EDN581

Adolescent, family & Community Health

Acknowledgement
of Country
We acknowledge that Murdoch University is situated on the
lands of the Whadjuk and Binjareb Noongar people.
We pay our respect to their enduring and dynamic culture and
the leadership of Noongar elders past and present.
The boodjar (country) on which Murdoch University is located
has for thousands of years, been a place of learning. We at
Murdoch University are proud to continue this long tradition.
Welcome to EDN581

Unit Coordinator Joyce Lewis-Affleck

joyce.lewisaffleck@murdoch.edu.au
Today’s plan
• Connection before content

• What is Health

• What do we want to see in students –

mapping & gapping

• Mapping context

• Risk & protective factors

• Looking ahead to Weeks 3,4,5

 Connections
before Content
(Curriculum)

Connection before
Correction

Ice breakers
Picture of health
 5 ASPECTS OF Health

SOCIAL
Relationships /
SPIRITUAL friendships
Strong in identity with family,
and culture community and EMOTIONAL
others Balancing all
Connection to land emotions and
Belief that things feelings
are interrelated HEALTH
COGNITIVE PHYSICAL
Having clear Exercise and
thoughts Nutrition

MindMatters 2011
Context is everything
An Anangu Example
 Think back ….
Think back…
What did you learn in adolescence?

What characteristics, patterns, attitudes, abilities

that you learnt in adolescence do you still have
that are helpful to you today?
• used in school settings.
Our subject today
Do you know what to teach me?
Do you know my community?
Do you know how to engage me?
Do you know my strengths?
Do you know what I need to learn?
Are you preparing me to live in my world?
Do you really know me?
There is no magic recipe
What do we want to see in
students by the time they leave
school?

Draw a figure

Inside your figure draw/write

what you want for students
What do we want to see in
students by the time they leave
school?
•Inside your figure draw/write what you want for
students.

•Choose another colour and inside your figure

draw/write other ideas that the parents say they
want.

•Outside your figure draw/write what schools /

community currently do to support this.
What is school for ?

What is your role in all this?

Components, Parts, Subsystems and
Contexts
What is are the components on the path to become a “human being?

Write down as many as they can think of?

How might you construct these and the interrelationships/connections between
them?
Bronfenbrenner’s bioecological systems theory

(Guy-Evans, 2020)
Role of the teacher
Think back ….
What do you do?

• What’s your role?

• What philosophies do you hold for working

with children and young people?
Today’s plan

• Connection before content

• What is Health

• Mapping my context

• What do we want to see in students – mapping & gapping

• Looking ahead to Weeks 3,4,5