HEALTH EDUCATION DEVELOPMENT

PHE2HED

2018

Credit points: 15

Subject outline

In this subject, having completed their studies in PHE2HED, students will be able to adopt the role of a health education and development faciltator in one-to-one or small group formats in institutional or community settings. Working in teams and using a range of experiential learning formats, students develop knowledge, skills and attitudes that will allow them to access and use resources that facilitate the planning, implementating and evaluating and evaluation of education in diverse circumstances. Drawing on the Ottawa Charter for Health Promotion (WHO 1986), the Sunsdvall Statement (WHO 1991), the Jakarta Declaration (WHO 1997) and the Bangkok Charter for Health Promotion (2005), this subject will enable students to engage salient teaching and learning theories and practices with the view of empowering people as individuals and small groups to engage the factors influencing their health so as to improve their own health outcomes in a globalised world.

SchoolSchool of Psychology & Public Health

Credit points15

Subject Co-ordinatorPeter Higgs

Available to Study Abroad StudentsYes

Subject year levelYear Level 2 - UG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites Must be enrolled in HBHS, HBHSB, HBPHPB, LBBSB, HZPPNB, HZHSB, HZHSID, AZAHS, HZHOTB or HZHOT and must have passed PHE1IDH and PHE1SDH

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsHealth promotion: planning and strategiesRecommendedTones, K and Green, J 20102nd Edition SAGE, THOUSAND OAKS, CA
ReadingsJoining together: group theory and group skillsRecommendedJohnson, D and Johnson, F 200611TH Edition, PEARSON, SYDNEY
ReadingsPromoting health: the primary health care approachRecommendedTalbot, L and Verrinder, G 20135th Edition, CHURCHILL LIVINGSTON, MELBOURNE
ReadingsTeaching for healthRecommendedKiger, A 20043RD EDN, CHURCHILL LIVINGSTON, MELBOURNE

Graduate capabilities & intended learning outcomes

01. Develop, facilitate and evaluate a health education literacy program that employs cooperative learning theory in diverse institutional and community settings.

Activities:
Lectorials, independent research, facilitated tutorial sessions with feedback.
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

02. Apply cooperative learning theories and practices to the design and facilitation of health education in an ethical and responsible fashion.

Activities:
Lectorials, independent research, facilitated tutorial sessions with feedback.
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

03. Identify the learning needs of particular groups and develop cooperative learning resources and activities that are appropriate to cultural context and settings.

Activities:
Lectorials, independent research, facilitated tutorial sessions with feedback.
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

04. Demonstrate an understanding of the 'salutogentic approach' to health education by critically evaluating and applying relevant research (to program or learning design).

Activities:
Lectorials, independent research, facilitated tutorial sessions with feedback.
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

05. Create an effective, clear and evidence-based funding proposal to support a 'strengths- based' health literacy project for an identified 'vulnerable group'.

Activities:
Lectorials, independent research, facilitated tutorial sessions with feedback.
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

Subject options

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Start date between: and    Key dates

Bendigo, 2018, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorPeter Higgs

Class requirements

Lecture
One 1.0 hours lecture per week on weekdays during the day and delivered via face-to-face.

Tutorial
One 2.0 hours tutorial per week on weekdays during the day and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Funding submission brief (individual 800 words)20 03, 04, 05
Ice-breaker activities (group based ~1200-words equivalent) Various times through the semester30 01, 02, 03, 04
Critical essay (Individual) (1000 words)25 02, 03, 04
Program logic narrative (individual) (1000 words)25 01, 02, 03, 04

Melbourne, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment size325

Enrolment information Quota due to limited resources. Enrolments accepted until quota is reached.

Subject Instance Co-ordinatorPeter Higgs

Class requirements

Tutorial Week: 10 - 22
One 2.0 hours tutorial per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Lecture Week: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Funding submission brief (individual 800 words)20 03, 04, 05
Ice-breaker activities (group based ~1200-words equivalent) Various times through the semester30 01, 02, 03, 04
Critical essay (Individual) (1000 words)25 02, 03, 04
Program logic narrative (individual) (1000 words)25 01, 02, 03, 04