Westlake Girls High School

NCEA Level 2 Health

GET OFF THE COUCH!!!2016

KEY HEALTH CONCEPTS and

ACHIEVEMENT STANDARD 91237

2.3 – Internal 5 CreditsTaking action to enhance well-being

within the school community

NAME ________________________________

TEACHER ____________________________

Internal Assessment Resource: Health Level 2

This resource supports assessment against:

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Achievement Standard 91237

Take action to enhance an aspect of people’s well-being within the school or wider community

Resource title: Connecting with the Local Community5 Credits

Achievement Take action to enhance an aspect of people’s well-being within the school or wider community.

The student has: Identified an issue that

affects an aspect of well-being of people within the local community.

Described a SMART goal and how achieving this goal could enhance people’s well-being across the four dimensions of hauora

Developed a workable plan to improve well-being, based on the concept of SMART goals

Provided evidence of the plan’s implementation by completing log entries

Evaluated the effectiveness of the action by reflecting on the implementation of the plan – describing what happened, what was successful, what was not successful, the extent to which the SMART goal was met and the extent to which people’s well-being was enhanced.

Merit Take in-depth action to enhance an aspect of people’s well-being within the school or wider community.

The student has: Developed a detailed,

workable plan to improve well-being in relation to the issue, based on the concept of SMART goals

Evaluated in detail the effectiveness of the action by reflecting on the implementation of the plan with supporting evidence (log or other research) – describing what happened, what was successful, what was not successful, the extent to which the SMART goal was met and the extent to which people’s well-being was enhanced.

ExcellenceTake comprehensive action to enhance an aspect of people’s well-being within the school or wider community.

The student has: Developed a detailed,

workable plan to improve well-being in relation to the issue, based on the concept of SMART goals and including actions that are critical for addressing the issue (with explanations of how and why they will work)

Critically evaluated the effectiveness of the action by reflecting on the implementation of the plan with evidence and reasons – describing what happened, what was successful, what was not successful, the extent to which the SMART goal was met, the extent to which people’s well-being was enhanced, whether the actions impacted on all or only some people, the alternative or additional actions that would be needed in the future to meet the overall goal if this health promotion was to be continued or repeated.

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Student Instructions

This assessment activity requires you to take action to promote an aspect of well-being in your local community (school and wider) by planning, implementing and evaluating a health promotion plan.

You will work in a small group, plan and take positive action to bring about health-enhancing change in relation to the health issue of physical inactivity.

We will be using the Shore to Shore 5km Fun Walk/Run as our Health Promotion idea – It is on SUNDAY ________________ 2016 (participation is a requirement of this unit).

You will create a written portfolio that documents your involvement in the health promoting action process (this will be completed in and outside of class time).

Although you will work in a group, you will need to individually document your planning, implementation and evaluation of your health promoting actions.

You will be assessed on how well you develop and implement your plan, and evaluate its effect on well-being for the school and wider community.

You will have 8 weeks of in- and out-of class time to complete this task.

Final submission date: ______________________WEEK 10 TERM 1, 2016

TASK OVERVIEW - Take health-promoting action

The health issue you will focus on is physical inactivity.

In a small group you will use health promotion strategies to take positive action to bring about health-enhancing change in relation to this issue.

You will draft aspects of your plan (Tasks 1 & 2) during class time as a group and then write them up under test conditions individually (Week 5, Term 1). Then you will implement your planned actions and document your process with evidence of completion (Task 3), before using this log of evidence to complete an in class evaluation (Task 4) individually under test conditions (Week 10, Term 1).

Overall your portfolio of health promotion will include:

TASK ONE: Identify the issue

1) Briefly describe the issue relating to well-being that your class/group has identified to be the focus for your health-promoting action. Include in your description:

a. How the issue arose/what is causing/influencing it.

b. Its importance/significance (now and in the future) in your local community with regards to well-being.

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SMART Goal2) State clearly what the overall SMART goal of your health promotion action will be to

address this issue.

3) Explain how achieving your SMART goal could enhance the well-being of people in your local community.

TASK TWO: Develop a detailed, workable plan of action

4) Develop a plan to enhance well-being in relation to your issue which includes the following aspects and relates to the concept of SMART goal setting. Include:

a. Actions which are critical for addressing the issue and achieving your overall goal, and an explanation of why each of these actions is needed

b. Description of potential barriers that might be encountered when implementing these actions and how the barriers could hinder the plan’s implementation. You should also consider how the barriers could be overcome/minimised.

c. Explanation of how the enablers that might be encountered while implementing the plan and how the enablers could assist with the plan’s implementation.

d. An appropriate, realistic timeframe for each of the actions.

TASK THREE: Implement the plan of action

5) Carry out your planned health promoting action.

a. Keep a log as you carry out each action that details your personal contribution. Provide supporting evidence of you completing each action. This will also help you in completing your evaluation.

TASK FOUR: Evaluate the outcomes of implementing the plan of action6) Critically reflect on the outcomes of the implementation of your plan for the well-being of

people in your local community. Describe:

a. The results of your actions – a summary of what actually happened, and to what extent you achieved your SMART goal

b. Actions that were successful, and how these actions resulted in a positive impact on people’s well-being as planned

c. Actions that were not successful, the reasons for this and how this interfered with your ability to achieve positive impacts for people’s well-being

d. Whether the actions impacted on all or only some people and reasons for this

e. Alternative or additional actions needed to meet the overall goal if this health promotion was continued or repeated, and reasons why these changes would be needed

f. What steps should be taken now to build upon the positive impacts for well-being achieved by the actions

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A concept is a way of thinking about and understanding something. Health Education is a programme of learning based around 4 key concepts. These are:

HAUORA: You will learn how health issues can affect an individual’s life, their families’ lives and the whole community in which they live. You will have the opportunity to analyse how issues can affect each dimension of wellbeing, in relation to self, others and society.

SOCIO-ECOLOGICAL PERSPECTIVE: You will learn about the factors that influence the chosen health issue, and will reflect on the issue from cultural, behavioural, political, economic, technological and media perspectives. You will recognise the need to actively contribute to your own wellbeing and to that of others, your community and your society.

ATTITUDES AND VALUES: You will explore your own values, beliefs and attitudes and how this affects your thinking on the chosen health issue. You will develop an awareness of the rights of people and will develop a concern for community and environment. You will take action which may in turn contribute to enhancing social justice.

HEALTH PROMOTION: You will explore issues that affect wellbeing within our school community and beyond. You will play an advocacy role within the community; learn about school management and policies. You will practice the skills of planning and taking action to enhance wellbeing.

This unit focuses on the two concepts of HAUORA and HEALTH PROMOTION, while other units in the year will focus more on the other concepts.

Across the year you will be required to develop in depth knowledge of ALL four of these concepts/themes to help you succeed in this programme of study.

In Level 1 you have been heavily assessed on Hauora and should therefore have a thorough understanding of this concept already.

So we will just quickly recap it….

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LEVEL 2 HEALTHKEY UNDERLYING CONCEPTS

CONCEPT 1 – HAUORAThe term ‘Hauora’ is a Maori philosophy of health unique to New Zealand. It encompasses taha tinana (physical), taha wairua (spiritual), taha hinengaro (mental and emotional) and taha whanau (social).

The term ‘Wellbeing’ is used to describe a person’s health status. This concept is recognised by the World Health Organisation (WHO)

Unlike Level 1 Health you do not need to spell out your understanding of the concept of hauora under the 4 specific headings and so on. BUT you still need to understand the concept as intertwined dimensions which can affect each other, and will need to describe your understanding of affects and consequences on Haoura in some Achievement standards, including this Health Promotion unit.

WHARE TAPAWHA

This is a model developed by Dr Mason Durie, a renowned Maori academic, to show the relationship between the four dimensions of health.

The Whare Tapawha model compares the concept of Hauora to the four walls of a whare.

Each wall represents a different dimension of health.

Just as all four walls are needed for the whare to remain whole and strong, so are all four dimensions of health needed for symmetry (balance) and strength in life.

My understanding of the Whare Tapa Wha model is…

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HAUORA – 4 DIMENSIONS CONTRIBUTING TO TOTAL WELLBEING

Taha whanau – social wellbeing

Taha Wairua – spiritual wellbeing

Taha tinana – physical wellbeing

Taha hinengaro – mental and emotional wellbeing

Explain how the four dimensions of well-being are inter-related:

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CONCEPT 2 – SOCIO-ECOLOGICAL PERSPECTIVE“People can take part in the Health promotion process effectively only when they have a clear view of the social and environmental factors that effect health and well-being. Through learning experiences that reflect the socio-ecological perspective, students can seek to remove barriers to healthy choices. They can help to create conditions that promote their own well-being and that of other people and society as a whole. Through this perspective, students will also come to a better appreciation of how and why individuals differ” - HPE curriculum 1999

What does this mean for you? – In Level 2 the questioning of many of the Achievement standards follow a similar wording to what you will have become familiar with in Level 1. They will require you to identify and understand the interrelated aspects of:

CONCEPT 3 – ATTITUDES AND VALUES

Through your learning in this course you will develop positive and responsible attitudes to your own and others physical, mental and emotional, social and spiritual wellbeing.

Attitude: “the way you think and feel about someone or something. A feeling or wayof thinking that affects a person's behaviour.”

Value: “Important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable. The regard that something is

held to deserve; the importance, worth, or usefulness of something.”

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INFLUENCESon the stated health issue -personal, interpersonal and societal

CONSEQUENCESfor personal, interpersonal and societal wellbeing

STRATEGIESto bring about health-enhancing chance – personal, interpersonal and societal

CONCEPT 4 – HEALTH PROMOTION

Health Promotion is…

“The process of enabling people to increase control over, and to improve, their health. It moves beyond a focus on individual behaviour towards a wide range of social and environmental interventions.”

In schools Health promotion encourages students to make a positive contribution to their own well-being and that of their communities and environments.

There are 3 models of Health promotion which you will learn about shortly are…

1. BEHAVIOURAL CHANGE MODEL

2. SELF-EMPOWERMENT MODEL

3. COLLECTIVE ACTION MODEL

Health Promotion in Action

What is health promotion activities have you heard about/seen in the wider community and within school?

What health promotion activities have you already participated in at either at school or in the community?

How did you see, hear about or get involved in these activitites? (What health promotion actions did the organisers use?)

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Health Promotion Models

Please read as a class and highlight the main points of each model

The Behavioural Change Model The behavioural change model came into use before the other two approaches. Many early New Zealand health campaigns were based in this model, and it is still widely used, in conjunction with other models, as part of comprehensive health campaigns. The behavioural change model is a preventive approach and focuses on lifestyle behaviours that impact on health. It seeks to persuade individuals to adopt healthy lifestyle behaviours, to use preventive health services and to take responsibility for their own health. It promotes a medicalised view of health that may be characterised by a tendency to blame the victim. The behavioural change model is based in the belief that providing people with information will be change their beliefs, attitudes and behavioural. This model has been shown to be ineffective in many cases because it ignores the factors in the social environmental that affect health, including social, economic, cultural and political factors.

The Self-Empowerment ModelThis approach (also known as the self-actualisation model) seeks to develop the individual’s ability to control their own health status as far as possible within their environment. The model focuses on enhancing an individual’s sense of personal identity and self worth and on the development of life skills, including decision making and problem solving skills, so that the individual will be willing and able to take control of their own life. People are encouraged to engage in critical thinking and critical action at an individual level. This model, while often successful for individuals, is not targeted at population groups and is unlikely to affect social norms.

The Collective Action Model This is socio-ecological approach that takes account of the interrelationship between the individual and the environment. It is based on the view that health is determined largely by factors that operate outside the control of individuals. This model encompasses ideas of community empowerment, which requires people individually and collectively to acquire the knowledge, powerful influence on people’s health status. It engages people in critical thinking in order to improve their understanding of the factors affecting individual and community well being. It also engages them in critical action that can contribute to positive change at a collective level. Given the importance of determinants of health, the use of a collective action model is more likely to achieve healthy outcomes, both for individuals and for groups within society.

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Which model am I?An anti-smoking campaign included TV ads, posters and pamphlets sent to workplaces, education information kits sent to schools, a web of information that focused particularly on hoe to access phone-line support for quitting smoking, and information about where and how to get nicotine substitutes to help cut down and quit smoking.Which model/s are featured in this campaign?

Explain how they are featured

What other actions could be added to satisfy some features of any model/s you say were not featured in the campaign?

Questions about the Models

Please answer questions in your own work book

1) Are there similarities (same) between models and explain?

2) Are there differences (difference) between models and explain?

3) In New Zealand which models do they use and give examples that you have seen (media, advertisements, school etc.)?

4) Explain how health advertisements and programmes in the media might have influenced you and others into making health-related decisions.

5) What effects do scare tactics have on people’s health-related behaviours? What evidence do you have for your answer? How could you gather more evidence?

6) When the behavioural change model is used, who decides which message to promote? Who is considered to be responsible for “unhealthy” behaviour?

7) Who benefits from the use of a self-empowerment model? How do they benefit? Why is this model used?

8) Who benefits from the use if a collective model action model? How do they benefit? Why is this model used?

9) From answering the questions above, which model do you think is the most effective and why?

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YOU CAN MAKE A DIFFERENCE!

February is awareness month for: Bike Wise (Get Cycling in your Community)

https://www.bikewise.co.nz/resources/get-your-community-cycling#BikeWiseMonth; and

5+ A Day School Challenge (healthy eating) http://www.5aday.co.nz/5plus-a-day/the-5plus-a-day-school-challenge-%E2%80%93-february-2016.aspx

At your table pick a topic from above to brainstorm and discuss a variety of actions students in the school, teachers, family and others connected to the school could be involved with or take action responsibility for that would contribute in some way to promoting this health campaign.

Now colour code each

action to match the health promotion models (behaviour change, self empowerment and/or collective action)

Which model was the easiest to think of actions for? Why do you think that is?

Which model is the hardest to think of actions for? Why do you think that is the case?

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LEARN FROM EXPERIENCE

In a pair, you will create a poster promoting your health event/issue, you will write a mini blurb to explain & fit the issue and then be allocated a WGHS form class to promote to

1) What health promotion model/s does this action use?

2) Who is your target audience that your action hopes help?

3) What resources are required to complete your action?

4) What steps/jobs are involved in completing your action?

5) Who will complete each step job?

6) What form class will you promote to and on what date?

Quick review:1. What helped you complete your action (individually and as a

pair)?

2. What did or could have got in the way of completing your action?

3. How effective do you think your action was at getting students to eat better or cycle more?

4. What would you do differently if asked to do this again?5.

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Taking action to enhance well-being within the school community

Activity One: Identifying health issues

Learning outcome: Students will be able to come up with issues affecting Teenagers and define why they are issues.

Part 1 What are some of the key health issues facing teenagers in New Zealand and why are they issues for the teenage population?

Teenage Health IssueWhat is the issue?/Why it is an Issue?/What is happening?

1.

2.

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2.3 Internal 5 Credits

3.

4.

5.

6.

RELEVANCE TO US: Which of the issue identified above are most concerning for students at Westlake Girls High School? Why are they a main issue at our school?

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Activity Two: The Action Competence Learning Process

The Action Competence Learning Process provides a framework for you to take individual or collective action to promote health.

Your teacher will help guide you through this process which you will apply once you have selected the ‘issue’ your class wishes to address.

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‘Identifying an Issue’

‘Developing knowledge and insight’

You will use critical thinking to find out …

- How the issue arose- What is its importance now and in the future? Who is advantaged or disadvantaged? Why and How?

‘Developing a Vision’

You will use creative thinking to …

- What alternatives are there?- How are conditions different in other classes, schools, cultures etc?What could happen to encourage social justice?

‘Understanding’You will gather information, analyse it and evaluate ideas to help you decide…

- What changes do we need to make (in ourselves, our class, school or community) to bring us closer to our goal? - What are possible actions we could take to enhance hauora and achieve the change?

‘Planning’

- What are the barriers and enablers that could hinder or enhance our success in making a change?- What action will we initiate and within what time frame?- What do we hope to achieve from these actions?

‘Acting’-Individually- Collectively

‘Reflecting and Evaluating’

- What has been learned?- How could it have been done differently?- How far did we get to achieving our goal?

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‘Issue’

‘Developing knowledge and insight’

‘Developing a Vision’

‘Understanding’

‘Planning’

‘Acting’

‘Reflecting and Evaluating’

Activity Three: Investigating our chosen issue further

Learning Outcome: You can explain how your selected health issue possibly affects all aspects of individual and school well-being. You can begin to develop a vision of what could possibly be done to address the issue.

Issue: ____________________________________

How could this issue impact on people’s Physical well-being? Explain below

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How could this issue impact on people’s Mental & Emotional well-being? Explain below.

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How could this issue impact on people’s Spiritual well-being? Explain below.

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How could this issue impact on people’s Social well-being? Explain below.

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Extension Activity:Brainstorm in the space below some alternative ways to address the issue you have chosen above. What could be done?

Brainstorm below how you think conditions might be the same / different in other classes, schools, cultures or communities.

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Issue

Issue

Activity Four: Goal setting

Learning outcome – You will understand the principles of goal setting (SMART).

Use your knowledge from Year 10 and 11 Health to summarise what SMART goals are:

SMART

GOAL SETTING STAIRCASE

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Explain or show how the staircase can be used:

Activity Five: Class Action plan

Learning Outcome: You will be able to develop a ‘Skeleton’ class action plan identifying an overall goal and a number of tasks which could help contribute to the success of this goal.

ISSUE ____________________________________________

Our class vision or Long term goal is : ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CLASS ACTION PLANTasks or actions which may help us achieve our class goal

Describe reasons why we are doing this (What do we hope this will achieve?)

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Activity Six: Individual Action Plans

Learning outcome: You will be able to apply the SMART goal setting principal to develop a detailed action plan in relation to your chosen Health issue.

ISSUE ____________________________________

My selected task as part of the class action plan is: _________________________________________________________________________________________________________________________________________________________________________________________________________

My overall goal (Long term) / vision of what I hope to achieve by doing this is: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Use the goal setting staircase below to identify a minimum of 5 valid steps / short term goals you will take to help bring about health enhancing changes in relation to your issue. These steps should be progressive and SMART in nature and aid you in achieving your long term goal identified above.

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1

2

3

4

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Activity Seven: Log BookNow put the steps from your staircase into a detailed action plan.

Identify 5 steps or actions to help achieve your goal(Short term goals)

Time frame (actual dates)

Describe reasons why we are doing this (what do we hope this will achieve?)

Describe enablers (who or what might help and how?)

Describe barriers (who or what might hinder and how?)

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Glossary of TermsNCEA Level 2 Health Education

(Add any health-related words you learn throughout the year. If you don’t understand the meaning of a word – ask!! The only stupid question is the one you don’t ask!)

Identify- recognise, recall and label to establish identity, name in relation to a definitive set or characteristic

Describe- defines, give an outline, say or write what the subject is like or about.

Discuss- through writing or speech, provide facts or information in relation to subject

Explain- to make clear by adding detail to the description, examine and give reasons for information stated (how and/or why?)

Explain in depth – means do one or more of the following as appropriate: Explain relationships and/or interrelationships Explore complexities of situations – including different perspectives Develop reasoned arguments Present accurate and detailed supporting evidence

Examine- investigates, find out or explore the information, consider critically. This involves both description and explanation – what the factors are and why they occur and descriptions of strategies

Evaluate- analyses, appraise, make judgments and justify, weigh up the likely effects

Analyse- examine in-depth

Critically discuss - through writing or speech, analyse the subject, consider the pros and cons, personally reflect and make judgments.

Perspective – a point of view or way of considering things

Personal perspective– our own thoughts, feelings and actions.

Interpersonal perspective – how we interact with others, how our actions affect them and theirs affect us.

Socio-ecological perspective – the wider society and environment and how we interact with it (from a personal, interpersonal and societal perspective)

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