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Workbook

Student: Jordy Yeoman
Student Number: 17159986
Email address: 17159986@student.curtin.edu.au
School: ealth Sciences
!nit: ealth and ealth "eha#iour 1$%
&utors: 'elissa (ar)inson
*ate *ue: +8,-,+%1-
. declare that this assi/nment is my o0n 0or) and has not been submitted in any 1orm 1or another unit2 de/ree or
di3loma at any uni#ersity or other institute o1 tertiary education. .n1ormation deri#ed 1rom the 3ublished or
un3ublished 0or) o1 others has been ac)no0led/ed in the te4t and a list o1 re1erences is /i#en. . 0arrant that any dis)s
and,or com3uter 1iles submitted as 3art o1 this assi/nment ha#e been chec)ed 1or #iruses.
Student si/nature: 555555JYeoman55555555555555555555555555555555555555
*ate: 555555555555555551+,-,+%1-5555555555555555555555555555555555555
1
Workbook Activity (Week 4) – Social Influences on health and wellbeing
6ee)ly 7earnin/ 8utcomes
• *escribe ho0 the conce3ts o1 social structure and human a/ency contribute to our understandin/ o1 health
0ellbein/ and ine9uality.
• .denti1y ho0 /ender2 se4uality2 culture2 class and ethnicity in1luence the e43erience o1 health2 illness and
disability.
&e4tboo) :eadin/
:eadin/ -: Social in1luences and ine9uality
;uestion .nstructions
 &hese 9uestions on ho0 /ender and culture im3act on health 0ill be discussed in the 0ee) - 0or)sho3 <in
class 1or internal students or online 1or e4ternal students=.
 (lease use the ans0ers discussed in your class >N* your "1$% te4tboo) <:eadin/ -= 1or in1ormation on
the im3act o1 /ender and culture on health2 no other resources are re9uired.
 ?ite and re1erence all in1ormation you use 1rom the te4tboo). You do not need to cite ideas su//ested in your
class or your o0n o3inions.
 &here are t0o 3arts to each 9uestion2 ensure you address both 3arts o1 each 9uestion @ e4am3les o1
ho0 /ender and culture im3act on health >N* your o3inion on ho0 much is social structure and
ho0 much is social a/ency. Arom your ans0er 0e need to see your understandin/ o1 the conce3ts o1
social structure and social a/ency2 donBt Cust say B5%,5%B.
Aormattin/ .nstructions
 !se &imes Ne0 :oman SiDe 11 1ont and sin/le line s3acin/ in the bo4es.
 You can only e4ceed the 0ord limits by 1%E ma4imum other0ise you 0ill lose mar)s. Aor e4am3le2
i1 the 0ord limit is a33ro4. $%% 0ords2 you can 0rite u3 to $$% 0ords. You 0ill not lose mar)s 1or
/oin/ under the 0ord limit ho0e#er do use the 0ord limit as a /uide to the len/th o1 your ans0er.
 ?itations are counted in the 0ord limit.
 6hen citin/ your te4tboo)2 ma)e sure you cite the authors o1 the cha3ter and re1erence the cha3ter at
the end o1 this 0or)boo)F see 3a/es iii and i# o1 the te4tboo) 1or e4am3les o1 ho0 to cite and
re1erence the te4tboo).
 .nclude an accurate 0ord count at the end o1 each ans0er.
 &he bo4es are Cust a s3ace to 0rite in2 i1 you need more s3ace ma)e the bo4 bi//er and i1 you ha#e
met the 0ord count and ans0ered the 9uestion you donGt need to 0rite more to 1ill in the bo4.
2
1. Describe exa!les of how gender i!acts on health and wellbeing" #ow uch do $%& think is
huan agency and how uch is social structure" (A!!rox' ()* words)

+' Describe exa!les of how culture i!acts on health and wellbeing" #ow uch do $%& think is huan
agency and how uch is social structure" (A!!rox' ()* words)
Hender 3lays an e4tremely si/ni1icant role in both the health and 0ellbein/ o1 an indi#idual. >s
mentioned in the te4tboo)2 males are 1ar more li)ely to inCure themsel#es in com3arison to 1emales.
'ales mature 3hysical abilities that allo0 1or rec)less acti#ities and they 3re1er to in#ol#e themsel#es in
audacious e#ents. &his stays rele#ant as males a/e2 as they continue to 3arta)e in dan/erous s3orts and
0or) in ris)y en#ironments. "ecause o1 this2 they are ma)in/ themsel#es 3rone to sustain an inCury or
health 3roblem. &here1ore /ender im3acts both health and 0ellbein/ and . belie#e it tends to be human
a/ency that 3lays a more im3actin/ role. "oth /enders ha#e control o#er their actions and althou/h social
structure 3oints the /ender in the direction society belie#es they should /o2 . belie#e human a/ency has
the bi//est im3act on a 3ersonBs health and 0ellbein/. Aor males2 human a/ency allo0s them to choose to
3artici3ate in dan/erous e#ents 0hich increases their ris) o1 inCurin/ themsel#es.
*i11erent cultures all ha#e #aryin/ im3acts on both health and 0ellbein/ as they ha#e their o0n
e43lanatory models 1or illness. &here are many di11erent cultures that all ha#e their o0n understandin/
and e43lanatory models o1 health that are di11erent 1rom 6estern cultures biomedical science model. Aor
e4am3le2 the ?hinese do not base their understandin/ o1 health on the biomedical model but instead
de3end on 3hiloso3hical medicine. Some 3eo3le belie#e that illness is due a mani1estation o1 0itchcra1t
and that curses are res3onsible 1or their illnesses. &hese models ho0e#er may not necessarily identi1y the
3hysiolo/ical causes o1 an illness and there1ore could be at ris) o1 not 1indin/ the correct treatment. &his
could there1ore cause their health to deteriorate as their condition 0ould be le1t untreated. >s these
models and belie1s are dominant in their res3ecti#e cultures2 the 3eo3le 0ithin that cultural society 0ill
belie#e it because that is ho0 their society is structured2 there1ore the cultural im3acts are mostly due to
social structure.
3
Workbook Activity (Week )) – ,sychological Influences on health and wellbeing
6ee)ly 7earnin/ 8utcomes
• *iscuss ho0 stress im3acts on health and ho0 it interrelates 0ith social and biolo/ical determinants.
• *iscuss ho0 the 3sycholo/ical 3rocesses o1 a33raisal and co3in/ can im3act on health.
&e4tboo) :eadin/
:eadin/ 5: !nderstandin/ mind and body interactions
;uestion .nstructions
 >s discussed in your te4tboo) readin/ 5 and the 0or)sho3 1or this 0ee) the 0ay 0e thin) and 1eel are not
se3arate 1rom our 3hysical 0ellbein/. &his 0ee)Gs 0or)boo) acti#ity 0ill re9uire you to read the "1$%
te4tboo) readin/ 5 I!nderstandin/ mind and body interactionsG <in 3articular the case study I>nna 7ee and
>n4ietyG on 3a/e 9%= and ans0er the 1ollo0in/ three 9uestions.
 &he case study is at the end o1 the cha3ter as it brin/s to/ether se#eral conce3ts e43lored in the cha3ter2 donBt
Cust loo) in the case study 1or ans0ers2 read the 0hole readin/ and thin) about ho0 0hat you are readin/ may
a33ly to >nna and her 1amily.
 You 0ill need to a33ly your )no0led/e 1rom 0ee) - and also 0ee) 6 <biolo/ical determinants= to the 1irst
9uestion.
Aormattin/ .nstructions
 !se &imes Ne0 :oman SiDe 11 1ont and sin/le line s3acin/ in the bo4es.
 You can only e4ceed the 0ord limits by 1%E ma4imum other0ise you 0ill lose mar)s. Aor e4am3le2
i1 the 0ord limit is a33ro4. $%% 0ords2 you can 0rite u3 to $$% 0ords. You 0ill not lose mar)s 1or
/oin/ under the 0ord limit ho0e#er do use the 0ord limit as a /uide to the len/th o1 your ans0er.
 ?itations are counted in the 0ord limit.
 6hen citin/ your te4tboo)2 ma)e sure you cite the authors o1 the cha3ter and re1erence the cha3ter at
the end o1 this 0or)boo)F see 3a/es iii and i# o1 the te4tboo) 1or e4am3les o1 ho0 to cite and
re1erence the te4tboo).
 .nclude an accurate 0ord count at the end o1 each ans0er.
 &he bo4es are Cust a s3ace to 0rite in2 i1 you need more s3ace ma)e the bo4 bi//er and i1 you ha#e
met the 0ord count and ans0ered the 9uestion you donGt need to 0rite more to 1ill in the bo4.
4
(' Identify the biological and social factors or deterinants (including social structure) which ight have
contributed to Anna being sub-ect to anxiety !robles' (A!!rox' (** words)

+' #ow did Anna.s cognitions (thoughts) about her !hysiological states during her school years contribute to
her eotional difficulties in young adulthood" (A!!rox' (** words)
/' What are soe of the a-or interactions between Anna.s eotions and her choices about lifestyle" (A!!rox'
(** words)
Genetic:
- Anna had a family history of mental disorders, with her parents and uncle suffering anxiety and her
sister suffering depression. herefore Anna inherited anxiety from her parents.
!iological:
-"e#eloped later than most other girls and felt immature
- !elie#ed that $ecause she was smart and fit she should $e a$le to ta%e care of herself and
therefore she didn&t see% help
- 'eemed to suffer a pho$ia of $eing social
'ocial:
- (thers girls at school de#eloped faster than Anna
- )er family ne#er discussed anxiety and all suffered from anxiety, this meant Anna learnt to $e
anxious from other family mem$ers.
Anna thought that $ecause her classmates de#eloped at a faster rate than she did, she was
immature and excluded herself $ecause she was different. 'he also felt that $ecause she was
intelligent and physically fit that she should $e a$le to ta%e care of herself and therefore a#oided
see%ing help. All of these factors caused her to not loo% for help to deal with the anxiety, thus
resulting in Anna increasing her emotional and social difficulties during young adulthood.
*n her early school life, Anna&s anxiety affected to the point that she felt sic% to the stomach and
therefore e#entually got herself excused from physical education. !ecause she felt that she was
aw%ward and uns%illed, she a#oided playing games with the other students. "ue to Anna&s anxiety
she $ecame physically sic% $efore any tennis competitions and this then affected her a$ility to
play. Anna&s wor% life also suffered from her social anxiety as it caused her to a#oid wor%ing with
others and ha#ing fre+uent sic% days. As she felt sha%y and unwell when entertaining, she and
her hus$and gradually a#oided socialising altogether.
,
Workbook Activity (Week 0) – 1iological Influences on health and wellbeing
6ee)ly 7earnin/ 8utcomes
• *iscuss the im3act o1 the 1ollo0in/ biolo/ical in1luences on health: /enetics2 ethnicity2 a/e2 /ender and
3hysiolo/ical di11erences.
• *iscuss ho0 the im3acts o1 these are interrelated 0ith each other and 0ith en#ironmental2 social and
3sycholo/ical in1luences.
&e4tboo) :eadin/
:eadin/ 6: uman /enetics and human inheritance: biolo/ical2 social2 cultural and en#ironmental 3ers3ecti#es.
;uestion .nstructions
 &hese 9uestions on the biolo/ical determinants o1 health and issues surroundin/ /enetic and /enomic testin/
0ill be e43lored in your 0ee) 6 0or)sho3 <in class 1or internal students or online 1or e4ternal students=.
 ;uestion 1 is similar to 9uestion 1 in the 0ee) - >cti#ityF ho0e#er no0 the 1ocus is on biolo/ical2 not social
determinants o1 health so your ans0ers should be di11erent.
 Your te4tboo) readin/ 1or this 0ee) needs to be used to ans0er this 9uestion2 as 0ell as your and
your classmateGs ideas and discussions.
 ?ite and re1erence all in1ormation you use 1rom the te4tboo). You do not need to cite ideas su//ested in your
class or your o0n o3inions.
 >n e4cellent ans0er 0ill include more than 1 ethical consideration in each o1 the bo4es 1or 9uestion
+2 you should be able to describe se#eral.
Aormattin/ .nstructions
 !se &imes Ne0 :oman SiDe 11 1ont and sin/le line s3acin/ in the bo4es.
 You can only e4ceed the 0ord limits by 1%E ma4imum other0ise you 0ill lose mar)s. Aor e4am3le2
i1 the 0ord limit is a33ro4. $%% 0ords2 you can 0rite u3 to $$% 0ords. You 0ill not lose mar)s 1or
/oin/ under the 0ord limit ho0e#er do use the 0ord limit as a /uide to the len/th o1 your ans0er.
 ?itations are counted in the 0ord limit.
 6hen citin/ your te4tboo)2 ma)e sure you cite the authors o1 the cha3ter and re1erence the cha3ter at
the end o1 this 0or)boo)F see 3a/es iii and i# o1 the te4tboo) 1or e4am3les o1 ho0 to cite and
re1erence the te4tboo).
 .nclude an accurate 0ord count at the end o1 each ans0er.
 &he bo4es are Cust a s3ace to 0rite in2 i1 you need more s3ace ma)e the bo4 bi//er and i1 you ha#e
met the 0ord count and ans0ered the 9uestion you donGt need to 0rite more to 1ill in the bo4.
-
(' 2ist two exa!les of how the genetics of gender (sex) and ethnicity i!act on health (fro your own knowledge or textbook reading)'
a) 3ender i' 4hat en are ore likely to be involved in a car crash in co!arison to their feale counter!art'
ii' Woen tend to be sicker than en throughout their lifetie5 however woen tend to live longer than en'
b) 6thnicity i' 7ative #awaiins lack the en8ye to etabolise fat5 when fatty foods were introduced into their diet they were unable etabolise it and
therefore ex!erienced a health decline'
ii. In regards to ethnicity5 9ewish !eo!le are ore likely to have 4ay:Sachs disease than ost other !eo!le'
+' 3enetic testing as described in your textbook ;eading 0 are controversial issues in health' <ro this week.s worksho! and fro your reading briefly describe
!ossible ethical considerations around !renatal genetic testing and !redictive genetic testing for individuals and the counity' (A!!rox' =): (** words in each
box)
Individual >ounity
,renatal 4esting If it is discovered that the child has a birth defect5 then the cou!le or other
is left with difficult decisions5 such as deciding whether to abort the
!regnancy'
If !renatal tests are able to identify s!ecific genes that can cause traits such
as su!erior intelligence or advanced athletic ability5 the !arents are then
able to choose the ost favourable ebryo and terinate the rest'
4herefore this is unethical as it !rovides !eo!le (!arents) the !ower to
ani!ulate huan life and ?!lay 3od? with the foration of babies'
If the child is at risk of a birth defect5 the other or !arents are faced with
aking a difficult decision about the course of the !regnancy' 4his ay then
lead to the !arents consulting with other health care !rofessionals5 seeking
assistance and advice' 4his !uts the these !rofessionals in a difficult situation
as they are !ut under eotional stress about giving correct advice and need
to be concious and careful about what they advise the !arents to do'
,redictive 4esting 4hrough testing an individual is able to !redict their future risk of genetic
disorders5 this eans that they can discover that they ay be at risk for an
incurable genetic disorder which ay cause the !erson to suffer fro
A !erson that has been !redicted to develo! a certain disease ay be
discriinated against by an e!loyer or a co!any as they do not wish to
hire soeone that has extra baggage and in the long run end u! costing the
.
!sychological disorders'
When an individual discovers that they are at risk of develo!ing a genetic
disease they ay find it @uite difficult to find e!loyent as e!loyers
want workers that are not going to have extra ex!enses that they will have
to fork out oney for' 4herefore !redicting diseases that they ay be at risk
of develo!ing will in ost cases be counter:!roductive for an individual'
co!any a lot of oney due to the fact that they will fall into an unhealthy
category and re@uire financial assistance fro the co!any'
/
Workbook Activity (Week A) – #ow we influence health behaviours
6ee)ly 7earnin/ 8utcomes
• *iscuss the role o1 beha#iour chan/e theories and ho0 they assist health 3ro1essionals to
in1luence health beha#iour.
• >33ly a beha#iour chan/e theory to a health issue
&e4tboo) :eadin/
:eadin/ 7: !nderstandin/ health beha#iour
;uestion .nstructions
 Select one health beha#iour 1rom the list belo0 and describe ho0 this ris)y beha#iour im3acts
on the health o1 >ustralians.
 Name the health beha#iour you ha#e chosen at 9uestion +.
 >#oid the same beha#iour as you may ha#e discussed in your essay so you do not
inad#ertently sel1@3la/iarise in1ormation.
 (lease use at least $ credible2 academic resources <no 0ebsites2 media2 1act sheets= to
ans0er this 9uestion and cite a33ro3riately. ?redible resources are also recent and
rele#ant to the beha#iour.
 >ll re1erences need to be on the last 3a/e o1 the 0or)boo) alon/ 0ith any other re1erences
<includin/ te4tboo) cha3ters= you ha#e used in com3letin/ the 0or)boo) assessment.
 You 0ill be 0or)in/ on this acti#ity in the tutorials in 0ee)s 1%@1+ so you do not need to start
it until then.
 Your ans0er may include statistics as 0ell as the discussion o1 the im3act on health.
:emember that the de1inition o1 health includes 3hysical2 mental2 social and emotional health2
so include 0hat is rele#ant to the chosen health beha#iour.
 &he be/innin/ o1 readin/ 7 in your te4tboo) <re#ised edition= describes ris) beha#iours. Aor
those students 0ith an earlier unre#ised edition2 the rele#ant readin/ is on "lac)board and
0ill be a#ailable in the 0ee) 1% unit materials and the 6or)boo) 1older.
Aormattin/ .nstructions
 !se &imes Ne0 :oman SiDe 11 1ont and sin/le line s3acin/ in the bo4es.
 You can only e4ceed the 0ord limits by 1%E ma4imum other0ise you 0ill lose
mar)s. Aor e4am3le2 i1 the 0ord limit is a33ro4. $%% 0ords2 you can 0rite u3 to $$%
0ords. You 0ill not lose mar)s 1or /oin/ under the 0ord limit ho0e#er do use the
0ord limit as a /uide to the len/th o1 your ans0er.
 ?itations are counted in the 0ord limit.
0
 6hen citin/ your te4tboo)2 ma)e sure you cite the authors o1 the cha3ter and
re1erence the cha3ter at the end o1 this 0or)boo)F see 3a/es iii and i# o1 the te4tboo)
1or e4am3les o1 ho0 to cite and re1erence the te4tboo).
 .nclude an accurate 0ord count at the end o1 each ans0er.
 &he bo4es are Cust a s3ace to 0rite in2 i1 you need more s3ace ma)e the bo4 bi//er
and i1 you ha#e met the 0ord count and ans0ered the 9uestion you donGt need to 0rite
more to 1ill in the bo4.
(' >hoose a risky health behaviour fro the list belowB
Not 1ollo0in/ sa1e 1ood hy/iene 3ractices .ncorrect ta)in/ o1 medication
!nhealthy eatin/ in adulthood Smo)in/ "ein/ 3hysically inacti#e
*rin)in/ alcohol in 3re/nancy !nsa1e dri#in/ Not #accinatin/ children
?ontinued hi/h stress !nsa1e se4 Not 0earin/ sun 3rotection
+' Which risky health behaviour have you chosen"
Soking
/' Describe how this risky behaviour i!acts on the health of individuals' (A!!rox' /** words)
11
Workbook Activity (Week (*) – #ow we influence the health behaviours of individuals
and failies
6ee)ly 7earnin/ 8utcomes
• >33lyin/ beha#iour chan/e theories2 discuss strate/ies to chan/e the health beha#iours o1
indi#iduals and 1amilies.
&e4tboo) :eadin/
:eadin/ 8: o0 to chan/e health beha#iour
;uestion .nstructions
 Select a beha#iour chan/e model 1rom those described in the 0ee) 1% 0or)sho3:
o &heory o1 3lanned beha#iour
o &heory o1 reasoned action
o &rans@theoretical sta/es o1 chan/e model
 >33ly the beha#iour chan/e model to your chosen health beha#iour 1rom the 0ee) 9 acti#ity.
You could either a33ly it as a ris)y health beha#iour or as a ris) reduction or health 3romotion
health beha#iour. E/. You could loo) at the model beha#iour 0hich results in drin)in/ durin/
3re/nancy or not drin)in/ durin/ 3re/nancy.
 You can a33ly the model as a dra0in/ <1i/ure= or in te4t.
 Aor 9uestion $2 brie1ly discuss ho0 you ha#e a33lied the model to your beha#iour. Your
discussion should re1lect that you ha#e understood both the model and the health beha#iour.
 You 0ill need to include 1 citation and re1erence in the discussion 1or the model o1 health
beha#iour <9uestion $=. >s the ori/inal re1erences 1or these models are old or di11icult to
access you can use more recent research 0hich has a33lied the model you ha#e chosen. >
1older 0ith lin)s to su//ested articles in e@reser#e 0ill be in the unit materials 1or 0ee) 1%
and the 6or)boo) 1older in >ssessments. You do not ha#e to use these articleF you can use
another one you 1ind on the ?urtin library catalo/ue.
Aormattin/ .nstructions
 !se &imes Ne0 :oman SiDe 11 1ont and sin/le line s3acin/ in the bo4es.
 You can only e4ceed the 0ord limits by 1%E ma4imum other0ise you 0ill lose
mar)s. Aor e4am3le2 i1 the 0ord limit is a33ro4. $%% 0ords2 you can 0rite u3 to $$%
11
0ords. You 0ill not lose mar)s 1or /oin/ under the 0ord limit ho0e#er do use the
0ord limit as a /uide to the len/th o1 your ans0er.
 ?itations are counted in the 0ord limit.
 6hen citin/ your te4tboo)2 ma)e sure you cite the authors o1 the cha3ter and
re1erence the cha3ter at the end o1 this 0or)boo)F see 3a/es iii and i# o1 the te4tboo)
1or e4am3les o1 ho0 to cite and re1erence the te4tboo).
 .nclude an accurate 0ord count at the end o1 each ans0er.
 &he bo4es are Cust a s3ace to 0rite in2 i1 you need more s3ace ma)e the bo4 bi//er
and i1 you ha#e met the 0ord count and ans0ered the 9uestion you donGt need to 0rite
more to 1ill in the bo4.
(' Which behaviour change odel have you chosen"
&heory o1 reasoned action
+' In the s!ace below5 a!!ly this odel of behaviour change to your chosen behaviour' $ou can
re!resent this as a diagra or in sentence for' There will be time allocated in the week 11
tutorial for you to work on this.
162I6<S A1%&4 4#6 16#ACI%&;B . )no0 that i1 . continue smo)in/ . may end u3 ha#in/
lun/ cancer.
6CA2&A4I%7 %< 4#6 %&4>%D6B a#in/ lun/ cancer 0ill be a ne/ati#e e43erience and . 0ill
die 1rom it.
%,I7I%7S %< %4#6;E7%;DA4IC6 162I6<SB 8ther 3eo3le around me do not smo)e and
belie#e that it is a bad habit.
D%4ICA4I%7 4% >%D,2$B (eo3le thin) that smo)in/ is bad 1or my body and donBt 0ant to be
around me because they donBt 0ant to be around my smo)e.
A44I4&D6B ;uittin/ smo)in/ 0ill reduce my ris) o1 de#elo3in/ lun/ cancer and 0ill im3ro#e my
health.
S&196>4IC6 7%;DSB Social 3ressure to sto3 smo)in/ because others )no0 it is bad 1or me.
@@@@ .N&EN&.8N &8 >?&,N8& >?& @@@@@@
16#ACI%&;B ;uits smo)in/.
12
/' 1riefly discuss how you have a!!lied the health behaviour odel to your health behaviour'
$ou will need to cite the odel of health behaviour (see above instructions for details)' (A!!rox'
+** words)
* applied the health $eha#iour model, the theory of reasoned action to smo%ing in a way that led
to the person deciding to +uit smo%ing. * chose to approach the person&s and society&s $eliefs on
smo%ing from a negati#e point of #iew. his in turn then led to the person changing their attitude
on smo%ing and e#entually deciding to +uit smo%ing. Alternati#ely * could ha#e applied the health
$eha#iour model to smo%ing in a way that portrayed the person as though they wished to
continue smo%ing $y altering their $eliefs and e#aluation of the outcome that would then ha#e
had a domino effect on the other stages of the model and e#entually changed the final
$eha#iour. 2elly is $eautiful
13
Workbook Activity (Week ((:(+) – #ow we influence the health behaviours of
counities and !o!ulations
6ee)ly 7earnin/ 8utcomes
• *iscuss models to in1luence health at the community le#el.
• *escribe the social ad#ocacy,consumer /rou3 a33roaches to im3ro#in/ community health.
• *iscuss the aims2 essential ser#ices and 3rinci3les o1 3ublic health.
• *iscuss the 5 actions o1 the 8tta0a ?harter and demonstrate ho0 it can be used as the basis
1or an inter3ro1essional a33roach to health inter#entions.
&e4tboo) :eadin/s
:eadin/ 9: ?ommunity de#elo3ments and 3artnershi3s
:eadin/ 1%: .ntroduction to health 3romotion
:eadin/ 11: .nter3ro1essional learnin/: 0or)in/ in teams
;uestion .nstructions
 *escribe $ di11erent strate/ies 1or chan/in/ the ris)y health beha#iour you ha#e
discussed in 3re#ious t0o 0or)boo) acti#ities2 ideally Australian strate/ies2 but
international strate/ies can be used <s3eci1y 0hich community , country=.
 > strate/y can include a health 3romotion cam3ai/n or inter#ention2 ad#ocacy2
trainin/2 3olicy etc.
 Note that media e/. ;uit ad#ertisement2 is o1ten 3art o1 a lar/er cam3ai/n2 it is this
lar/er cam3ai/n 0e are loo)in/ 1or as one o1 the three strate/ies <not three indi#idual
actions o1 the cam3ai/n=.
 &he $ strate/ies need to be di11erent 1rom each other2 run by di11erent or/anisations
and not 1rom the same source.
 >t least 1 strate/y needs to tar/et either an indi#idual2 a community or 3o3ulation and
at least 1 other strate/y must tar/et either indi#iduals2 a community or 3o3ulation2 i.e.
you should not discuss $ strate/ies to chan/e the beha#iour 1or an indi#idual or 1or a
3o3ulation.
 Aor each strate/y you need to brie1ly indicate <in +%% 0ords 1or each strate/y=:
o 6ho is the strate/y tar/eted atJ
o 6hat the strate/y is aboutJ
o 6hat are the actions o1 the strate/yJ
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o 6hen 0as the strate/y in actionJ
o o0 it is attem3tin/ to chan/e the beha#iourJ
o 6hich o1 the 5 actions o1 the 8tta0a ?harter does this strate/y addressJ
 You can use credible 0ebsites2 Cournal articles or /o#ernment re3orts 1or this
in1ormation.
 ?ite all in1ormation correctly. :emember that 0ebsites ha#e s3eci1ic >(> 6
th

re9uirements.
 You may /et some ideas in class2 others you 0ill need to search 1or.
Aormattin/ .nstructions
 !se &imes Ne0 :oman SiDe 11 1ont and sin/le line s3acin/ in the bo4es.
 You can only e4ceed the 0ord limits by 1%E ma4imum other0ise you 0ill lose
mar)s. Aor e4am3le2 i1 the 0ord limit is a33ro4. $%% 0ords2 you can 0rite u3 to $$%
0ords. You 0ill not lose mar)s 1or /oin/ under the 0ord limit ho0e#er do use the
0ord limit as a /uide to the len/th o1 your ans0er.
 ?itations are counted in the 0ord limit.
 6hen citin/ your te4tboo)2 ma)e sure you cite the authors o1 the cha3ter and
re1erence the cha3ter at the end o1 this 0or)boo)F see 3a/es iii and i# o1 the te4tboo)
1or e4am3les o1 ho0 to cite and re1erence the te4tboo).
 .nclude an accurate 0ord count at the end o1 each ans0er.
 &he bo4es are Cust a s3ace to 0rite in2 i1 you need more s3ace ma)e the bo4 bi//er
and i1 you ha#e met the 0ord count and ans0ered the 9uestion you donGt need to 0rite
more to 1ill in the bo4.
Strategy ( (A!!rox' +** words)B
Nicabate is a com3any that has 3roduced 3atches that are 0orn on the s)in by smo)ers. &he 3atches
aid the indi#idual in 9uittin/ smo)in/ by reducin/ the cra#in/s 1or nicotine2 the addictin/ chemical
1ound in ci/arettes. &hese 3atches are aimed at 3eo3le 0ho are currently smo)ers and are
loo)in/,attem3tin/ to 9uit. &here are di11erent dosa/es a#ailable 1rom Nicabate that 3ro#ide su33ort
1or all le#els o1 addiction because they contain di11erent amounts o1 Nicotine.
o 6hen 0as the strate/y in actionJ
o o0 it is attem3tin/ to chan/e the beha#iourJ
o 6hich o1 the 5 actions o1 the 8tta0a ?harter does this strate/y addressJ
1,
Please write your references used in the Workbook B here in APA format.
Strategy +B (A!!rox' +** words)
Strategy /B (A!!rox' +** words)
1-
;eferences
(2ist all references used to co!lete this workbook in A,A forat on this !age)'