Topic Area: Influences such as SES, culture, technology and the media on outcomes of adolescent behaviour
Rationale: Students understand that their decisions are influenced by a range of factors in terms of their health and risk taking behaviours. Knowledge of the influencing factors can help students make the right decisions for their own health and safety. Creating a board game allows students to practice making the right decisions in a non threatening environment. Students refine interacting skills as they take on roles within the group and use problem solving skills to develop and critique situations and responses for the cards or questions used in the games. Students evaluate other games and their application of the influences on health decision making to develop higher order thinking.
Outcomes: 5.7 A student analyses influences on health decision-making and develops strategies to promote health and safe behaviours.
SLA:
• influences on health decision-making and risk behaviours
– individual factors, eg values and attitudes
– sociocultural factors, eg family, peers, gender, culture
– political factors, eg laws and regulations
– economic factors, eg personal and community
– environmental factors, eg pollution, weather, built environment
SLT:
• recognise that health decisions and risk behaviours are not simply an individual responsibility but are shaped by a range of influences
• analyse the range of influences that impact on an individual’s ability to behave in healthy and safe ways in relation to:
– mental health
– healthy food habits
– drug use
– sexual health
– road use
– personal safety
– physical activity
– accessing support services
Skills: planning, interacting, decision making, problem solving.
Learning experience:
Students play the ‘Tufty board game’ that teaches children about road safety and behaviour (http://www.kidsera.com/links/0423.htm ). Students must then create and plan a board game based on health decision making and risk behaviours for 15 year olds. Students are in pairs or groups and choose one of the following topics:
– mental health
– healthy food habits
– drug use
– sexual health
– road use
– personal safety
– physical activity
– accessing support services
They then use individual factors, socio cultural factors, political factors, economic factors and environmental factors to create questions or cards where a correct answer or positive health decision results in players moving forward in a game and a negative health decision or incorrect answer will send a person back in the game. For eg: a card may read “a friend is pressuring you to try a cigarette, what factor is influencing your health decision making?” or “a friend is pressuring you into having sex but you want to wait until you are married, what is your decision and what factors influenced it?”.
Once the board games are created, they are set up as a circuit and groups rotate to play each game.
Equipment:
Cardboard, scissors, textas, dice
Stimulus
‘Tufty board game’
Discussion Points:
· health decisions and risk behaviours are not simply an individual responsibility but are shaped by a range of influences
·Influences on health decision making -
. individual factors, eg values and attitudes
. sociocultural factors, eg family, peers, gender, culture
. political factors, eg laws and regulations
. economic factors, eg personal and community
. environmental factors, eg pollution, weather, built environment
· What board games worked best? Critique and evaluate.
· What types of questions were used, open or closed?
Wednesday, October 1, 2008
Sexual Health - attitudes and practices
Topic Area: Sexual Health – attitudes and practices
Rationale: Students build on previous sexual health knowledge and understanding to identify and evaluate a range of factors relevant to their sexual health and how to minimize harm. Students use communication skills to collect information and relevant ICT skills to present their findings to an audience on sexual health that is relevant to students in real life contexts and situations.
Outcomes: 5.6 - A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA:
• sexual health
– qualities valued in a partner
– appropriately expressing and exploring sexual feelings
– power, gender and risk-taking
– sexual choices and their consequences
– planning and managing sexual health
SLT:
• identify and evaluate safe sexual health practices, including methods of contraception
• analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions
Skills: communication, planning, interacting
Learning experience: (may take more than one lesson)
A guest speaker is coming from either the local sexual health clinic or a GP who is going to talk to the class about sexual health.
Students are in equal groups and assigned one of the following topics by the teacher:
1. Power, gender and risk-taking. Analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions.
2. Sexual choices and their consequences
3. Planning and managing sexual health. Identify and evaluate safe sexual health practices, including methods of contraception
Before the guest speaker arrives, students must create a list of questions to ask the guest speaker on their assigned topic. The information collected by each group must be used to create a power point presentation of at least 8 slides.
The power point must be overlaid with relevant music and presented to the class. It must include an example of how students may be/have been faced with a real life situation relevant to their topic.
Stimulus:
· Guest speaker
. Power point
Discussion points:
· Sexual choices and their consequences
· Planning and managing sexual health
· Safe sex practices
· Methods of contraception
· How to create a power point
· How to overlay a power point with music
Rationale: Students build on previous sexual health knowledge and understanding to identify and evaluate a range of factors relevant to their sexual health and how to minimize harm. Students use communication skills to collect information and relevant ICT skills to present their findings to an audience on sexual health that is relevant to students in real life contexts and situations.
Outcomes: 5.6 - A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA:
• sexual health
– qualities valued in a partner
– appropriately expressing and exploring sexual feelings
– power, gender and risk-taking
– sexual choices and their consequences
– planning and managing sexual health
SLT:
• identify and evaluate safe sexual health practices, including methods of contraception
• analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions
Skills: communication, planning, interacting
Learning experience: (may take more than one lesson)
A guest speaker is coming from either the local sexual health clinic or a GP who is going to talk to the class about sexual health.
Students are in equal groups and assigned one of the following topics by the teacher:
1. Power, gender and risk-taking. Analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions.
2. Sexual choices and their consequences
3. Planning and managing sexual health. Identify and evaluate safe sexual health practices, including methods of contraception
Before the guest speaker arrives, students must create a list of questions to ask the guest speaker on their assigned topic. The information collected by each group must be used to create a power point presentation of at least 8 slides.
The power point must be overlaid with relevant music and presented to the class. It must include an example of how students may be/have been faced with a real life situation relevant to their topic.
Stimulus:
· Guest speaker
. Power point
Discussion points:
· Sexual choices and their consequences
· Planning and managing sexual health
· Safe sex practices
· Methods of contraception
· How to create a power point
· How to overlay a power point with music
Road Safety - protecetive strategies and personal safety plans
Topic Area: Road Safety – protective strategies and personal safety plans
Rationale: Students are at an age where they will be faced with the independence and opportunity to drive. With this come large responsibility for themselves and other’s safety. Students analyse the factors influencing behaviours and major causal factors of road safety as they take individual action. Students evaluate current policies and strategies as they write a letter to address the needs of young people’s health and safety. Students plan a letter of correct format; synthesize their knowledge of skills, attitudes, influencing factors and consequences of road behaviour to apply to their own proposals for safe behaviour.
Outcomes: 5.6 – A student analyses attitudes, behaviours and consequences related to health issues young people.
5.7 A student analyses influences on health decision-making and develops strategies to promote health and safe behaviours.
SLA:
• road safety
– responsible driver and passenger behaviour
– factors influencing road-use behaviour
– major causal factors in road and traffic related injuries, eg human (speeding, drug use, fatigue, occupant restraint),environmental, vehicular
– consequences of unsafe road-use behaviour
– skills and attitudes that support safe road behaviour, eg hazard perception, road sharing and tolerance
• empowering individuals and communities
– individual action
– community action
– developing personal skills, eg advocacy
– developing supportive environments
SLT:
• propose and present strategies designed to promote safe road-use attitudes and behaviours
• propose and evaluate strategies that take into account influences on health decision-making, and support young people to behave in healthy and safe ways
Skills:
· communicating
· planning
· problem solving
Learning experience:
Case scenario: In the local community, there has been a significant increase in the amount of motor vehicle accidents that involve young people. Students believe that different/ new strategies need to be implemented by the local council / Roads and Traffic Authority to minimize harm as a result of motor vehicle accidents.
To take action, students must write a letter to either their local council or the Roads and Traffic Authority to express their concern and propose strategies designed to promote safe road use behaviours and attitudes. Strategies may include proposed introduction of new policy, changes to existing policies or a suggested initiative to be implemented by the local council/community that aims to develop skills and attitudes that support safe road behaviour. Strategies may include community participation or developing a supportive environment.
The letter must:
· follow correct format
· contain information such as the factors influencing road use behaviour, consequences of unsafe behaviour, analyse the current situation, propose changes or strategies to promote safe behaviour, propose and evaluate strategies that take into account influences on health decision making.
Stimulus:
· Case Scenario
· Letter format (resources)
Discussion points:
· Correct letter format
· Factors influencing road use behaviour
· Major causal factors in mva: speed, environment
· Consequences of unsafe behaviour
· Skills and attitudes that support safe behaviour
· How to take action as an individual and community
Resources:
Rationale: Students are at an age where they will be faced with the independence and opportunity to drive. With this come large responsibility for themselves and other’s safety. Students analyse the factors influencing behaviours and major causal factors of road safety as they take individual action. Students evaluate current policies and strategies as they write a letter to address the needs of young people’s health and safety. Students plan a letter of correct format; synthesize their knowledge of skills, attitudes, influencing factors and consequences of road behaviour to apply to their own proposals for safe behaviour.
Outcomes: 5.6 – A student analyses attitudes, behaviours and consequences related to health issues young people.
5.7 A student analyses influences on health decision-making and develops strategies to promote health and safe behaviours.
SLA:
• road safety
– responsible driver and passenger behaviour
– factors influencing road-use behaviour
– major causal factors in road and traffic related injuries, eg human (speeding, drug use, fatigue, occupant restraint),environmental, vehicular
– consequences of unsafe road-use behaviour
– skills and attitudes that support safe road behaviour, eg hazard perception, road sharing and tolerance
• empowering individuals and communities
– individual action
– community action
– developing personal skills, eg advocacy
– developing supportive environments
SLT:
• propose and present strategies designed to promote safe road-use attitudes and behaviours
• propose and evaluate strategies that take into account influences on health decision-making, and support young people to behave in healthy and safe ways
Skills:
· communicating
· planning
· problem solving
Learning experience:
Case scenario: In the local community, there has been a significant increase in the amount of motor vehicle accidents that involve young people. Students believe that different/ new strategies need to be implemented by the local council / Roads and Traffic Authority to minimize harm as a result of motor vehicle accidents.
To take action, students must write a letter to either their local council or the Roads and Traffic Authority to express their concern and propose strategies designed to promote safe road use behaviours and attitudes. Strategies may include proposed introduction of new policy, changes to existing policies or a suggested initiative to be implemented by the local council/community that aims to develop skills and attitudes that support safe road behaviour. Strategies may include community participation or developing a supportive environment.
The letter must:
· follow correct format
· contain information such as the factors influencing road use behaviour, consequences of unsafe behaviour, analyse the current situation, propose changes or strategies to promote safe behaviour, propose and evaluate strategies that take into account influences on health decision making.
Stimulus:
· Case Scenario
· Letter format (resources)
Discussion points:
· Correct letter format
· Factors influencing road use behaviour
· Major causal factors in mva: speed, environment
· Consequences of unsafe behaviour
· Skills and attitudes that support safe behaviour
· How to take action as an individual and community
Resources:
Drug Use
Topic Area: Drug Use – understanding drug action and influences promoting use
Rationale: In today’s society, young people are faced with many harmful situations including drug use. Student’s research and plan information for a coherent and critical report as they develop interacting and communicating skills. Students explore and analyse the influences and consequences of drug use on themselves, relationships and the community and evaluate ways in which they can minimize harm.
Outcomes: 5.6 – A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA:
• drug use
– effects on relationships
– effects on community
– marketing strategies and the media
– influences on alcohol use and binge drinking
– influences on cannabis use
– polydrug use
– other illicit drugs, eg opiates, hallucinogens, psychostimulants
– consequences of illicit and unsanctioned drug use
SLT:
• examine the consequences of alcohol use on the individual and community
• investigate marketing strategies and media influences associated with tobacco and alcohol
• describe the short-term effects and long-term consequences of illicit drug use on the individual
and community
Skills: communicating, interacting, planning.
Learning experience: This learning experience may occur over more than one lesson.
Students are divided into 5 equal groups and assigned an area for reporting (resource 1). As a group, students are a news reporting team for the Local Win News, researching drug use. Students must research their assigned topic allocated by the editor, as a group. The group will allocate 1 student as an anchor, 1 reporter, a statistician, a person to be interviewed and a camera man (if there is not enough students in the group the teacher may do this).
Each group will perform their report after practice, to the class as they are taped. The report must contain a graph or table of relevant statistics which will be discussed by the expert statistician and an interviewee. The report is fictional however facts must be correct. The report must synthesize facts and contain an evaluation of the information gathered.
Duration of report: 5-10 minutes.
Stimulus:
· Reporting area stimulus(resource 1)
. News Report
Discussion points:
· the effects of drug use on the community and individuals
· types of drugs
· consequences and influences of drug use
Resources:
Resource (1): Reporting Area
Group 1
Group one will report the influences on alcohol use and binge drinking in their community, the consequences for the individual and discuss the increase in binge drinking.
Group 2
Group 2 will create a report on the influences on cannabis use and the short-term and long-term consequences of illicit drug use on the individual and community.
Group 3
Group 3 will create a report on the use of other illicit drugs, eg opiates, hallucinogens, psychostimulants in their local community and discuss the consequences.
Group 4
Group 4 will examine the consequences of alcohol use on the individual and community as they investigate marketing strategies and media influences associated with tobacco and alcohol.
Group 5
Group 5 will develop a report on polydrug use and the effects on relationships and the community.
Rationale: In today’s society, young people are faced with many harmful situations including drug use. Student’s research and plan information for a coherent and critical report as they develop interacting and communicating skills. Students explore and analyse the influences and consequences of drug use on themselves, relationships and the community and evaluate ways in which they can minimize harm.
Outcomes: 5.6 – A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA:
• drug use
– effects on relationships
– effects on community
– marketing strategies and the media
– influences on alcohol use and binge drinking
– influences on cannabis use
– polydrug use
– other illicit drugs, eg opiates, hallucinogens, psychostimulants
– consequences of illicit and unsanctioned drug use
SLT:
• examine the consequences of alcohol use on the individual and community
• investigate marketing strategies and media influences associated with tobacco and alcohol
• describe the short-term effects and long-term consequences of illicit drug use on the individual
and community
Skills: communicating, interacting, planning.
Learning experience: This learning experience may occur over more than one lesson.
Students are divided into 5 equal groups and assigned an area for reporting (resource 1). As a group, students are a news reporting team for the Local Win News, researching drug use. Students must research their assigned topic allocated by the editor, as a group. The group will allocate 1 student as an anchor, 1 reporter, a statistician, a person to be interviewed and a camera man (if there is not enough students in the group the teacher may do this).
Each group will perform their report after practice, to the class as they are taped. The report must contain a graph or table of relevant statistics which will be discussed by the expert statistician and an interviewee. The report is fictional however facts must be correct. The report must synthesize facts and contain an evaluation of the information gathered.
Duration of report: 5-10 minutes.
Stimulus:
· Reporting area stimulus(resource 1)
. News Report
Discussion points:
· the effects of drug use on the community and individuals
· types of drugs
· consequences and influences of drug use
Resources:
Resource (1): Reporting Area
Group 1
Group one will report the influences on alcohol use and binge drinking in their community, the consequences for the individual and discuss the increase in binge drinking.
Group 2
Group 2 will create a report on the influences on cannabis use and the short-term and long-term consequences of illicit drug use on the individual and community.
Group 3
Group 3 will create a report on the use of other illicit drugs, eg opiates, hallucinogens, psychostimulants in their local community and discuss the consequences.
Group 4
Group 4 will examine the consequences of alcohol use on the individual and community as they investigate marketing strategies and media influences associated with tobacco and alcohol.
Group 5
Group 5 will develop a report on polydrug use and the effects on relationships and the community.
Mental Health: resilience, supportive networks and alternatives
Topic Area: Mental Health: resilience, supportive networks and alternatives
Rationale: Students apply their knowledge of mental health to identify and minimize harms they will be faced with in relevant contexts outside of school. Students participate in meaningful scenarios relevant to their own lives as they become more independent and increasingly responsible for their health. As students identify ways to seek help, for their self and others they develop appropriate communication and coping skills when faced with problems or decisions related to their mental health.
Outcomes: 5.6 – A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA:
• mental health
– understanding mental health
– maintaining connections
– help-seeking behaviours
– loss and grief: helpful and unhelpful strategies
– reaching out: helping yourself and helping others
SLT:
• challenge negative community perceptions of mental health and identify reasons why these have developed
• suggest positive strategies to deal with loss and grief
Skills:
· Communication
· problem solving
· decision making.
Rationale: Students apply their knowledge of mental health to identify and minimize harms they will be faced with in relevant contexts outside of school. Students participate in meaningful scenarios relevant to their own lives as they become more independent and increasingly responsible for their health. As students identify ways to seek help, for their self and others they develop appropriate communication and coping skills when faced with problems or decisions related to their mental health.
Outcomes: 5.6 – A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA:
• mental health
– understanding mental health
– maintaining connections
– help-seeking behaviours
– loss and grief: helpful and unhelpful strategies
– reaching out: helping yourself and helping others
SLT:
• challenge negative community perceptions of mental health and identify reasons why these have developed
• suggest positive strategies to deal with loss and grief
Skills:
· Communication
· problem solving
· decision making.
Learning experience:
1. Students are divided into pairs and research either depression or anxiety (not OCD) using the Beyond Blue web page: http://www.beyondblue.org.au/index.aspx?
2. Students find information regarding signs and symptoms, helping yourself, helping others, people at risk.
3. In pairs, students will do a role play, student 1 will suffer from either depression or anxiety, and are phoning Lifeline (13 11 14) for help from a professional (student 2) who must analyse and evaluate the situation using information they have gathered.
4. Students pick a scenario (resource 1) relevant to the mental disorder they have researched.
5. Students perform their role play scenario for 10 minutes.
6. Students may then swap roles or pick a new scenario to role play.
Stimulus:
· Scenarios (Resource 1)
· Beyondblue: http://www.beyondblue.org.au/index.aspx?
Discussion Questions:
· What is mental health?
· Who can you go to or where can you find help and support?
· How can you help others?
· When dealing with a loss or grief, what is helpful and what are unhelpful strategies for coping?
· Why have negative perceptions of mental health developed? What can you do?
Resources:
Resource (1) Scenarios:
1. Student 1: Lately you have been feeling tired all of the time and you don’t like doing the things you once enjoyed. This started after the death of your grandfather and has been going on for a few months. Sometimes you just feel like you want to get drunk to forget it all.
Student 2: You must discuss with the patient the signs and symptoms they are feeling, explain why it has happened and what they can do to get better. How can this person deal with their loss and grief and what are they doing that is unhelpful?
2. Student 1: Since starting year 12, you notice that your best friend hasn’t been herself and you are worried about her. You don’t know how to help her because she won’t tell you what is wrong. She is falling behind in class and is always tired. What can you do to help her?
Student 2: It sounds like the friend is suffering from an anxiety disorder. Discuss with the person which disorder it is most likely to be and what she can do to help her friend.
3. Student 1: Ever since your parents divorce, you have noticed that your eldest brother is always cranky and has nightmares almost every night. He doesn’t like you talking about the divorce. You are worried about him and want to help.
Student 2: It sounds like the brother is suffering from an anxiety disorder due to large trauma. Discuss other symptoms to identify the disorder and ways in which the younger sibling can help.
4. Student 1: You are an 18 year old and all of your friends are always out partying. They tease and bully you because you never want to go out with them. You can’t tell them that the reason for this is because you are scared of large gatherings of people. You think they will see you as a freak because they won’t understand. You want to know why they are so cruel to you if you have something wrong.
Student 2: This young person is suffering from a disorder that only 9% of the Australian population has. They think they are not normal because of it. Identify the disorder, you may need to discuss other symptoms, describe ways they can get help. Explain how/why negative community perceptions of mental health exist.
5. Student 1: You are embarrassed because sometimes you all of a sudden get feelings of dread, chest pains and shortness of breath. You did some research on the net and think it is a panic disorder so you tried to tell your best friend but he just laughed. Student 2: Explain how/why negative community perceptions of mental health exist in relation to the friend’s reaction. Talk about ways they can get help and what their friend can do to help.
Consumer Health, Food Choices and Body Image
Topic Area: Consumer health, food choices and body image
Rationale: Students live in a world largely influenced by pop culture and media that can harm their health and wellbeing, as the media manufactures the ideal body images. Students use their knowledge of healthy food habits to communicate their beliefs and attitudes and make decisions on healthy eating, diets and body image to maintain a healthy and balanced lifestyle. Students critique the validity of the media’s portrayal of an ideal body and learn to make their own decisions for their health. Students also develop their communication, planning and interacting skills as they refine their debating abilities.
Outcomes: 5.6 – A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA:
• Healthy food habits
– Sources of nutritional information
– Disordered eating and body image
– Diets, dieting, exercise and energy balance
– Socio cultural influences on food choices
– Nutrition and fluid replacement for physical activity
SLT:
• explore the relationship between body image and gender, and the impact of the media on the manufacture of the ideal male and female body types
Skills: communicating, interacting, planning, decision making.
Learning experience:
Students are divided into 2 groups with a ‘for’ and ‘against’ side in each group. Students use the handouts (resources 1 and 2) which are cut-outs from magazines of “the perfect body” as a reference point for a debate on:
1. What the ideal body types is for males and females. One team will argue that the ideal body image is similar to that portrayed in the handouts; the opposing team will argue the ideal body consists of a healthier body type.
OR
Rationale: Students live in a world largely influenced by pop culture and media that can harm their health and wellbeing, as the media manufactures the ideal body images. Students use their knowledge of healthy food habits to communicate their beliefs and attitudes and make decisions on healthy eating, diets and body image to maintain a healthy and balanced lifestyle. Students critique the validity of the media’s portrayal of an ideal body and learn to make their own decisions for their health. Students also develop their communication, planning and interacting skills as they refine their debating abilities.
Outcomes: 5.6 – A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA:
• Healthy food habits
– Sources of nutritional information
– Disordered eating and body image
– Diets, dieting, exercise and energy balance
– Socio cultural influences on food choices
– Nutrition and fluid replacement for physical activity
SLT:
• explore the relationship between body image and gender, and the impact of the media on the manufacture of the ideal male and female body types
Skills: communicating, interacting, planning, decision making.
Learning experience:
Students are divided into 2 groups with a ‘for’ and ‘against’ side in each group. Students use the handouts (resources 1 and 2) which are cut-outs from magazines of “the perfect body” as a reference point for a debate on:
1. What the ideal body types is for males and females. One team will argue that the ideal body image is similar to that portrayed in the handouts; the opposing team will argue the ideal body consists of a healthier body type.
OR
2. The impact of the media on the manufacture of the ideal male and female body types.
One team will argue there is an impact and the opposing team will argue the media does not influence body type.
Students write, rehearse and perform their arguments in the form of a debate. The debate will have 3 speakers to a team with the remaining group members taking notes for reference by their team speakers.
Stimulus
- Magazine collage Handouts (resources 1 and 2)
- debate
Discussion Points:
-Disordered eating and body image
-Diets, dieting, exercise and energy balance
-Socio cultural influences on food choices
-the impact of the media on the manufacture of the ideal male and female body types
-the relationship between body image and gender
-Debate form and technique
-What a healthy body image is
-Where to find nutritional informationCorrect fluid replacement.
-Disordered eating and body image
-Diets, dieting, exercise and energy balance
-Socio cultural influences on food choices
-the impact of the media on the manufacture of the ideal male and female body types
-the relationship between body image and gender
-Debate form and technique
-What a healthy body image is
-Where to find nutritional informationCorrect fluid replacement.
Resources
(Freedman,2005)
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