Create four (4), simple, hypothetical, case study scenarios using different population groups and health issues from the broad categories listed below. Create and name one person from each
population group to write about as in the examples below of Jenny and Brad. Describe one person for each case study. Consider the following factors for each case study – age, gender, socioeconomic
circumstance, education level, family background, geographic location and any other social factors that may impact on access to health and wellbeing.
Select four health education focus areas from the list below
• Alcohol and other drugs
• Food and nutrition
• Health benefits of physical activity
• Mental health and wellbeing
• Relationships and sexuality
• Safety – road, water, occupational, home, school, social – are all environments to target for health education about safety and minimising risk
Please endeavour to examine different focus from those used in Assessment Task 1.
Identify four population groups that may be relevant to your future career, (for pre-service BEDU students, this will be year levels at school or subgroups within year levels at school).
Define the focus area or the component of the focus area that you are planning to work with. To define the focus area, you are giving a definition in the context of the Australian circumstances,
evidence and statistics. To explore, (in 100 words), you will briefly identify the case study within a defined population group.
The case studies are not the main component of this assessment task. They are simple scene setting information. They identify the population group, and any social determinants of health that will
impact on their health behaviours plus any lack of equity in terms of their access to health information, services and resources. The lack of social justice in health outcomes for the population
group is what you will be planning to prevent in Part B of the assessment task.
Part B: Plan to Act
Describe your plan of action to ‘teach’ one of the four focus areas you identified for one population group (including your hypothetical case study subject) and others in the population group.
Repeat this four times – one case study for each focus area with one population group. For example – Case Study 1, 12 to 14 year old adolescent girls from rural and remote areas of Queensland –
‘relationships and sexuality’ and Case Study 2, overweight, sedentary middle aged males – ‘health benefits of physical activity’.
It may help to start by identifying any current action in the five action areas of the ‘Ottawa Charter for Health Promotion’ (WHO, 1986) to help you pinpoint the underlying sociocultural and
environmental factors that create inequities and a lack of social justice for each case study in the focus area selected. For example: Ask yourself these questions, as you would ask the people you
will be educating in the future.
i. does public policy currently support equitable health outcomes for the population group?
ii. are the environments this population group exists in supportive of equitable health outcomes for the population group?
iii. is there any community action or advocacy in this focus area to ensure equitable health outcomes for the population group?
iv. do the people in this population group have the necessary personal skills to attain equitable health outcomes in this focus area
v. are there appropriate and accessible health services to support equitable health outcomes for the population group?
Plan to act – use a minimum of two relevant action areas of the ‘Ottawa Charter for Health Promotion’ (WHO, 1986) to determine how to optimise health and wellbeing and prevent any possible health
concerns in each focus areas for each population group. The action will address the inequities identified above and move the population group towards social justice. Remember to consider the
physical, social, emotional, and cognitive dimensions of health.
PLEASE also remember that you are focused on providing relevant information, services and resources that will make it possible for the population group to choose behaviours that are positive for
their health and wellbeing outcomes.
Evaluate and justify
Recommend effective health education practices that could be taken by individuals, the community and policy makers, to address each of the health focus areas chosen for the identified population
group. Utilise the relevant Ottawa Charter action areas and social justice principles to formulate recommendations specific to each actual case study. Address each case study separately – Case
Study 1; Case Study 2; Case Study 3; Case Study 4.
Consider the enablers and barriers to your recommendations. Remember that developing personal skills or utilising any one action in isolation is rarely effective. Also consider that banning or
prohibiting actions or behaviours does not address the underlying causes and may not be successful, especially if this strategy is used in isolation.
Justify your recommendations using substantiating research evidence.
Jenny is a 14 year old female who lives in a remote area of Queensland (population group). Her boyfriend of 3 months is pressuring her to have sexual intercourse. She cannot go to the local Doctor
for help or advice because she has no source personal money, no personal Medicare card and there is a lack of privacy in the town. Jenny thinks she should say yes to her boyfriend because he might
dump her if she does not, but she does not know what her options are and has no understanding, knowledgeable adult to talk to and nowhere to access the information she needs. (100 words)
Consider: What do Jenny and young people like her, need to know about relationships and sexuality? How will you facilitate their learning so that it addresses their diverse needs and prevents
unplanned pregnancies or sexually transmitted infections or both?
Case Study 2: Alcohol and other drugs (this could also be a mental health scenario)
16 year old Brad from inner city Brisbane, attends a private school for boys and is under pressure to excel at Rugby and make the First XV. His father and grandfather both achieved this honour.
Brad is struggling and feeling anxious about improving his performances. He has been offered performance enhancing drugs but knows they are illegal. He desperately wants to be selected in the 1st
XV to make his father and grandfather proud but knows if he is caught using illegal substances, this may limit his future career options. (90 words)
What do Brad and young people like him, need to know about performance enhancing drugs? How will you facilitate their learning so that it addresses their diverse needs and prevents them from using
illegal substances that may harm their health and wellbeing and/or result in arrest and charges?