Year 12 Health Studies

1. Year 12 Health Studies 91237 (2.3)

2. Take action to enhance an aspect of people’s well-being within the school or wider community. • 5 Credits • Internal • Due: Week 10 of Term 2 • Format: Report

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

4. So what will we be covering? • Hauora • Health promotion • Attitudes and Values • Socio-ecological perspective • Action Plans • SMART goals

5. What do I need to do? • You are to promote an aspect of mental and emotional well-being in the school community by planning, implementing and evaluating a plan for health promotion. • You are to write a report explaining your involvement in, and evaluate the health promoting action process. • You can work individually or in a group with up to 4 people. • You are to use health promotion strategies to take positive action in order to improve an issue in the school community.

6. How will I do this? • Identify an issue within the school • Develop a plan to overcome the issue • Put this plan into action • Evaluate the outcome

7. What is an issue? • “An area of concern” Examples of issues in schools: • Smoking • Drinking and driving • Bullying • Body Image • Litter • Teenage pregnancy

8. What is health promotion? • Health promotion is the process of enabling individuals and communities to increase control over the determinants of health and so improve their health. • Health promotion: • Works with people, not on them • Starts and ends with the local community • Emphasises the positive dimensions of health

9. What about Health promotion in schools? • In terms of schools, health promotion is a process that helps create physical and emotional environments in classrooms, whole schools and communities. The health-promotion process requires the involvement and all members of the school community to work together – students, staff, parents, caregivers and other community members.

10. Examples of Health Promotion • 5+ a day • SADD • Push Play • Youth Line • Minimising gambling harm • Sun Smart • Smoking Not Our Future 2013 The Movement PiriWeepu • Annual influenza campaign • Wear it pink 2013 • Cervical screening campaign

11. Choose one campaign.. • What are the aims or goals, and the target audience for the campaign? • What actions and activities have been carried out in this campaign? • How successful do you think the campaign might have been in promoting health and meeting its aims? Give reasons to explain/justify your opinion.

12. The Ottawa (and Bangkok) Charter

13. What is the Ottawa Charter? • The Ottawa Charter is what the World Health Organisation base there good health on. It was written at a global health promotion conference in 1986 and countries around the world use it as the basis for all public health promotion. • The Ottawa Charter states that health promotion is based on five areas for action.

14. So what is the Bangkok Charter? • The Bangkok Charter is an update of the Ottawa Charter. It acknowledges the importance of fixing the determinants of health that lead to poor health outcomes. • It basically states that promoting health should be a core focus for all governments and societies and that the determinants that lead to people having poor health must be addressed for the well-being of the entire society.

15. Fonofale Model • The Fonofale Model was a way to incorporate and depict a Pacific way of what was important to the cultural groups as well as what was an important component of Pacific people’s health.

16. Task #1 • Using the World Health Organisation website - colour, label and use a sentence to describe the five areas on the Ottawa Charter diagram. • www.who.int/en

17. What I like and dislike (needs analysis) • In groups, brainstorm all of the things that you like and dislike about our school.

18. Then…. • In the dislikes list – put a tick next to the things that you think could be changed by taking some sort of action. Put a cross next to those things that you think are currently unchangeable. • Make a list of possible ideas from the dislikes list that are health issues.

19. AGGS Health issues identified by the class.. • School toilets • Sanitary bins • No hot water • Hand towels • No soap • Cannot lock doors • Toilet don’t flush • Need hand sanitizer • Posters behind the doors • Bullying • School students personal hygiene • Litter • Students smoking

20. Determinants of health • The determinants of health come from the World Health Organisation, which for many years has researched what factors have the highest impacts on the health of a population. • The word ‘determine’, when used like this, means the factors (the things) that decide what the outcome will be. So a ‘determinant of health’ is something that decides what people’s health outcomes will be.

21. Task #1 • On the sheet provided match the determinant of health on the left with its correct explanation on the right. • Determinants of Health: • Cultural determinants • Political determinants • Economic determinants • (Physical) Environmental determinants • Social (environment) determinants • Lifestyle determinants • Personal determinants

22. Task #2 • Match the ‘social determinant’ with its correct description. Social determinants: Social exclusion Social gradient Addiction Prenatal and early childhood factors Unemployment Access to transport Stress Social support Access to healthy food Work conditions.

23. SMART goal planning: barriers and enablers • BARRIERS = those things that get in the way • ENABLERS = those things that help us out when it comes to taking health-promotion action. In health promotion, some barriers and enablers are predictable and some will be out of your control. Some barriers and enablers may be unique to your situation, or could happen across a range of health-promotion actions.

24. Barriers and Enablers…. • In the ladder and brick wall below, list some possible enablers and barriers to health-promoting action.

25. We need to be able to make use of our enablers and overcome our barriers if health promotion is to be successful. Choose two barriers and two enablers from the list above and explain how they could be used or overcome.

26. What is a SMART goal? Why are SMART health-promotion goals more likely to be effective and successful than non-SMART goals?

27. It’s time to take action!! • Note that you will be required to hand in a portfolio of your planning evidence of implementation and your evaluation for assessment purposes.

28. What’s your issue? • On the butcher paper provided, briefly describe the health issue you / your group have identified to be the focus for your health-promotion work and state your SMART goal.

29. What’s your issue? Answer the following questions… • Health Issue: • Target group: • Why this is an issue for your target group: • List and give a description of ways you could go about carrying this out e.g. surveys, educating year 9’s through speaking to them during class, talking at assemblies, posters etc…

30. Well-being.. • How is this issue currently affecting your target groups well-being? • Ensure you cover all dimensions

31. How my issue is currently affecting my target groups well-being

32. Task #1: Identify the issue • Describe the issue relating to mental and emotional well-being that you / your group have identified as the focus for your health-promoting action. You must Include the following in your answer: • How was the issue identified • Its importance (now and in the future) in your school community • State clearly the overall SMART goal of your health promotion action. (See SMART principles PowerPoint) • Explain how your planned action could enhance the well-being of people in your school community.

33. Sentence starters for Task #1 • The issue our group / I have identified is.. • I / we believe this is an issue in our school because… • This is an important issue to consider in our school because… • The overall SMART goal of our/my health promotion is… The intention of this goal is to… • My planned action could enhance the well-being of the students at AGGS by…. More specifically it would enhance their Mental and Emotional well-being by…

34. Examples of 12HEA SMART goals • “To educate year 10 students on the affects of smoking by the end of term 2 to help decrease the number of smokers”. • “To educate year 9 students on the affects of bullying to help decrease the amount of bullying by the end of this term”. • “To increase the percentage of year 9 and 10 students on following safe hygiene practices by the end of term 2” • “To ensure 2 of the 6 toilets in A block are equipped with more soap dispensers and paper towels end of term 2” • “To decrease the number of sickness related absences in year 11 by educating them around personal hygiene practices by end of term 2”

35. Task #2 ACTION PLAN • Develop a plan to enhance people’s well-being in relation to your issue. This plan must relate to the concept of SMART goal setting. • Minimum 5 steps to your action plan

36. ACTION PLAN DEVELOPMENT (see resource A) • Step 1 – what is your action? • What are the reasons for taking this step? • When do you hope to start and finish this step? • What are possible barriers to implementing this step? • How will you overcome these barriers? • What are possible enablers to implementing this step? • How will you know the action has been achieved? • What evidence will you collect to show that you have achieved this step? • Who is going to implement this step?

37. Common barriers • Getting permission from the principal or board of trustees to proceed. • Getting everyone involved to take responsibility for things they said they would do. • Having enough and suitable time to carry out the actions.

38. Common Enablers • A commitment from everyone involved. • Having some adult support so that their advice can be asked for, or who can help with those things that we might find difficult to access or may not even know about. • Confidently knowing what is to be done and being prepared to do it. • Sticking to the plan and only making changes if absolutely necessary.

39. Examples of actions.. • Write a letter to the principal to gain her permission to proceed with the actions set out below and secure an assembly time. We have to do this to make sure our plan can proceed as we need access to assembly time and we plan to write a submission to the Board telling them of our findings from the bullying survey we carried out. • Prepare a presentation for the school assembly, to provide them with feedback on the survey data we collected during stage 4 of the action plan. Students in the health class who take drama will prepare a skit to emphasis some of the main issues that came out of the survey, like the problem with text bullying. The presentation will contain some ideas about what can be done to stop the text bullying.

40. Implementation • During this stage of your assessment you are completing your planned actions set out in your ‘action plan’. • Every lesson should be used constructively in order to complete the entire assessment. • You will get out (good grade) what you put in!

41. 7th June TODAY YOU ARE WORKING ON THE FOLLOWING: • Collating your answers from surveys OR • Working on your next action plan – writing it up in booklet OR • Doing research in i-centre OR • Designing presentation OR • Writing up Task #1 ENSURE YOU ARE KEEPING YOUR DIARY UP TO DATE

42. 11th June • TODAY YOU ARE WORKING ON THE FOLLOWING: • Collating your answers from surveys OR • Working on your next action plan – writing it up in booklet OR • Doing research in i-centre OR • Designing presentation OR • Writing up Task #1 • TOMORROW WE ARE IN c8 • ENSURE YOU ARE KEEPING YOUR DIARY UP TO DATE • ENSURE YOU ARE ON TRACK – TIME IS TICKING!!

43. Email teachers to request presentation slot • Warne – awarne@aggs.school.nz • Hatch – dhatch@aggs.school.nz • Stowers – kstowers@aggs.school.nz • Reid – freid@aggs.school.nz • Jobe – ljobe@aggs.school.nz • Todd – ltodd@aggs.school.nz • Holmes – kholmes@aggs.school.nz • McKay – emckay@aggs.school.nz

44. 18th June • You should be on to action 2-3 now of your implementation! • Time is going fast, only 3 weeks until assessment is due!! Task 3: Carry out your planned health promoting action. You must cover all areas below: □ Keep a diary as you carry out your action that details your personal contribution. This will also help you in completing your evaluation. □ Ensure you include any modifications made during the implementation of your action plan □ Ensure you collate evidence of implementing each action of your plan such as photographs, copies of PowerPoint’s etc. □ If working in a group, ensure you delegate actions and make clear on the action plan who is responsible for individual actions.

45. 3rd July • 6 more Health lessons until this assessment is due • You should be working on either your last actions or starting your evaluation. • Make sure you look through the exemplars and see what others have done in order to gain Merits and Excellence, even look at the Not Achieved so you know where they could have improved. • Ensure you are reading the questions carefully and answering all questions in detail. • Computer session tomorrow in C8 period 3.

46. Task 4 - Evaluation • Your evaluation is a summary of what actually happened during the entire assessment, what worked well, what didn’t work so well and why. • Actions that were successful and how they impacted on people’s wellbeing. Also actions that were not successful and how this interfered with you completing your plan of enhancing people’s wellbeing. • You must include any changes you made during the plan and why you made these. • What steps could be implemented now to maintain or build on the impacts for well-being achieved by the actions. • Remember to focus on all but mostly Mental and Emotional well-being. • You must use specific evidence from your implementation diary (they must link)

47. Sentence starters for Task #4 • Our plan was to… • Our group decided that an issue in our school we would focus on was… • My focus was to… • Actions we believed to be important in carrying out this SMART goal were… • Actions that resulted in a positive impact on the students well-being were… they impacted positively on students well-being by… • Actions that were not successful in having a positive impact on the students well-being were… • The actions only made an impact on some students because… • The actions had an impact on all students because… • Changes that we made during the course of carrying out this plan were….. Reasons for this were… • If I/we were to carry out this action plan again I/we would… • Steps that could be implemented now to build on the impacts of well-being of the students…

48. Include in your final assessment: • Typed up Task 1 • Task 2 - Your Action Plan – can insert hand written ones • Task 3 - Your Implementation diaries – can insert written ones • Typed up Task 4 Evidence: • Copy of your first survey • Copy of your last survey • Copy of results from first survey • Copy of results from last survey • Copy (print out) of your presentation • Copy of your research • Any photos taken • Any emails sent to teachers • Any letters written • Copy of posters made