Hello,This is a 400 word assessment. No reference is needed for this.Please carefully read the HSH324 AT3 Section d.docx to do the assessment and follow accordingly. Please also refer to the AT3 Group Project Report.docx as it is closely connected to the assessment.
Thank you very much.
AT3 Learning Outcomes assessed: ULO1 work collaboratively in a multi-disciplinary team: this learning outcome will be achieved by you working as part of a team to complete a ‘product’ for an agency. ULO2 apply knowledge from Health Sciences majors: this learning outcome will be achieved by you applying your discipline specific knowledge to the team project and documenting the outcomes to address criterion 1.d (AT3: see below). ULO3 communicate across groups, modes (i.e. written, oral, technology) and disciplines: this learning outcome will be achieved by you producing a written assignment and preparing a product. Task to complete: d. A summary of the multi-disciplinary knowledge and skills the team utilised during the completion of the project. Think about the pre-existing knowledge and skills that each team member contributed to the project. Were there some key models or frameworks that you drew on more than others? Also discuss what new knowledge and skills the team gained from completion of the product. Marking rubric: Provides a summary of the multi-disciplinary knowledge and skills the team utilised during the completion of the project. What to do: · Write 400 words for Section d. A summary of the multi-disciplinary knowledge and skills the team utilised during the completion of the project. · Summarise the sections of each team member’s discipline-specific knowledge (see Discipline-specific knowledge from AT1 below) and include frameworks/theories/models/skills used. Also, include new knowledge and skills achieved during this project. See the AT3 Group Project Report file to view the project to be able to write about the frameworks/theories/models/skills used as well as the new knowledge and skills achieved during this project (for example refer to the AT3 Learning Outcomes assessed above to write about new knowledge and skills) The idea is to discuss the major backgrounds of each team member and how this contributed to the final production of the project. Discipline-specific knowledge from AT1 Charne: The Health Promotion major has equipped me with the necessary foundations of determining population health and epidemiology. I am able to investigate the causes of chronic non-communicable diseases and the impacts this has on varying populations. Through identifying at-risk populations, I am equipped to determine the inequities and inequalities that impact the decision-making process of individuals. This could be investigated through methods of applying the Ottawa Charter of Health Promotion (WHO 1986). I am able to conduct a needs analysis of population groups, to improve methods of program planning and determine health disparity. This applies to my analysing role in the group project, as it will assist in determining the accessibility necessary to implement successful behaviour change strategies on our website. Furthermore, this major has developed my health communication and planning skill set, thus enabling me to utilise technological platforms to develop digital presentations. This will be particularly useful in the group assignment as I will partake in the creative role of completing the digital infographic and presentation. The Health and Sustainability major has enabled me to investigate the impact of the Anthropocene on local and global environments whilst determining the intricate interrelationships with human health. Bronfenbrenner’s (1979) Social Ecological Model is particularly useful in determining the biological, psychological and environmental characteristics of the target population that determine their health. This will be useful to the team, as I will assist in investigating the determinants of mental health in East Gippsland. Furthermore, this major has assisted in developing my program planning and evaluation strategies that will be useful when determining the longevity and success of our project. The learning methods in my degree have enabled me to utilise multi-disciplinary approaches that will be an excellent addition to the group project. Furthermore, I have learned to communicate with members and apply theories across multiple facets of health. Brooke: Within my bachelor’s degree I am completing 3 majors in Nutrition, Health Promotion, and Family, Society & Health. The Health Promotion major has enabled me to consider the involvement of societal advantages and disadvantages, an individual’s decision-making and health behaviours, creating population behaviour change, and how to promote to our target audience. The units undertaken have improved my communication skills in developing effective health promotion messaging to varying audiences which I believe to be very helpful for the task. Within the major of Family, Society & Health I have been able to explore the role of the determinants of health within a family setting and analyse health issues and solutions impacting our diverse society. These skills will allow me to consider the impacts of youth social and emotional health on family environment and at a community level, and construct resources developed from evidence-based solutions. Nutrition as my remaining major has expanded my knowledge of nutrition throughout different life stages, including adolescence, considered diet, disease, and nutrition’s influence at a population level, and empowered me with nutrition treatments to improve mental health conditions. I can recognise strengths and weaknesses in associated research, deliver strategies to improve health outcomes to individuals and groups, and influence public health problems. I believe these discipline-specific sources of knowledge will lend themselves well to my role in the group and our proposed project. Charlotte: I have developed various skills across my two majors (Health promotion and Family, society and health) that I intend to pursue in this upcoming project and future studies. I have learnt and understood the models and theories relating to health such as Dahlgren and Whitehead’s ecological model, Bronfenbrenner’s ecological model, Erikson’s, Piaget’s and Freud's theories too. From learning these theories, it helps me when it comes to researching and interpreting behaviours and emotions of adolescents and other aspects that will be beneficial towards understanding these concepts for this assignment. I have learnt how to construct pieces of documents such as a needs assessment, policy briefs, reports, and grant/ funding applications. By doing these, I have expanded my vocabulary, learnt to write academically, and learnt how to find credible/ academic references, which will be essential skills when writing this project proposal. The opportunities I have been given previously with teamwork and group assignments, class interaction and field visits have helped me drastically improve my confidence, social and interactive skills. I have been able to interact with a wide range of people outside of my comfort zone from people in the workforce, tutors and colleagues who I've never met but have similar interests. Teamwork and communication are essential skills if you want a successful project, and I have definitely been able to interact and confidently participate within my team due to these previous experiences. Bec: My discipline specific knowledge I believe comes from what I have learnt in my Health Sciences degree and from my work in the field. My majors are nutrition and exercise science which correlate with the profession I currently have. In terms of Health promotion, I have undertaken units such as HBS107 which was my first introduction to the public health sector and gave me a better understanding of how broad the term health was. More recently I just completed the unit HSH323 which set me up for how to conduct a needs assessment and develop a successful program in the health sector. Currently I am undertaking HSN308 which outlines the importance of nutrition from a social, cultural and personal perspective and the effects this has on our food choices and behaviours. Nutrition plays a key role in mental health and wellbeing, so I think it is important to understand the reasons and influences that lead people to choose the food that they eat. I think it will be important for us to look at the food trends and behaviours of adolescents in East Gippsland to help inform our project. My other health science core units have come together to build upon the skill set that I know have to tackle this project with my team. Joelle: The majors I am completing in my Bachelor of Health Sciences degree are 1) Family Society and Health; and 2) Psychology for Professional Development. In Family, Society and Health, I have acquired the ability to integrate and apply the knowledge and skills of diverse theories and models of health. Such as the understanding of the relationship between families and health, including the social and underlying determinants. As well as the various influences on family health in accordance to the Bronfenbrenner’s Ecological Model (Microsystem, Mesosystem, Exosystem, Macrosystem and Chronosystem). The Symbolic Interactionism is one of the other theories that I have acquired, this emphasises on how an individual perceives their surroundings – their influence on other individuals and their experiences and vice versa. The theories of development that have been generally applied in the major are a) Erikson’s Psychosocial Theory; b) Freud’s Psychoanalytic Theory; and c) Piaget’s Constructivist Learning Theory. The two main models that have been used in socio-economic studies are Turrell’s Model and Dahlgren and Whitehead’s Model. These two models emphasises the link between an individual’s level of health and their socio-economic level and how these lead to an increasing awareness of health issues that can be influenced by different social factors. As our team project is closely related to the influences and impact of mental health conditions on adolescents. The interaction and relationship of their surroundings such as – their peers, educators, families and their community – the theories and models of this major that have been outlined cannot be excluded as it provides essential information to promote and improve their wellbeing. In my other major, Psychology for Professional Development, I have acquired the ability to integrate health and developmental psychology in theory and practice with specific emphasis on health behaviour and health behaviour changes. The theories and the corresponding applications related to lifespan development: 1) from childhood to adolescence; and 2) adulthood to older age. Furthermore, I have acquired a further understanding of child and adolescent development as well as how to work with them. The major has also introduced the various factors that have impact on adult development and ageing. In addition, the two models that have been applied in the major are the Biopsychosocial Model and Scientist-Practitioner Model. These two models are also the models that have been referred in the practices, approaches, theories, frameworks or tools that are relevant to our team project. Furthermore, as this major is about health behaviour and health behaviour change, this will help in outlining the mental health conditions – the potential causes and impacts – as well as how to approach them. Introduction The external stakeholders for our wellbeing advice project are the adolescents, parents, educators and community of East Gippsland as those are the groups that will be immediately impacted by our resources. The external stakeholders that will have a vested interest in our online resources are Headspace Bairnsdale, The Department of Education, Gippsland Lakes complete health service, The Victorian State Government and the Gippsland primary health network. These external stakeholders will have access to, and be able to use our online resources, to complement their current health services and education around youth mental health. The 11 high schools in the Gippsland region will also be some of the main stakeholders with a total of 2395 students between them. The students