EDH2152 Health and Wellbeing
|Semester 1, 2012 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Susan Wilson-Gahan
Moderator: Sharon Louth
Health and well being are influenced by interactions between people and their environments including the economic, physical, sociocultureal and political environments. These relationships are dynamic and the changing nature of these interactions has a significant impact on health outcomes. Health is maintained and promoted by individual and community actions and by the policies and health services of communities and governments at the local, state and national level.
The 'social view of health' has been the prevailing view of health since the 1980s. The social view of health suggests that the health of individuals, groups and communities is constructed in society by society. The social view of health is underpinned by the social justice framework which provides a platform to both identify inequities in access to health and to measure the success of heath interventions.
The family home and educational environments as well as community and health care services are critical leverage points where behaviours are developed. A comprehensive approach to Health and Physical Education emphasizes the shared responsibility of parents, peers, schools, health-care systems, governments, the media, and a variety of other institutions and agencies. Meaningful Health and Physical Education requires safe, health-promoting environments, support serives from the community, and a school curriculum that acknowledges the importance of health and well being in student outcomes.
It is essential that health professionals, community support services, teachers, early childhood educators and parents have an understanding of the health and social support research, as well as a broad knowledge of the multiple contextual influences impacting on health and wellbeing issues and see themselves as an important component in the development of health-enhancing behaviours.
This innovative course offers students from a range of disciplines the opportunity to develop a deeper appreciation of the enablers and barriers to positive and equitable health outcomes and environments and contexts that impact on key health and wellbeing issues. An understanding of these factors will help practitioners implement health enabling actions and behaviours as part of interagency and multi-sector partnerships.
This course is designed to provide education students as well as those students interested in community or child health with an understanding of the social view of health and the implications of actions to promote health in communities and populations. It will provide an overview of world health issues and the current health phenomenon will be explored including a biomedical model as well as multidimensional and social ecological models.
Students will gain a deeper understanding of current health promotion and intervention strategies as well as the historical and current paradigms for understanding paediatric, adolescent and ages health issues. Students will leave with an appreciation of the current state of health in Australia and internationally, a respect for the need of a multi-disciplinary approach, and their part in this process. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the WEB offering and advised of this change before semester commences.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- demonstrate an advanced understanding of health issues and appreciate the range of chronic diseases, world health issues and key concerns and direction of Australian health (Assessment 1 and Assessment 2)
- review a range of information and demonstrate knowledge of the barriers to action as well as the enablers, environments and contexts that impact on key health and wellbeing issues for children, adolescents and adults (Assessment 1 and Assessment 2)
- evaluate a range of dominant discourses and conceptual framsworks for viewing health, wellbeing and health intervention (Assessment 1 and Assessment 2)
- recognise the role HPE curriculum documents, education and care frameworks have in promoting health and wellbeing in childcare centres, schools and other care settings (Assessment 1 and Assessment 2)
- critically analyse a range of contexts and environments and identify key factors influencing a health phenomena (Assessment 1 and Assessment 2)
- identify key intervention strategies and apply a range of theoretical frameworks to help make sense of a number of health issues (Assessment 1 and Assessment 2)
- demonstrate compentent standards of communication and professional responsibility by having completed all subject requirements on time and by participating in lectures and tutorials/forums (Assessment 1 and Assessment 2)
- demonstrate an understanding of the pedagogical implications of health education and evaluate a range of programs and initiatives with regards to health and wellbeing (Assessment 1 and Assessment 2)
- demonstrate expertise in completing appropriate assessment tasks based on the content material of the lectures, tutorials/forums and readings (Assessment 1 and Assessment 2)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assessment 1 and Assessment 2)
Conceptualising health and wellbeing
1.1 Definitions of health and wellbeing
1.2 Overview of current World and Australian health stats and trends
1.3 Economic and social implications
Paradigms and Frameworks for making sense of health
2.1 Approaches (biomedical, socio-ecological and multidimensional)
2.2 Strength based perspectives
2.3 Systems mapping
2.4 Health promotion and wellbeing paradigms
Understanding health and wellbeing in populations
3.1 Paediatric health - determinants, environments and contexts
3.1.1 Children's health (e.g. mental health/bonding and attachments, Kid's Safe, inactivity)
3.1.2 Adolescent health (e.g. risk taking, peer pressure, alcohol and other drugs and sexuality and sexual behaviours)
3.2 Health and Lifespan (e.g. ageing)
3.3 Health status of population (e.g. work/life balance, stress, chronic diseases)
3.4 Health of special populations and groups (e.g. Indigenous populations, rural Vs urban)
3.5 An examination of health issues (case studies)
Strategies for prevention and intervention in communities
4.1 Inequities in health - 'Closing the Gap'
4.2 Intervention and wellbeing opportunities
4.3 Exploring successful exemplars and case studies
Education and Care settings - Agencies for change
5.1 Pedagogical and curriculum considerations and application
5.2 Health and education syllabus documents
5.3 Health policies, programs and frameworks
Health places, spaces and directions of changes
6.1 World and Australian policies and directions for change
6.2 Legislative, educative and other programs
6.3 Promoting positive health and wellbeing
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDH2152)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
- There are no texts or materials required for this course.
Australian Institute of Health and Welfare 2008, Australia's health 2008, AIHW, Canberra, ACT.
(Cat. no. AUS 99.)
Bouchard, C., Blair, S. N., & Haskell, W. (Eds.) 2007, Physical activity and health, Human Kinetics, Champaign, IL.
Corbin, C. B., Welk, G., Corbin, W. R., & Welk, K. A 2009, Concepts of fitness and wellness: a comprehensive lifestyle approach, 8th edn, McGraw-Hill, New York.
Fleming, M. L., & Parker, E 2006, Health promotion: principles and practice in the Australian context, 3rd edn, Allen & Unwin, Sydney, NSW.
Insel, P., Roth, R., & Walton, T 2008, Core concepts in health, 10th edn, McGraw-Hill, Boston, IL.
Keleher, H., & MacDougall, C 2009, Understanding health: a determinants approach, 2nd edn, Oxford University Press, Melbourne, Vic.
Australia's Health online information: http://apo.org.au/healthhttp://www.aihw.gov.au/publications/index.cfm/title/11374.
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||21 May 2012|
|ASSIGNMENT 2||50||50||11 Jun 2012|
Important assessment information
ONC: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activites and administration.
WEB: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion forums scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete and individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained b the student for the assignment may apply for each working day up to 10 workings days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted. Extensions will be given only in extenuating circumstances and formal applications for consideration must adhere to the requirements outlined on the form.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no defferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide.
Students will require access to e-mail and have Internet access to UConnect for this course.
Risk Management: There are no risks beyond the ordinary associated with this course.