Core 1 – Better health for Individuals

FQ1: What does health me to individuals

Meanings of health:
Definition of health
World Health Organisation (WHO): a state of complete physical, mental and social well-being and not merely
the absence of disease or infirmity

Dimensions of health
- S – social
- E – emotional
- M – mental
- P – physical
- S – spiritual

Dimension Positive Negative

Physical Exercise Poor diet
Mental Being complimented Relationship problems
Social Good connection with family Peer pressure
Spiritual Being a good Samaritan Being subject to racism

Physical health
Refers to the state of the physical body and how well it functions, examples include:

- The efficient functioning of the body organs

- Our level of fitness
- Nutritional status
- Degree of energy
- Body weight
- Resistance to disease

It is largely determined by lifestyle and behaviour. People who are physically healthy are generally free of
chronic pain or discomfort.
Social health
- Refers to our interactions with other people (family, friends and others), as well as the social and
communication skills and abilities we display
- Feel a sense of connection and belonging to various people and to the wider community in which we
live
- Able to interact effectively with people in an independent, appropriate and cooperative way.

Examples: having a good connection with your family and being negatively influenced by peers

Mental or emotional health

- Our state of emotional well-being
- Good mental health = possesses a positive outlook, sense of purpose and control over their lives
- Enables to realise their own abilities, cope with the everyday stresses of life, work productively and
contribute effectively to the community

Examples: being complemented or relationship problems

Spiritual health
- Feeling a sense of purpose and meaning in our life
- Possessing ideals, values, morals and aspirations are factors that influence our spiritual health in a
positive way
- Feeling of connection with others such as family members, peers, our community, to a religion or the
environment which helps balances our life

Examples: being a good Samaritan and being subjected to racism

Relative and dynamic nature of health – always changing

Relative nature of health
- Concept of health being relative  person’s health status in comparison to others or to another time or
place
- Each person had their own potential for achieving the best possible health they can
- One person’s description of good health might be quite different to the description of another person
living in different circumstances

Examples: Gender, Age, Height, Race

Dynamic nature of health

- Concept of health being dynamic  changes in health status that can occur at any time in a person’s
lifetime
- Changes can be acute (occurring from minute to minute) or chronic (occurring over a longer period of
time)

Examples: injuries, diseases, addictions/substance abuse and mental health

Perceptions of health:
Perception of health – you
Perception:

- Your POV (point of view)

- The way in which something is regarded, understood or interpreted
- May differ from the reality
- Can be an opinion

Perception of the health of others e.g parents, the elderly, the homeless
- People’s perceptions of health can be highly subjective
- These differing perceptions have implications for the priority we give to taking action to maintain or
improve our health
- When making judgements about our level of health and well-being, our perceptions are influenced by a
range of factors:
o Our personal interpretations of the term health
o Our beliefs about our capacity to achieve good health
o Our environment
o Our health behaviours and lifestyle
o Our past levels of health
o The attitudes about health conveyed by family, peers and the media
o The values we place on the importance of striving for and maintaining a positive state of well-
being
Implications of different perceptions of health
The Implications at an individual level
- People’s perceptions of their health have a significant impact on their lifestyle choices and behaviours
relating to health
- Accurately assessing our health assists us to be proactive in addressing health concerns
- Incorrect assessment of our health = bad health behaviours and harm our overall health

Examples:

A person who regularly drinks large amounts of alcohol recognises that this drinking behaviour is having a
detrimental effect on their health is more likely to stop drinking, limit their alcohol intake or seek professional
health than someone who doesn’t.

A elite athlete taking illicit drugs to improve performance because his doctor told him they would improve his
ability unknown to drugs side effects.

Effect: Will continue taking drugs and will be less likely to stop if they find out they are bad for them,
increasing the chances of damage from illicit drugs

The Implications at a policy level

- Perceptions of the health status of Australians at the societal level is affected by health professionals,
the media and NGOs  impact gov policy, expenditure and action
- Analysis of statistics of ill health (mortality rates, morbidity, life expectancy and years loss of life to
premature mortality) = epidemiology
- Sig implications for health promotion and health care  used to predict future health concerns
- Impacts the allocation of expenditure and the provision of resources and support by all levels of
government

Individual Policy
1. Smoking – being unaware of the negative Epidemiology – statistics
effect of smoking on your body
2. An elite athlete taking illicit drugs to NGO guidelines
improve performance because his doctor
told him they would improve his ability
unknown to drugs side effects

Perceptions of health as social constructs

- Views regarding what constitutes good health + who possesses it = influenced by the social, economic
and cultural conditions of our family and the society we live in
- Concept that recognises that people have different views based on their social circumstances
- Factors that play a role in social constructs include:
o Socioeconomic status: Rich people having access to unlimited good health facilities
o Geographical location: Remote areas having less access to health facilities = less likely to visit
health services
o Culture: Religious beliefs that may affect diet
o Gender: Females are more likely to live longer
o Age: Youths are greater risk takers, elderly have less mobility
o Education: Uneducated people have less knowledge of health
The influence of media, peers and family
Media
Forms/ways the media uses to expose us to issues/information
- Influence of media  increased due to technology
- All of our news = on phones  increased exposure to media = greater impact on our perception of
anything, including health

Examples of ways it influences our perceptions i.e. implicit and explicit

Implicit (occurs through movies, marketing and television shows): The use of photoshopped images to advertise
health products and the use of prominent actors

Explicit: Shows like the Biggest Loser, or news articles that discusses health specifically

Peers
Who are our peers and why do they influence our perception
- Frequent conversations occur with them + often rely on them to answer our questions
- Applies to health  most conversations about health with peers
- Interpretation is usually acquired by the most prominent person in the group who’s understanding of
health varies
- People who join the group  takes on the groups perception of health to be included

Examples of peers influencing our health

A group that values health and encourages healthy eating will cause others to be similar

If a group smokes, drink and drives dangerously, people who join the group are more likely to accept these
behaviours and views of health

Family
Why do our family have the largest impact on our health
- Constructs the basis of your beliefs, knowledge, wealth, environment and more for the first 16-30 years
of your life
- Parents opinions > health experts  due to their position rather than knowledge
- Health habits = interpreted at an early age + follows you to older age and what you pass onto the next
generation

Examples of how families impact our health

If your raised in a family that’s abusive, smokes, eats fast food and thinks they are healthy, you are likely to
think this as well
Health behaviours of young people:
The positive health status of young people
- Young people living in rural/remote areas = more than 2x likely to pass away than young people living
in major cities
- Most common causes of young people passing away = road accidents, mental health issues and drug
use
- Young people living in rural areas  more likely to get bored + experiments with drugs
- More isolated and further away from specialists, therefore, have higher rates of mental health issues +
must travel further distances increases their risk of road accidents

Protective behaviours and risk behaviours

Protective behaviours: are behaviours that are likely to enhance a person’s adopted health

Risk behaviours are behaviours that have been found to contribute to the development of health problems or
poorer levels of health

When risk behaviours outweigh protective behaviours, the potential for harm increases

When protective behaviours outweigh risk behaviours, the potential for harm decreases

FQ2: What influences the health of individuals

The determinants of health
Individual factors, e.g. skills, knowledge, attitudes and genetics
S – skills

K – knowledge

A – attitude

G – genetics

Knowledge about health and the skills we possess to enable us to act in ways to promote better health include
health literacy

Attitudes and values that we place on health and the importance of leading a healthy lifestyle e.g. self-efficacy

Genetic factors that increase the likelihood we may experience health problems e.g. heart diseases, asthma and
breast cancer

Analyse how an individual’s health can be determined by a range of factors acting in

various combinations
An individual’s health can be determined by four factors: individual, sociocultural, socioeconomic and
environmental which act in various combinations.

Individual factors including skills, knowledge, attitude and genetics. For example, developed decision making
skills can allow you to make safer decisions while driving. This may allow you to avoid a collision, therefore
lowering an individual’s chance of poorer health.

Sociocultural factors including culture, religion, media, peers, family and aboriginality. For example, having a
high income can allow someone to make healthier food choices which in turn may reduce the chances of getting
CVD and Type 2 diabetes, therefore improving an individual’s health.

Sociocultural factors e.g. family, peers, media, religion and culture

C – culture

R – religion

M – media

P – peers

F – family

A – aboriginality

These relate to the society in which people live and the cultural practices and expectations that exist within these
communities.

Socioeconomic factors e.g. employment, education and income

E – education

E – employment

I – income

Factors: poverty, social exclusion/discrimination

Environmental factors e.g. Geographical location, access to health services and
technology
T – technology

A – access to services

G – geographical location

The degree of control individuals can exert over their health

Modifiable and non-modifiable health determinants
Modifiable determinants: those that can be changed or controlled so they have a different level of influence on
our health

Non modifiable determinants: determinants that cannot be changed or altered include:

- Genetics
- Environmental factors

Individuals may seek to modify aspects of their environment by lobbying governments for increased exposure
for health services and tighter controls on factory emissions. This is more likely to occur when people have high
levels of knowledge and feel empowered to initiate change. However, the fact that poor environmental
conditions generally exist in areas of lower SES means that people may not have sufficient knowledge, skills
and self-efficacy to act.

The changing influences of determinants through different life stages

Influences that may cause a change in our heath over different stages include:

- Sociocultural
- Sense of belonging to peer groups
- Changes in attitudes and values caused by biological change, emotional maturity, great personal
responsibilities, different social networks
- Genetics
- Geographical location

These may lead to improvements in health or may contribute to the health risks people face

Individual Sociocultural
- Knowledge = modifiable - Culture = non-modifiable
- Skills = modifiable - Religion = non-modifiable
- Attitude = modifiable - Media = non-modifiable
- Genetics = non-modifiable - Peers = modifiable
 - Family = non-modifiable
Socioeconomic Environmental
- Education = modifiable - Technology = non-modifiable
- Employment = modifiable - Access to services = non-modifiable
- Income = modifiable - Geographical location = non-modifiable

Health as a social construct

Recognises the interrelationship of determinants
The social construct of health recognises that people have different views of health based on their social
circumstances and ways of seeing, interpreting and interacting with their environment

Viewing health as a social construct helps explain:

- Why certain groups behave in particular ways

- Why certain groups don’t have the same opportunity to achieve good personal health as others
- How behaviour can be associated with social and cultural meaning
- What the priorities of certain groups are in terms of health and wellbeing

Challenges the notion that health is solely an individual’s responsibility

Challenges that the notion of health being solely an individual's responsibility due to modifiable and non-
modifiable determinants
FQ3: What strategies help promote the health of
individuals

What is health promotion

Health promotion involves activities that are aimed at enabling people to increase control over their health,
improve their health and prevent illness

Effective health promotion considers:

- The Ottawa Charter framework

- The importance of a broad range of approaches
- Creating supportive environments
- Community involvement at all levels

Five health promotion actions:

1. Develop personal skills

2. Create supportive environments
3. Strengthen community service
4. Reorient health services
5. Build healthy public policy

Responsibility for health promotion

Individuals
- For health empowerment to be effective  individuals = empowered
- Empowerment is best achieved when:
o Provided with accurate health info that’s easily accessed and understood
o Involved in decision-making about our own community’s health
o Provided with the opportunity to develop personal skills
o Work with a range of health professionals
o Provided with social and economic support

There are a diverse range of individuals working in health related areas that provide support to people and help
them develop a greater sense of control over their health. These include:

- GP’s
- Dieticians
- Counsellors
- Dentists
Community groups/schools
Schools are responsible for delivering health education programs that assist young people to develop knowledge
and understanding needed to make positive health choices.

Policies and practices reinforced in schools are:

- Sun safety
- Healthy canteen
- Anti bullying
- Mind matters
- Jump rope for heart

Non-government organisations (NGOs)

NGOs are non-profit organisations that operate at local, national and international levels. They’re funded by
variety of resources including public donations, fundraising and government grants.

Examples:

- The heart foundation

- Cancer council
- Asthma foundation
- Inspire foundation

Government
Levels of government include Commonwealth, State and local. Each share a degree of responsibility for
promoting better health within their community.

Areas of responsibility Examples

Formulating national health policies Policy on anti-smoking:
- Increased prices
- Ban on tobacco advertising
- Smoking ban indoors
Coordinating national health campaigns Breast Cancer Australia:
- Provides funding for free breast cancer
screenings
Directing state policies All school canteens must be registered with policy
Allocating funding Australian government provided 3.1 million AUD
into research
Regulations/legislations Lockout law

Health promotion approaches and strategies

Health Positives Negatives Recommendations
promotion
approach
Lifestyle 1. Targets the individual 1. Assumes the individual Provide incentives for
behaviour 2. Empowers people, has control over their those who make
approach improves self-efficacy health healthy choices e.g.
3. Aims to give 2. Doesn’t consider national register,
knowledge so the external factors such as points system,
individual can be level of education, they cheaper private health
informed healthy may not understand
decisions such as their information that’s
beyondblue, where given
young people can get 3. Can put added pressure
information about on the individual
mental health issues 4. Hard to track
Preventative 1. Clear focus on 1. Puts added strain on By Identifying the
medical prevention before an the health system = population at risk,
approach issue arises e.g. child funding programs such such as women over
immunisation and as free skin screenings 50, they can advertise
giving free sunscreen 2. Doesn’t focus on the free pap smears
2. Allocates funds to addressing poor by having a database
target groups as risk behaviour choices of people in the age
e.g. men over 50 who 3. If an individual doesn’t bracket and mailing
can get free know about the them the information
colonoscopies for services = may not use directly
bowel cancer diagnosis them
4. Requires more follow Provide subsidised
up treatment, added treatment for those
cost with early
identification
Public Health 1. Takes a more holistic 1. Reliance on a range of Government funded
Approach approach  recognise organisations and programs for schools
the role of outside community groups to and workplaces
factors e.g. education implement programs
by imbedding health effectively Health promotion for
promotion into schools 2. Costly for schools and various subjects
through compulsory workplaces
PDHPE lesson, 3. Takes kids out of class Government
allowing everyone to 4. Some may not want to incentives for
be educated on health participate workplaces, tax
2. Compulsory for all 5. If an person’s self- deductions
kids under 17 to go to employed, the
school responsibility is on
3. Allows schools to be them, meaning it can
involved with be a extra expense
improving health
outcomes
4. Increases the
productivity of a
workplace
5. Boosts the economy by
having health
promoting workplaces
The Ottawa Charter as an effective health promotion framework

Action area Examples Positive Negative Recommendation

Developing Info: Understanding No time to Smaller groups as a time to provide
personal skills - Stopping the steps of an practice the skills students to practice.
- Distance emergency that that you’ve
- Laws could be used to learned. Hand out information pamphlets on
- Consequences save a life the steps
- First aid Information was
- How crashes all memory based
occur so steps can be
- Info pamphlets forgotten
from different
booths
Skills:
- How to say no
(peer pressure)
- How to be a safe
driver
- How to plan your
night
- What to do in an
emergency
Creating - Provided All students are Students were Smaller groups over a larger number
supportive counsellors and the same age and forced to of days
environments first aid are comfortable
discussing the Too many people Change locations
issues with their
friends and Uncomfortable Video conferencing/live streaming
teachers seeking
counsellors in
front of everyone
Strengthening - Medical Cheaper because Too many people Survey schools before and after event
community professional saw government were there to address specific needs
action the need subsidies cost
- Schools see the allowing more No listing with
need for children people to go schools or follow
- Government see up afterwards
the need and
subsidies the cost
Recognising - Emergency Professionals Taking emergency Use specific youth liaison officers in
health services services attend within their area services off the order to better engage youths
- L Trent driving that are very streets
school experienced teach Each health service could provide
preventative Might not be teaching resources for teachers to
strategies experienced at deliver
getting the
message across to
adolescents
Building - Reinforcing road Consequences of Not all schools Provide schools which didn’t attend
healthy public rules their actions were attend with a recorded version of the event
 policy - Compulsory reinforced
crossroads Make the course compulsory for all
- 0 tolerance for p- Schools are more schools, add it to the curriculum
platers likely to attend
- Jail time for knowing it covers
offences 6 hours of
- Stop, revive, crossroads
survive
- First aid primary
survey

Principles of Social Justice

Equity
Equity is different to equality through the two are often thought to be the same. Equity is about promoting
fairness. The aim of equity is to achieve equality in outcomes not in the method to achieve it

Diversity
Diversity in health promotion means the valuing of people for who they are and ensuring health promotion
meets their needs and is delivered in an appropriate manner. Diversity exists in multiple ways. There is diversity
of income, location, cultural background, physical and mental abilities, knowledge, language, history and many
more.

Supportive environments
A supportive environment includes the physical, social and online environments that seek to create an
environment that makes the healthier choice is the easier choice.

Example Cause (How it works) Effect/Impact

Diversity - Range of speakers Diverse range of health More specialised
- Range of health services services all work together information on the events
- Schools during the crash scene of a crash scene from all
 - Risk and protective factors the areas involved
Equity - All schools were invited The government subsidies More people were able to
- Counsellors for everyone the cost for schools so that attend and gain specific
- Cost was subsidised by the it costs less for students to road safety knowledge
government attend from the event
- Given free info
- Designated areas for disabled
people
Creating - All Y11 attend Counsellors were stationed People felt safer because
supportive - Teachers attended with students around the stadium and they knew they had a
environments - Counsellors were provided readily available for specialised professional to
anyone to talk too help them if they’re feeling
bad