how to enhance people's awareness and emotional responses to sustainability issues to foster greater engagement. (b) Empathy and environmental advocacy: By exploring how emotions like empathy towards future generations or other species influence sustainability-related decisions, environmental psychology seeks to promote deeper connections with environmental causes. 7. Sustainable Consumption and Lifestyle; (a) Sustainable consumer behaviour: The psychology of consumerism is central to understanding how individuals can be encouraged to adopt more sustainable consumption patterns, such as purchasing eco-friendly products or reducing overall consumption. (b) Shift in values and norms: Environmental psychologists explore the role of values in shaping sustainable consumption, such as prioritising environmental values over materialistic desires.

Social Policy & Social Work

Code

Title

UG/PG

Aspects relevant to Sustainability

SWB1001

Foundations of Social Wellbeing

Goals 1 and 2 (End poverty; end hunger) covered in lecture on poverty

SWP 2141

Social Policy workshops 1

By different lecturers: Workshops on education (goal 4), gender (goal 5), work (goal 8), poverty and inequality (goals 1 & 10).

SWP1008

Understanding the Supply and Support of Volunteers

This study unit can be linked to several Sustainable Development Goals (SDGs), primarily because volunteering plays a crucial role in achieving many of them. While the course description doesn't explicitly mention the SDGs, its focus on understanding, supporting, and training volunteers directly relates to the crucial role volunteers play in achieving multiple SDGs. • SDG 1: No poverty: The course's focus on understanding volunteer motivations and support systems can help organisations effectively recruit and retain volunteers who can contribute to poverty reduction through the provision of essential services. • SDG 3: Good health and well-being: The course's emphasis on training and support for volunteers is especially relevant, ensuring volunteers are well-equipped to contribute effectively and ethically to health initiatives. Furthermore, thee course explores the fact that volunteering itself can have positive impacts on the volunteer's well-being. • SDG 4: Quality education: Volunteers play a significant role in education, from tutoring and mentoring to supporting educational programmes in communities (like youth mentoring programmes). The course's exploration of volunteer motivations and the impact of volunteering can inform strategies for recruiting and engaging volunteers in educational initiatives. • SDG 10: Reduced inequalities: Volunteering can empower marginalised communities and promote social inclusion. By understanding the factors that drive volunteering, organisations can better engage volunteers in efforts to address inequalities and support vulnerable groups. • SDG 11: Sustainable cities and communities: Volunteering is essential for building strong and resilient communities. Volunteers contribute to creating sustainable cities and communities. The course's focus on national and international trends in volunteering can help students understand how volunteering contributes to community development on a broader scale. • SDG 16: Peace, justice, and strong institutions: Volunteering can strengthen civil society and promote good governance. By understanding the motivations and support needs of volunteers, organisations can better engage them in initiatives that promote transparency, accountability, and the rule of law.

SWP1352

Introducing Social Policy

While the unit does not explicitly mention the UN SDG framework, it examines how social policies can promote well-being and reduce inequalities, contributing to a more sustainable society. By analysing the distribution of resources and access to services, the unit explores the social dimension of sustainability. Specific SDGs that are addressed are goal 1, goal 3, goal 4, goal 5, goal 8, goal 10, goal 16.

SWP2142

The political context of welfare

SDGs explained as example of supranational politics in social domain

SWP2644

Origins & Development of Welfare States

SDGs introduced overall, in narrative about influences on welfare state development

SWP2650

Social Enterprise: Concept and Methods

This study-unit explores how social enterprise organisations prioritise social and environmental impact alongside profit, aligning with Goal 8, promoting decent work and economic growth, while also addressing other goals like reducing poverty (goal 1) and promoting responsible consumption and production (goal 12). Students learn how different social enterprises contribute to specific SDGs. The unit further explores the challenges and opportunities of measuring and reporting social and environmental impact, aligning with goal 17, which emphasises partnerships for the goals.

SWP2652

Governance & Administration in Social Welfare

Goal 16 (Peace, Justice and Strong Institutions) covered in international development of good governance conceptual framework

SWP3036

Ethics in Social Work Seminars

The study unit focuses on the ethical identity and the development of ethical practices in social work. It does not delve into the UN SDGs, but ethical practice relates to Goal 16: Peace, Justice and Strong Institutions. Social Workers are involved with different institutions, and ethical practice is significant to strong institutions and justice.

SWP3311

Placement A

Social work placements address issues related to social justice and equity, which are closely aligned with several Sustainable Development Goals (SDGs), even if they don’t explicitly mention the SDGs themselves. The values and principles embedded in the curriculum align strongly with the broader SDG agenda. • SDG 10: Reduced inequalities: The learning outcomes of these placements directly address issues of inequality, discrimination, and social exclusion. Students are expected to "assess and explain the impact of psychosocial, political, cultural, racial and economic systems on the lives of people" and "describe and analyse the impact of inequality, discrimination and social exclusion in work with people". These skills are essential for addressing the root causes of inequality and working towards a more equitable society. While not explicitly stated, the types of interventions and evaluations students are involved address the consequences of inequality, discrimination, and social exclusion. For example, evaluating the effectiveness of interventions aimed at supporting families in poverty or individuals experiencing discrimination contributes to the broader goal of reducing inequalities. • SDG 16: Peace, justice, and strong institutions: Ethical practice, accountability, and working within organisational structures are pivotal markers of these placements. The courses emphasise "demonstrating and applying ethical principles in all aspects of social work practice". This includes navigating complex ethical dilemmas and working within the legal and policy frameworks that aim to promote justice and fairness. Strong institutions rely on ethical professionals to function effectively and serve all members of society. Students are expected to "manage, be accountable for and develop their own practice within an organisational context”. This implies an understanding of professional responsibility and working within established systems, which is crucial for building strong and just institutions. Furthermore, the ability to "critically analyse and evaluate existing practices and structures" is essential for promoting positive change within institutions and ensuring they are serving the needs of all members of society. • Indirect links to other SDGs: While not as directly addressed, the placements' focus on working with vulnerable populations, on intervention and evaluation, likely intersects with other SDGs. For example, social workers often work with individuals and families facing poverty (SDG 1), health challenges (SDG 3), lack of access to education (SDG 4), or community development (SDG 11). By addressing the social determinants of these issues, student social workers' practice can contribute indirectly to progress across multiple SDGs. By evaluating the effectiveness of their interventions, students contribute to evidence-based practice and help ensure that programmes are achieving their intended outcomes, which can contribute to progress across multiple SDGs.

SWP3370

Anti-Oppressive Perspectives in Social Work and Social Policy

The study unit content is focused mostly on SDG 10 Reducing Inequalities and addresses SDG 5 in a lecture on gender inequalities. The unit delves into the effects of oppression in various dimensions such as education, health, poverty, and work.

SWP3505

European social policy

Covers EU's role in contributing to SDGs and its role in implementing them; individual lectures on EU-level policies relevant to goals 1 & 10 (poverty & inequality); 3 (health); 4 (education); 5 (gender equality; 8 (decent work); 16 (peace, justice & strong institutions).

SWP3512

Human Rights Advocacy and Practice in Social Work and Social Policy

The study unit links directly to SDG 16 (peace, justice and strong institutions) by exploring human rights and their application. The focus on advocacy links to SDG 10. The focus on second and third generation rights directly link to SDGs related to environmental sustainability, poverty reduction, decent work and well-being.

SWP5027

Areas of Social Policy

By different lecturers: sessions on health (goal 3), education (goal 4), work (goal 8), poverty & inequality (Goals 1 & 10)

SWP5144

Social Work Professional Identity and Ethical Practice

SWP5206

Specialised Field Placement

Specialised Field Placement (SWP5206) is offered in a Master of Arts in Management of Social Care Services. Its learning outcomes indirectly relate to some SDGs, primarily those focused on social well-being and effective institutions, though it doesn't explicitly mention the SDGs. The skills and knowledge gained in this placement can contribute to building stronger social care systems that support the well-being and social inclusion of individuals and communities, thereby indirectly contributing to the achievement of relevant SDGs. • SDG 3: Good health and well-being: Social care services are often closely intertwined with health and well-being. Effective management of these services is crucial for ensuring that individuals receive the support they need. By developing skills in managing social care services, students contribute to the infrastructure that supports well-being within communities. • SDG 16: Peace, justice, and strong institutions: This placement emphasises applying knowledge to real-world management practices within social care organisations. Effective management, including networking, improving interpersonal skills, and critical reflection, contributes to building strong and responsive institutions. Well-managed social care services are essential for promoting social justice and ensuring that vulnerable populations receive the support they need. The focus on critical reflection also aligns with the idea of continuously improving institutions to better serve their purpose. • Indirect Links: Depending on the specific focus of the particular student's placement and the types of social care services involved, there could be indirect links to other SDGs. For example, some of the placements focus on services for families or children, thus there might be connections to SDG 4 (Quality education) or SDG 5 (Gender equality). When this placement involves working with communities facing poverty or social exclusion, there could be links to SDG 1 (No poverty) or SDG 10 (Reduced inequalities).

SWP5208

Resource Management of Social Care Organisations

Resource Management of Social Care Organisations (SWP5208) has indirect connections to several Sustainable Development Goals (SDGs), primarily those related to good governance, decent work, and potentially health and well-being. The skills and knowledge gained in this course can contribute to building more effective, equitable, and sustainable social care systems, thereby indirectly supporting the achievement of relevant SDGs. • SDG 8: Decent work and economic growth: The focus on human resource management, leadership, and creating inclusive work environments directly relates to promoting decent work. The course aims to equip students with the skills to manage diverse teams, foster positive organisational cultures, and effectively plan and budget. These skills are essential for creating workplaces where individuals feel valued, respected, and empowered, contributing to productive and fulfilling employment. • SDG 16: Peace, justice, and strong institutions: Effective management and administration are crucial for building strong and accountable institutions. This course focuses on various management functions, including planning, financial management, and change management, all of which are essential for running efficient and responsive social care organisations. By developing these skills, students contribute to strengthening the institutions that provide vital social care services. Furthermore, the emphasis on managing diversity promotes inclusion and equity within organisations, contributing to more just and equitable institutions. • Indirect Links to other SDGs: The specific focus of the social care organisations discussed in class varies. This can provide indirect links to other SDGs. For example: o SDG 3: Good health and well-being: When focusing on managing resources within health-related social care organisations, there is a clear link to promoting health and well-being. o SDG 10: Reduced inequalities: Managing diversity effectively and creating inclusive organisations directly contributes to reducing inequalities within the workplace and ensuring that services are accessible to all members of the community.

Youth, Community & Migration Studies

Code

Title

UG/PG

Aspects relevant to Sustainability

YTH5038

Sustainability and Community Development

The study-unit provides engagement with foundational concepts and perspectives on sustainable development and traditions and trends in policy-making for sustainable development. Further to that, key economics perspectives on environmental degradation (covering insights on causes, sources and implications of GDP, Wellbeing, Equity and Sustainability) are presented and discussed. Students will also gain exposure to economists' toolkit for understanding the costs and benefits of intervention mechanisms (taxes, subsidies, penalties, education, nudges etc.