HRH 2025 VCE HHD Unit 1 AoS 1 PowerPoint PDF

UNIT 1 HEALTH AND Area of Study 1 Concepts of health HUMAN DEVELOPMENT © HEALTH RESOURCES HUB (HRH) 2024 AREA OF STUDY 1 OUTCOME On completion of this unit, the student should be able to explain multiple dimensions of health and wellbeing, explain indicators used to measure health status and analyse sociocultural factors that contribute to variations in the health status of youth. © HEALTH RESOURCES HUB (HRH) 2024 KEY KNOWLEDGE AND SKILLS – 1.1.1 Key knowledge point Various definitions of health and wellbeing: physical, social, emotional, mental and spiritual dimensions Key skills Describe and analyse various perspectives, definitions and interpretations of health and wellbeing Explain different dimensions of health and wellbeing © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE QUEST ACTIVITY IN YOUR BOOKLET Before we dive into the course content, explore what health and wellbeing and the various dimensions of health mean by completing the Knowledge Quest Activity. © HEALTH RESOURCES HUB (HRH) 2024 WHAT IS HEALTH AND WELLBEING? There is not one universally accepted definition for health and wellbeing, and over time there has been much debate about the meaning of this concept. In modern times, health and wellbeing is often considered and referred to as one concept, however each term can be considered Health separately: Health Health can be considered a person’s physical, social, emotional, mental and spiritual dimensions. and Wellbeing can be considered an equilibrium in which the individual wellbei feels happy, healthy, capable and engaged. For the purpose of this subject, we will consider health and wellbeing ng Wellbei as a single concept, as wellbeing is an implicit element of health. ng We will use this description: Health and wellbeing relates to a person’s physical, social, emotional, mental and spiritual existence, and is characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged. © HEALTH RESOURCES HUB (HRH) 2024 VARIOUS DEFINITIONS OF HEALTH AND WELLBEING One of the most commonly referenced definitions of health comes from the World Health Organization who stated in 1946 that health is ‘a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity’. The key skill for this part of the course is to ‘describe and analyse various perspectives, definitions and interpretations of health and wellbeing’. When looking at the 1946 WHO definition, it useful to consider the following: It only includes three dimensions, not the five that were mentioned on the previous slide It refers to ‘a state of complete…’ indicating that the highest levels of each dimension needs to be obtained to achieve health. This is a very high bar to set for most people. In 1986 the WHO provided more detail regarding the concept of health and added that ‘Health is, therefore, seen as a resource for everyday life, not the objective of living. Health is a positive concept emphasizing social and personal resources, as well as physical capacities’. This therefore made health more achievable for the average person and included a greater focus on an individual’s own resources and situation when determining the achievement of health, moving away from requiring ‘complete physical, mental and social wellbeing’ to achieve health. © HEALTH RESOURCES HUB (HRH) 2024 VARIOUS DEFINITIONS OF HEALTH AND WELLBEING As mentioned on the previous slide, you may be asked to describe and analyse various perspectives, definitions and interpretations of health and wellbeing. Consider this description from the Australian Institute of Health and Welfare: Health is a state of wellbeing. It reflects the complex interactions of a person’s genetics, lifestyle and environment. Generally, a person’s health depends on two things: determinants (factors that influence health) and interventions (actions taken to improve health, and the resources required for these interventions). 42da-a53d-35e528643d97/aihw-aus-221-chapter-1-1.pdf.aspx Source: https://www.aihw.gov.au/getmedia/e546e087-d50d- Take a moment to consider what some of the strengths and limitations of this description of health are. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.1A IN YOUR BOOKLET © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE THE DIMENSIONS OF HEALTH AND WELLBEING? The concept of health and wellbeing has evolved over time, in the past, there was a greater focus on just the physical aspect of Physica l health and wellbeing, but as society has evolved, we have come to understand that all of the various dimensions of health and wellbeing are important and play a role in maintaining high levels of overall health and wellbeing. The five dimensions we now consider to make up health and wellbeing are: Spiritua Dimensi Social l ons of Physical health Mental and wellbein Social g Emotional Spiritual Emotio Mental nal It is important to acknowledge that these five dimensions of health are not isolated but are interrelated and influence each other. Physical MESS is a useful mnemonic to remember the five dimensions of health and wellbeing, where each letter in MESS is the first letter of a different dimension. © HEALTH RESOURCES HUB (HRH) 2024 WHAT IS PHYSICAL HEALTH AND WELLBEING? Description: Physical health and wellbeing relates to the functioning of the body and its systems and it includes the physical capacity to perform daily activities or tasks. Physical health and wellbeing is supported by factors such as regular physical activity, consuming a balanced diet, having appropriate rest/sleep, maintaining an ideal body weight, and the absence of illness, disease or injury. On the next slide, the examples of the physical dimension of health and wellbeing demonstrate characteristics or ‘key phrases’ that you include in your answers when making links to physical health and wellbeing. © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE EXAMPLES OF THE PHYSICAL DIMENSION OF HEALTH AND Functi WELLBEING? on of the immun e Function syste Ener ing of the body m gy and level systems s Physical health Levels and Body of diseas wellbein weig e and g ht illness Level Ability to s of complete daily fitnes physical s tasks © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE EXAMPLES OF THE PHYSICAL DIMENSION OF HEALTH AND WELLBEING? In the table below we will explore in more detail some of the examples of the physical dimension of health and wellbeing so that you can confidently link to these when using them in an example. Function of the Energy levels Levels of disease Ability to immune system and illness complete daily physical tasks How does Our body’s immune The food and When people Daily tasks can this system helps us to beverages that we experience disease include things like example fight off bacteria and consume, as well as and illness their housework, running relate to viruses that can cause the activities we body is not errands and cooking the disease, as well as participate in, can functioning a meal. The ability physical playing a role in influence our energy optimally. This can to complete such dimension stopping a range of levels. Having contribute to pain tasks indicates our of health other diseases from adequate energy and discomfort, as body is in working and developing. A well- allows us to engage well as a reduced order and that we wellbeing? functioning immune in activities that can ability to are able to carry on system can be a promote our physical participate in other with our day to day protective factor from health and wellbeing health promoting lives. © HEALTH RESOURCES HUB (HRH) 2024 disease. such as sports and activities such as LINKING TO PHYSICAL HEALTH AND WELLBEING When referring to this dimension, it is useful to think about how to use examples of physical health and wellbeing in an answer, as this demonstrates that you are making a clear link to the dimension. For this and the other four dimensions, we will consider how attending school and participating in the workforce can promote each. Attending school: At school, students are likely to participate in physical education classes where they have the opportunity to be active and improve their fitness levels. Participating in the workforce: People’s employers may offer free annual health check-ups or the opportunity to be vaccinated for free from common conditions such as the flu. This can help to detect and prevent health conditions, therefore helping to reduce levels of disease and illness. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.1B IN YOUR BOOKLET Complete the first row of the table in your booklet regarding how the physical dimension of health and wellbeing can be impacted in the scenarios provided. © HEALTH RESOURCES HUB (HRH) 2024 WHAT IS SOCIAL HEALTH AND WELLBEING? Description: Social health and wellbeing relates to the ability to form meaningful and satisfying relationships with others and the ability to manage or adapt appropriately to different social situations. Social health and wellbeing also includes the level of support provided by family and within a community to ensure that every person has equal opportunity to function as a contributing member of the society. Social health and wellbeing is supported by strong communication skills, empathy for others and a sense of personal accountability. On the next slide, the examples of the social dimension of health and wellbeing demonstrate characteristics or ‘key phrases’ that you include in your answers when making links to social health and wellbeing. © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE EXAMPLES OF THE SOCIAL DIMENSION OF HEALTH AND WELLBEING? Network of family and friends Contributi ons to Ability to social clearly groups Social communic and the ate with communit health others y and wellbein g Ability to Ability to develop manage or and adapt to maintain different relationshi social ps with settings others © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE EXAMPLES OF THE SOCIAL DIMENSION OF HEALTH AND In the table below we WELLBEING? will explore in more detail some of the examples of the social dimension of health and wellbeing so that you can confidently link to these when using them in an example. Network of family Ability to clearly Ability to develop Contributions to and friend communicate and maintain social groups and with others relationships the community How does The family and friends of Being able to express There is a wide range Social groups may this an individual are often the our ideas and tell of types of include parent groups example most formative people in someone what we are relationships, whether or sport teams. By one’s life. These are the thinking and feeling is they be family, participating in such relate to individuals we generally important to professional or groups we can interact the social speak to most often and developing and intimate. Our ability to with a wide range of dimensio have many of our closest maintaining move between and people and learn to n of and most loving relationships. Effective maintain various communicate in varied health relationships with. communication can relationships helps to and complex ways. and Therefore, this network also help us to sustain us and bring These groups can lead wellbeing heavily impacts the contribute to society fulfillment to different to us making and ? development of our through employment aspects of our life and sustaining new communication skills and and social gives us the friendships © HEALTH RESOURCES HUB (HRH) 2024 and LINKING TO SOCIAL HEALTH AND WELLBEING When referring to this dimension, it is useful to think about how to use examples of social health and wellbeing in an answer, as this demonstrates that you are making a clear link to the dimension. As with the previous dimension, we will consider how attending school and participating in the workforce can promote this dimension. Attending school: Young people have the opportunity to spend time with their friends during the day, allowing them to build and maintain satisfying and meaningful relationships. Participating in the workforce: As part of being employed, skills such as verbal and non-verbal communication are likely to be developed, improving the ability to communicate effectively. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.1B IN YOUR BOOKLET Complete the second row of the table in your booklet regarding how the social dimension of health and wellbeing can be impacted in the scenarios provided. © HEALTH RESOURCES HUB (HRH) 2024 WHAT IS MENTAL HEALTH AND WELLBEING? Description: Mental health is the current state of wellbeing relating to the mind or brain and it relates to the ability to think and process information. A mentally healthy brain enables an individual to positively form opinions, make decisions and use logic. Mental health is about the wellness of the mind rather than illness. Mental health is associated with low levels of stress and anxiety, positive self-esteem, as well as a sense of confidence and optimism. On the next slide, the examples of the mental dimension of health and wellbeing demonstrate characteristics or ‘key phrases’ that you include in your answers when making links to mental health and wellbeing. © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE EXAMPLES OF THE MENTAL DIMENSION OF HEALTH AND WELLBEING? Level of confidenc e in yourself and your abilities Level of optimism Level of and anxiety positive and thought patterns Mental stress health and wellbei Ability to Ability to reason ng think and form logically opinions and and make problem decisions solve Level of self- esteem © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE EXAMPLES OF THE MENTAL DIMENSION OF HEALTH AND In the table below we WELLBEING? will explore in more detail some of the examples of the mental dimension of health and wellbeing so that you can confidently link to these when using them in an example. Level of anxiety Ability to think Level of self- Ability to reason and stress logically and problem esteem and form opinions solve and make decisions How Low levels of stress When we are able to Self-esteem relates to Being able to does this and anxiety can solve problems and think our opinion of consider information example help us to think clearly, we are less likely ourselves. A higher and make reasoned relate to clearly and make to be stressed and are self-esteem increases decisions indicates the rational decisions. better able to manage the the likelihood we will that we are able to mental With less worry, we challenges that we participate in think and that our dimensio can sleep and rest encounter each day. This challenging activities, brain is functioning n of better, and this also helps us to engage in as we are more likely well. This can also helps to keep our education or complete to think we can be improve our ability to health minds functioning our job, which can then successful. This can engage in education and clearly so that we lead to outcomes such as then improve the skills and work, which can wellbein can problem solve earning an income, we have to complete lead to the g? and reason. consequently reducing such tasks©and development of new HEALTH RESOURCES HUB (HRH) 2024 LINKING TO MENTAL HEALTH AND WELLBEING When referring to this dimension, it is useful to think about how to use examples of mental health and wellbeing in an answer, as this demonstrates that you are making a clear link to the dimension. As with the previous dimensions, we will consider how attending school and participating in the workforce can promote this dimension. Attending school: Students are likely to learn strategies to manage stress and anxiety, such as exercise and mindfulness, helping to manage their mental health and wellbeing. Participating in the workforce: People may learn problem solving and reasoning skills as part of their job, improving their ability to make logical decisions. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.1B IN YOUR BOOKLET Complete the third row of the table in your booklet regarding how the mental dimension of health and wellbeing can be impacted in the scenarios provided. © HEALTH RESOURCES HUB (HRH) 2024 WHAT IS EMOTIONAL HEALTH AND WELLBEING? Description: Emotional health relates to the ability to express feelings in a positive way. Emotional health is about the positive management and expression of emotional actions and reactions, as well as the ability to display resilience. Emotional health is the degree to which you feel emotionally secure and relaxed in everyday life. On the next slide, the examples of the emotional dimension of health and wellbeing demonstrate characteristics or ‘key phrases’ that you include in your answers when making links to emotional health and wellbeing. © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE EXAMPLES OF THE EMOTIONAL DIMENSION OF HEALTH AND WELLBEING?Ability to display resilien ce Emotio Ability to experience nal Ability to recognise appropriat e emotions health and understand in a range of different and a wide range of scenarios wellbei emotions in others ng Ability to respond to and manage your own emotions appropriate © HEALTH RESOURCES HUB (HRH) 2024 ly WHAT ARE EXAMPLES OF THE EMOTIONAL DIMENSION OF HEALTH AND WELLBEING? In the table below we will explore in more detail some of the examples of the emotional dimension of health and wellbeing so that you can confidently link to these when using them in an example. Ability to display Ability to recognise Ability to respond Ability to resilience and understand a wide to and manage experience range of emotions in your own emotions appropriate others appropriately emotions in a range of different scenarios How does Resilience is the Being able to We all experience a The emotions we this ability to bounce recognise emotions in wide range of experience at a example back from and others can help us to emotions such as birthday party are relate to overcome challenges. respond appropriately joy, sadness, anger likely to be very the The ability to display to how people are and frustration. different to those emotiona this indicates that we feeling. This may help Being able to we might l can manage to strengthen our understand and experience at a dimensio challenging connections with those manage such funeral. Depending n of situations, including that we are close to, emotions prevents on the setting, we health the range of feelings and when us from acting in typically experience © HEALTH RESOURCES HUB (HRH) 2024 and and emotions they reciprocated, provides ways that can be and display a LINKING TO EMOTIONAL HEALTH AND WELLBEING When referring to this dimension, it is useful to think about how to use examples of emotional health and wellbeing in an answer, as this demonstrates that you are making a clear link to the dimension. As with the previous dimensions, we will consider how attending school and participating in the workforce can promote this dimension. Attending school: Students may be taught how to respond and manage a range of emotions in challenging situations, such as anger and frustration. Participating in the workforce: People are likely to face challenges in the workplace, and learning how to overcome these with colleagues helps to build resilience. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.1B IN YOUR BOOKLET Complete the fourth row of the table in your booklet regarding how the emotional dimension of health and wellbeing can be impacted in the scenarios provided. © HEALTH RESOURCES HUB (HRH) 2024 WHAT IS SPIRITUAL HEALTH AND WELLBEING? Description: Spiritual health is not material in nature, but relates to ideas, beliefs, values and ethics that arise in the minds and conscience of human beings. Spiritual health includes the concepts of hope, peace, a guiding sense of meaning or value, and reflection on your place in the world. Spiritual health can be highly individualised, for example, for some spiritual health may relate to organised religion, a higher power and prayer, whilst for others it can relate to morals, values, a sense of purpose in life, connection and/or belonging. In the next slide, the examples of the spiritual dimension of health and wellbeing demonstrate characteristics or ‘key phrases’ that you include in your answers when making links to spiritual health and wellbeing. © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE EXAMPLES OF THE SPIRITUAL DIMENSION OF HEALTH AND WELLBEING? Level of meanin g and purpose in life Level of Level of belonging and hope for connection a Spiritua to something positive future l health greater than and yourself wellbei ng Ability to Ability to be at live by a peace and reflect on set of your place values within the and world beliefs © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE EXAMPLES OF THE SPIRITUAL DIMENSION OF HEALTH AND WELLBEING? In the table below we will explore in more detail some of the examples of the spiritual dimension of health and wellbeing so that you can confidently link to these when Level using them Ability of meaning in an example. to live by a Ability to be at Level of hope for and purpose in life set of values and peace and reflect a positive future beliefs on your place within the world How There are many ways that Our values and beliefs To be able to feel an The ability to look does this people can derive may be developed as a inner calm and realise ahead and imagine example purpose and meaning in result of our upbringing, your position in the that things will be their life. This may come the people we associate scheme of the world positive can often help relate to from their job, or another with or a group we belong can help to put people to endure the activity such as volunteer to. These values and everyday challenges challenging times. spiritual work or taking care of an beliefs can influence how into perspective. This can often be dimensio unwell family member. we live our lives and Some people find accompanied by n of Some people also find provide direction for us peace by going for a regular meditation or health meaning in serving others particularly during walk in nature while prayer which some and or a higher power, such challenging times. others may people find comforting wellbein as a religious god. participate in regular when facing meditation or challenges and hoping g? mindfulness activities. for(HRH) a positive future. © HEALTH RESOURCES HUB 2024 LINKING TO SPIRITUAL HEALTH When referring to this AND dimension, itWELLBEING is useful to think about how to use examples of spiritual health and wellbeing in an answer, as this demonstrates that you are making a clear link to the dimension. As with the previous dimensions, we will consider how attending school and participating in the workforce can promote this dimension. Attending school: At school, students may learn about caring for others, and then develop values and beliefs which help to provide a guiding sense of meaning in their life. Participating in the workforce: Employment may provide people with a sense of purpose in their life as they work towards goals, and it may provide them with a sense of connection to something that is bigger than just themselves. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.1B IN YOUR BOOKLET Complete the fifth row of the table in your booklet regarding how the spiritual dimension of health and wellbeing can be impacted in the scenarios provided. © HEALTH RESOURCES HUB (HRH) 2024 ASSESSMENT TIPS If a question asks about ‘health and wellbeing’, you should be referring to one or more dimensions of health and wellbeing in your answer. You should use the style of question and the number of marks allocated to help guide the level of depth you provide in your answers. From the Study Design: ‘For the purposes of this study, the term ‘health’ is a broad, overarching term that includes the concepts of health and wellbeing, health status and associated health outcomes.’ Therefore, if a question asks how something may influence or promote health or health outcomes, you should be referring to one or more dimensions of health and wellbeing or health status indicators (covered later in the course) in your answer. Remember, you should always write a term such as health and wellbeing out in full before abbreviating this to something such as ‘H&W’. Only abbreviations found in the Study Design are not required to be written out in full before being used as an abbreviation. © HEALTH RESOURCES HUB (HRH) 2024 KEY SKILLS AND COMMON QUESTIONS The key skills for this section of the course are: Describe and analyse various perspectives, definitions and interpretations of health and wellbeing Explain different dimensions of health and wellbeing Therefore, common questions may include: - Examples of different perspectives, definitions and interpretations of health and wellbeing which you are asked to analyse and provide examples of strengths and/or limitations of these. - A case study/scenario where you are asked to explain how the dimensions of health and wellbeing are reflected or linked to information in the scenario. - Describing and providing examples of the different dimensions of health and wellbeing. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE ASSESSMENT STYLE PRACTICE QUESTIONS IN YOUR BOOKLET Complete the Assessment style practice questions in your booklet. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.1C IN YOUR BOOKLET © HEALTH RESOURCES HUB (HRH) 2024 KEY KNOWLEDGE AND SKILLS – 1.1.2 Key knowledge point Prerequisites for health, as determined by the WHO: peace, shelter, education, food, income, social justice, equity, stable ecosystem and sustainable resources Key skills Discuss how access to prerequisites for health can promote positive health outcomes © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE THE PREREQUISITES FOR HEALTH? Following an international health conference in Ottawa, Canada in 1986, the World Health Organization (WHO) Income released a document called the Ottawa Charter for Health Promotion. Amongst other things, this document outlined the Shelter prerequisites or conditions required for all people to obtain positive health outcomes. There are nine prerequisites for Education health, as determined by the WHO, and they are listed in the diagram on the right. Equity Prerequisi To help recall the nine WHO prerequisites for health, the Stable mnemonic ‘I shall eagerly eat super sweet strawberry tes for ecosystem pancakes forever’ can be used to recall the first letter of health Sustainable each prerequisite in the following order: Income, Shelter, resources Education, Equity, Stable ecosystem, Sustainable resources, Social justice, Peace, Food. Social justice Many of the prerequisites are intertwined, and access to one Peace influences access to another. For example, without adequate income, many people would not be able to afford food or Food shelter. © HEALTH RESOURCES HUB (HRH) 2024 WHAT ARE POSITIVE HEALTH OUTCOMES? The key skill for this part of the course requires you to ‘discuss how access to prerequisites for health can promote positive health outcomes’. Health and wellbein Within this subject, health outcomes generally g encompasses both the dimensions of health and dimensi wellbeing and health status indicators (more on this later). This means if you see a question that uses this ons Health term, you can refer to either or both of these concepts in your answer. outco The key skill for this section of the course refers to how Health mes the prerequisites for health can promote positive health status outcomes, so, you should be able to discuss how each indicator prerequisite, such as food, can promote or improve health s and wellbeing dimensions, and improve health status (more on this later). In the following slides we will consider each prerequisite and provide examples of how you can make links to positive health outcomes as a result of each prerequisite being present. © HEALTH RESOURCES HUB (HRH) 2024 PEACE Impact on positive health outcomes Health and wellbeing Health status Description: the absence of Peace can reduce the levels Peace means that people conflict. of stress and anxiety that are less likely to be injured people have about and killed from conflict. This If people do not feel safe where themselves and their can reduce the years of life they live, this can have a large families being killed or lost due to premature death impact on positive health injured in conflict. This can and reduce the burden of outcomes. Peace allows people to promote mental health and disease for injuries. go about their daily lives such as wellbeing. attending school or work, without Peace means that the fear of being harmed or killed. A peaceful environment infrastructure such as Peace also means that allows individuals to engage hospitals are less likely to be infrastructure which is important in activities such as destroyed. Therefore, people for health and wellbeing, such as community sport. This can are able to access diagnosis hospitals, is not destroyed and can then contribute to the and treatment facilities for function adequately. development and health conditions, reducing Peace also allows people to maintenance of a healthy their time spent living with contribute to society and engage body weight (physical illness and helping to with family and friends in a safe health and wellbeing). increase their health and positive manner. adjusted life expectancy. © HEALTH RESOURCES HUB (HRH) 2024 SHELTER Impact on positive health outcomes Health and wellbeing Health status Description: a structure that Shelter can be a place for Shelter can protect people provides protection from the people to rest and restore from extreme weather their energy levels through events such as severe outside environment. activities such as sleep. This storms. This can therefore Access to adequate shelter can can help people to have the help to reduce the likelihood energy to complete daily of sustaining an injury, provide a place for people to tasks such as attend work which can increase the gather with family and friends to (physical health and health adjusted life socialise and share a meal. It can wellbeing). expectancy for an individual. also provide protection from the outside elements, such as heat Shelter is a place where Shelter can protect people and cold, and in some parts of the partners can live and build from insects in the world, can be an important source their relationships. This environment that can be of protection from other people means that people can carrying disease-causing who may wish to inflict harm. experience emotions such pathogens. Therefore, as joy, love and happiness, shelter can help to reduce Shelter also acts as a place for promoting their emotional the incidence of conditions people to rest and sleep, allowing health and wellbeing. such as malaria. them to restore and rejuvenate, so they can engage in daily activities. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.2A IN YOUR BOOKLET Complete the first two rows of the table in your booklet regarding how the prerequisites for health can promote positive health outcomes – just complete the description section and the two links to the dimensions of health and wellbeing, we will complete the links to health status indicators later. © HEALTH RESOURCES HUB (HRH) 2024 EDUCATION Impact on positive health outcomes Health and wellbeing Health status Description: the process of When people are able to An education allows people facilitating learning, or the access an education, they to better understand what acquisition of knowledge, skills, can develop logical thinking activities they should values, beliefs, and habits. and reasoning skills. This participate in to promote helps to promote the their health and wellbeing, Education can have a significant functioning of their brain such as receiving impact on positive health outcomes, and mind, enhancing their vaccinations. This can help with individuals who are more highly mental health and to reduce time spent living educated typically experiencing wellbeing. with infectious diseases higher levels of health and (YLD), thus reducing the wellbeing. This may be due to an An education allows people DALY and burden of disease improved ability to make informed to learn about the for these conditions. decisions about their health importance of behaviours behaviours, understand health such as regular exercise. As a result of education, promotion messages, and obtain This can help people to people can improve their employment and earn a decent maintain a healthy body health literacy. This can help income. Education can often be the weight, which promotes them to understand health gateway to accessing resources that their physical health and promotion messages, such can promote positive health wellbeing. as avoiding UV radiation, outcomes. helping to reduce the prevalence © HEALTH RESOURCES HUB (HRH) of skin cancer. 2024 Impact on positive health outcomes FOOD Health and wellbeing Health status Food provides people with a Food allows the body to Description: any substance consumed source of energy so that they access the nutrients required to provide nutritional support for an can engage in daily activities for a well-functioning immune organism. such as attending work. At system. This helps to reduce work, people are able to the likelihood of developing We are all required to consume food engage in an activity that illness and disease and dying each day to allow our bodies to obtain provides meaning and prematurely, which the energy and nutrients it requires to purpose for their life, contributes to an increased function optimally. It also allows individuals to have the energy to promoting spiritual health life expectancy. engage in pursuits such as education, and wellbeing. employment and sporting activities. Access to a nutritious source Food is often at the centre of of food can assist people to Depending on where you live in the activities that bring families maintain a healthy body world, food is not always easy to come and friends together, such as weight. This can help to by, especially fresh nutritious food like a daily dinner or a birthday reduce the prevalence of fruits and vegetables. meal. Therefore, food can conditions such as help to facilitate social overweight and obesity. Food security relates to people being engagement where people able to access an ongoing source of have the opportunity to nutritionally adequate and culturally develop and maintain appropriate food. satisfying relationships (social health and wellbeing). © HEALTH RESOURCES HUB (HRH) 2024 Impact on positive health outcomes INCOME Health and wellbeing Health status Description: money that an With an adequate income, Income allows people to individual receives in exchange people can afford to afford resources such as for providing a service. purchase food to meet their healthcare. This can allow daily energy needs. Having health conditions to be Income plays a role in people’s adequate energy can help diagnosed and treated in a ability to afford many resources people to engage in timely manner, reducing that influence health outcomes. physical activity and mortality rates. increase their fitness levels This includes healthcare, shelter, (physical health and Income allows people to food, education and transport. wellbeing). afford for their children to be part of a sports team or When people are earning an Having access to income activity that allows them to income, this generally also allows means that people are partake in regular physical the government of a country to better able to afford to exercise. This can reduce provide improved services such engage in social activities, the likelihood of them as infrastructure like roads and such as going to a movie. developing an unhealthy This provides an opportunity body weight, helping to rail, public services such as for people to engage with reduce the incidence of hospitals and schools, and social others and develop effective conditions such as obesity. security systems that can prevent communication skills, people from falling into poverty. promoting their social © HEALTH RESOURCES HUB (HRH) 2024 health and wellbeing. COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.2A IN YOUR BOOKLET Complete the rows 3-5 of the table in your booklet regarding how the prerequisites for health can promote positive health outcomes – just complete the description section and the two links to the dimensions of health and wellbeing, we will complete the links to health status indicators later. © HEALTH RESOURCES HUB (HRH) 2024 Impact on positive health outcomes SOCIAL JUSTICE Health and wellbeing Health status Description: equal rights for all, Having equal access to Equal access to education regardless of personal traits such participate in community can improve women’s as sex, class and income, life such as running for knowledge about the risk of ethnicity, religion, age or sexual council, means that people falling pregnant at a young orientation. can be given the age. This can help to reduce opportunity to represent the likelihood of birth This concept relates to the fair their community and be complications, therefore distribution of resources for all heard. This can provide helping to reduce maternal people in society, and equal meaning and purpose in life mortality rates. access to a range of services such and promote spiritual health as healthcare, education and and wellbeing. Equal access to healthcare housing. It also includes equal means that all people no access to employment Equal access to the legal matter their personal traits opportunities, the legal system system means that people can receive treatment when and participation in community can challenge employers if they are unwell. This can life. they feel like they have help to reduce the burden of been denied their rights at disease from common With equal access to these work. This may reduce the conditions such as resources, people then have the stress and anxiety that influenza. opportunity to achieve high levels people may feel about of health and wellbeing. unfair treatment in their workplace. © HEALTH RESOURCES HUB (HRH) 2024 Impact on positive health outcomes EQUITY Health and wellbeing If disadvantaged groups are Health status If disadvantaged groups are Description: relates to fairness and provided with additional provided with additional justice, in particular for assistance so they can assistance to afford essential disadvantaged groups of people. access employment, this can prescription medicines, this This concept sometimes gets increase their chances of can help them to effectively confused with equality, which obtaining a job. Having a job treat common health relates to the same opportunities or can lead to the development conditions such as infections. resources for all. However, equity is of skills and expertise that This can help to reduce referring to providing people with can improve confidence and morbidity levels for these what they need in order to obtain self-esteem, promoting their conditions. positive health outcomes. Therefore, people in disadvantaged mental health and wellbeing. groups, such as low socioeconomic If disadvantaged groups are groups or people who live remotely, If disadvantaged groups are provided with additional may be provided with additional provided with additional assistance so they can assistance to ensure they can assistance so they can access quality housing, this attempt to achieve similar health access healthcare, this can help to reduce the outcomes to those who may be means they are better able likelihood that they will be more advantaged. to have health conditions exposed to the elements The image on the next slide should diagnosed and treated. This such as extreme heat and help you to understand the can therefore promote the cold. This can help to reduce difference between equity and efficient functioning of their associated conditions and equality. body and systems (physical improve self-assessed health health and wellbeing). © HEALTH RESOURCES status HUB for(HRH) these2024people. Source: https://www.diversityresources.com/understanding- the-difference-between-equality-and-equity/ © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.2A IN YOUR BOOKLET Complete the rows 6 and 7 of the table in your booklet regarding how the prerequisites for health can promote positive health outcomes – just complete the description section and the two links to the dimensions of health and wellbeing, we will complete the links to health status indicators later. © HEALTH RESOURCES HUB (HRH) 2024 Impact on positive health outcomes STABLE ECOSYSTEM Health and wellbeing A stable ecosystem means Health status A stable ecosystem also Description: a community that consists of that the living components means that there is all the living and non-living components of such as plants and animals reduced likelihood of a particular area. are able to survive and irregular weather prosper. This can be a patterns like extreme When there is a balance between the source of pleasure and wildfires. This can living and non-living components of an enjoyment for people who reduce the incidence of ecosystem, the needs are being met of the living creatures, such as animals and like to engage with nature, burns and injuries plants, without this detrimentally effecting allowing them to experience associated with these the natural environment, such as water emotions such as joy and events. and soil. happiness, promoting their emotional health and A stable ecosystem also The resources that are found in a stable wellbeing. means that people can ecosystem are often used by humans to engage in activities promote health outcomes, and we often A stable ecosystem reduces such as bush walking. also engage in the natural environment as the likelihood of extreme This can help to a source of enjoyment, such as through weather events such as increase physical activities like bush walking and camping. severe floods and storms. activity levels and A stable ecosystem also means that there This can reduce levels of reduce the likelihood of is reduced likelihood of irregular weather stress and anxiety about people becoming obese patterns like severe storms and extreme getting caught in these and developing type 2 wildfires. events for people who diabetes, reducing the © HEALTH RESOURCES HUB (HRH) 2024 engage in activities such as morbidity levels for SUSTAINABLE RESOURCES Impact on positive health outcomes Description: ensuring that Health and wellbeing resources such as food, water and Health status energy sources are available now Sustainable resources such Ongoing access to clean air and into the future. as clean water can help can reduced the likelihood of The United Nations defines people keep hydrated. This children developing a sustainability as ‘meeting the can promote the efficient respiratory disease such as needs of the present without functioning of their body asthma. This can reduce the compromising the ability of future and systems and improve likelihood of premature generations to meet their own their physical health and death from asthma for needs’. This means that we should ensure that the resources we wellbeing. children and reduce the require to promote positive health under-five mortality rate. outcomes are not consumed in a Ongoing access to resources way that they will deplete and not such as timber can assist Ongoing access to a source be available for future people to build and of energy through generations. This will ensure that maintain shelter. This can renewable energy, such as they can also experience high reduce the stress and solar, means that people levels of health and wellbeing. anxiety people may have can power heating and These resources include things like about feeling safe and cooling in their homes. This food, water, housing, energy secure when they are can reduce the likelihood of sources and clean air. sleeping at night (mental them developing heat health and wellbeing). exhaustion, © HEALTH RESOURCES and increase HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.2A IN YOUR BOOKLET Complete the rows 8 and 9 of the table in your booklet regarding how the prerequisites for health can promote positive health outcomes – just complete the description section and the two links to the dimensions of health and wellbeing, we will complete the links to health status indicators later. © HEALTH RESOURCES HUB (HRH) 2024 KEY SKILLS AND COMMON QUESTIONS The key skill for this section of the course is: Discuss how access to prerequisites for health can promote positive health outcomes Given this key skill, common questions are likely to focus on how the prerequisites can be linked to improvements in health and/or wellbeing and health status for those who experience them. You could also be asked how a lack of access to the prerequisites could have a negative impact on health and wellbeing and/or health status, but unless a question specifies this focus, it is good practise to always frame your answer in a positive sense and focus on having access to the prerequisite, as the key skill mentions ‘promote positive health outcomes’. The table you have been working on and the assessment style practice questions in your booklet will assist you to complete these common questions about the prerequisites. © HEALTH RESOURCES HUB (HRH) 2024 ASSESSMENT TIPS If you are asked to name a prerequisite, ensure that you know the exact names as stated in the key knowledge point. For example, food security is not the same as food and equality is not the same as equity, therefore you are likely to not obtain full marks if you alter the names of the prerequisites. If a question does not ask you to describe a prerequisite, then this is not a necessary part of your answer. Consider the following question: Q: Describe how access to the WHO prerequisite food can promote health and wellbeing. 2 marks To be confident that you will achieve two marks, it is a good idea to link to two different dimensions of health and wellbeing. This sample answer links to physical and social health and wellbeing and would achieve two marks: Access to food can help people to consume enough nutrients to have adequate energy levels to complete daily tasks, such as care for family members. Adequate energy levels can also allow people to attend school or work where they can interact with colleagues or friends and develop and maintain social relationships. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE ASSESSMENT STYLE PRACTICE QUESTIONS IN YOUR BOOKLET Complete the Assessment style practice questions in your booklet. © HEALTH RESOURCES HUB (HRH) 2024 KEY KNOWLEDGE AND SKILLS – 1.1.3 Key knowledge point Youth and Aboriginal and Torres Strait Islander perspectives on health and wellbeing Key skills Describe the subjective nature of health and wellbeing Discuss various perspectives on health and wellbeing, including those of youth and Aboriginal and Torres Strait Islander Peoples © HEALTH RESOURCES HUB (HRH) 2024 DIFFERENT PERSPECTIVES ON HEALTH AND WELLBEING As we mentioned previously, there is not one universally accepted definition for health and wellbeing, and depending on a range of different factors, health and wellbeing can mean different Personal Age things to different people. These factors include experien ces things such as age, personal experiences, culture and levels of education. This is referred to as the Culture subjective nature of health and wellbeing, the idea that what health and wellbeing means or how it is viewed by one person, can be quite different to what it means and how it is viewed by another. Subjective nature of health and In this part of the course, we are going to wellbeing examine youth and Aboriginal and Torres Strait Islander perspectives on health and wellbeing. © HEALTH RESOURCES HUB (HRH) 2024 YOUTH PERSPECTIVES ON HEALTH AND WELLBEING The period of youth is typically considered to range from 12-18 years of age. During this period of time, young people are experiencing changes in their bodies as they navigate puberty, and they are often moving between schools, making new friendships and joining new groups and teams. Given this, it is perhaps not surprising that both physical and social health and wellbeing are particularly important aspects of health and wellbeing for youth. Managing the demands of school, friendships and a changing body can contribute to significant levels of stress, and as the data on the next slide from the 2023 Mission Australia Youth Survey indicates, mental health and wellbeing is also important to youth health and wellbeing. The issues of top concern for young people in 2023 included: - Coping with stress - School or study problems - Mental health - Body image - Climate change - Physical health © HEALTH RESOURCES HUB (HRH) 2024 YOUTH PERSPECTIVES ON HEALTH AND WELLBEING 2023 Mission Australia Youth Survey: Issues of personal concern to young people. Source: https://www.missionaustralia.com.au/publications/youth-survey/3019-youth-survey-report-2023/file © HEALTH RESOURCES HUB (HRH) 2024 YOUTH PERSPECTIVES ON HEALTH AND WELLBEING During the early stages of youth there is often a greater focus on physical health and wellbeing, as many young people often consider this to be the most significant aspect of health. Both social and mental health and wellbeing are also important to young people as the data on the previous and following slide indicate. However, as young people mature, a more holistic perspective of health and wellbeing often emerges that also includes aspects of spiritual and emotional dimensions, although these tend to be less of a focus. The data presented on the following slide demonstrates what young people value from the 2021 Mission Australia Youth Survey. Amongst the top five examples, clear links to social, mental and physical health and wellbeing can be made, reinforcing that these aspects are often of high-importance to youth. © HEALTH RESOURCES HUB (HRH) 2024 YOUTH PERSPECTIVES ON HEALTH AND WELLBEING 2021 Mission Australia Youth Survey: What young people value. Source: https://www.missionaustralia.com.au/publications/youth-survey/2087-mission-australia-youth-survey-report-202 © HEALTH RESOURCES HUB (HRH) 2024 YOUTH VS ADULT PERSPECTIVES ON HEALTH AND WELLBEING When considering various perspectives on health and wellbeing, it can be useful to think about the ‘opposite’ group and how they may view health and wellbeing. By considering what the ‘other’ perspective may be, this may help you to understand what it means to have a particular ‘perspective’ on health and wellbeing. For example, in comparison to young people, high levels of health and wellbeing for older people or adults may include: - Absence of disease and illness or well managed disease and illness, rather than high levels of fitness - Having a small number of close friends and family, rather than lots of friends and wide social network - Being able to manage day to day stress and anxiety rather than the absence of stress and anxiety © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.3A IN YOUR BOOKLET Complete the subjective nature of health and wellbeing table related to differences in how youth and adults may view the dimensions of health and wellbeing. © HEALTH RESOURCES HUB (HRH) 2024 ABORIGINAL AND TORRES STRAIT ISLANDER PERSPECTIVES ON HEALTH AND WELLBEING Aboriginal and Torres Strait Islander Peoples are the first Australians, and the oldest continuous living culture in human history. They have diverse cultures and social and kinship structures, and unique, complex knowledge systems. The National Aboriginal Community Controlled Health Organisation provides the following definition for Aboriginal health from their Constitution: ‘”Aboriginal health” means not just the physical well-being of an individual but refers to the social, emotional and cultural well-being of the whole Community in which each individual is able to achieve their full potential as a human being thereby bringing about the total well- being of their Community. It is a whole of life view and includes the cyclical concept of life- death-life.’ As this definition indicates, cultural wellbeing is a particular focus and of high importance to Aboriginal and Torres Strait Islander Peoples, as is physical, social and emotional wellbeing. This, in addition to connection to Country and self-determination, can influence Aboriginal and Torres Strait Islander Peoples perspectives on health and wellbeing and will be explored in the following slides. © HEALTH RESOURCES HUB (HRH) 2024 ABORIGINAL AND TORRES STRAIT ISLANDER CULTURE Aboriginal and Torres Strait Islander cultures are diverse and often the foundation on which everything else is built. Culture often underpins all aspects of life, including connections to family and community, connection to Country, the expression of values, symbols, cultural practices and traditional and contemporary forms of cultural expression. Depending on the location and community, culture may influence how health information and services are received and whether or not they are engaged with. The National Aboriginal and Torres Strait Islander Health Plan 2021-2031 recognises that culture is a protective factor for social and emotional health and wellbeing and has contributed to the resilience of Aboriginal and Torres Strait Islander Peoples across generations. It also recognises that connection to land and community can improve health outcomes for Aboriginal and Torres Strait Islander Peoples, and that aspects of culture can help to increase levels of physical activity and reduce the incidence of chronic health conditions such as diabetes and cardiovascular disease. © HEALTH RESOURCES HUB (HRH) 2024 ABORIGINAL AND TORRES STRAIT ISLANDER SOCIAL AND EMOTIONAL Connection to body WELLBEING Social and emotional wellbeing is considered the foundation for physical and Social Connection to mind and emotions mental health for Aboriginal and Torres Strait Islander Peoples. Social and and Connection to family and kinships emotional wellbeing and what this entails varies between different cultural groups and individuals, however, it is typically emotio Connection to nal community considered to have seven domains, and these are depicted in the diagram on the Connection to right. Social and emotional wellbeing is a wellbei culture holistic concept that may change across the life span of an individual, as what is Connection to important for a young person’s social and emotional wellbeing may be quite different from what is important to an Aboriginal ng Country Connection to spirit, spirituality Elder. and ancestors © HEALTH RESOURCES HUB (HRH) 2024 ABORIGINAL AND TORRES STRAIT ISLANDER CONNECTION TO Country may have different meanings and COUNTRY significance to Aboriginal and Torres Strait Islander Peoples and communities across Australia. Rather than viewing Country, or land, as just a physical environment, Aboriginal and Torres Strait Islander Peoples often consider Country as a deeply symbolic and spiritual place. Connection to Country can promote resilience and improve health outcomes for Aboriginal and Torres Strait Islander Peoples. The connection between person and Country reinforces Aboriginal and Torres Strait Islander Peoples’ identity and sense of belonging, therefore, if the connection between Aboriginal and Torres Strait Islander Peoples and Country is altered, this can negatively impact on health and wellbeing. © HEALTH RESOURCES HUB (HRH) 2024 ABORIGINAL AND TORRES STRAIT ISLANDER SELF- DETERMINATION Self-determination is an ongoing process of ensuring that Aboriginal and Torres Strait Islander Peoples are able to make decisions about matters that affect their lives. Essential to the exercise of self-determination is choice, participation and control. Self-determination is associated with Aboriginal and Torres Strait Islander Peoples having choice over what is done with their natural wealth and resources, such as land, and how their cultural practices are carried out. Self- determination is associated with improved health outcomes for Aboriginal and Torres Strait Islander Peoples, especially given the legacy of colonisation and dispossession, as through self-determination there is the ability to make choices and take actions that meet their social, cultural and economic needs. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.3A IN YOUR BOOKLET Complete the subjective nature of health and wellbeing table related to differences in how Aboriginal and Torres Strait Islander Peoples and Non-Indigenous Australians may view health and wellbeing. © HEALTH RESOURCES HUB (HRH) 2024 KEY SKILLS AND COMMON QUESTIONS The key skills for this section of the course are: Describe the subjective nature of health and wellbeing Discuss various perspectives on health and wellbeing, including those of youth and Aboriginal and Torres Strait Islander Peoples Given these key skills, common questions are likely to focus on what the subjective nature of health and wellbeing means and what are factors that contribute to this. You could also be asked about the perspectives that youth and Aboriginal and Torres Strait Islander Peoples have on health and wellbeing and how this might differ from other groups, such as adults and Non-Indigenous Australians. You might also be asked about some of the factors that could contribute to these perspectives, in which case you might like to consider influences such as culture, the media, technology and the physical environment. The table you have been working on and the assessment style practice questions in your booklet will assist you to complete these common questions about the prerequisites. © HEALTH RESOURCES HUB (HRH) 2024 ASSESSMENT TIPS A question such as ‘Describe the subjective nature of health and wellbeing’ could be worth 1 or 2 marks in an assessment, therefore you should be flexible in the way in which you would approach such a question. Consider the following sample answers for a 1 and 2-mark question: 1 mark sample answer: Refers to how the meaning of health and wellbeing and what it constitutes can be viewed differently by different people. 2-mark sample answer: Refers to how the meaning of health and wellbeing and what it constitutes can be viewed differently by different people. This can depend on a range of factors including age, personal experiences, culture and levels of education. Therefore, you should always use the mark allocation in conjunction with the question when determining how much detail to include in your answer. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE ASSESSMENT STYLE PRACTICE QUESTIONS IN YOUR BOOKLET Complete the Assessment style practice questions in your booklet. © HEALTH RESOURCES HUB (HRH) 2024 KEY KNOWLEDGE AND SKILLS – 1.1.4 Key knowledge point Indicators used to measure health status, such as incidence and prevalence of health conditions, morbidity, rates of hospitalisation, burden of disease, mortality, life expectancy, core activity limitation, psychological distress and self-assessed health status Key skill Draw conclusions from health data about the health status of youth in Australia © HEALTH RESOURCES HUB (HRH) 2024 WHAT IS HEALTH STATUS? Life Description: An individual’s or a Expectancy population’s overall health, Psychological taking into account various distress aspects such as life expectancy, Core activity amount of disability and levels of limitation disease risk factors. Health Self-assessed Health Status The health status indicators in Status the image to your right are the Rates of examples that you can refer to if Indicato hospitalisation Years of Life a question asks how something rs Burden of Disease Disability Adjusted Life Lost (YLL) Years Lost due may impact on health status (or Years (DALY) to Disability health outcomes). You should Incidence (YLD) know a description for each of Morbidity these health status indicators Prevalence and be able to use them Mortality confidently in a sentence. © HEALTH RESOURCES HUB (HRH) 2024 INFORMATION RELATED TO HEALTH STATUS IS COMMONLY REPRESENTED IN GRAPHS, TABLES AND OTHER FORMS OF DATA This key knowledge point is a good opportunity to practice interpreting and answering questions that use data, as many of the health status indicators referred to in this part of course are often included in tables and graphs using health data. You should practice looking at a variety of tables and graphs that refer to these health status indicators and analyse them for facts, trends and relationships that are evident. You need to be remember that you should be referring to the exact phrases from tables and graphs – don’t change this information in your responses as it may lead to you misrepresenting the information. From the 2025 study design: Students should have opportunities to analyse and interpret a wide range of data types, such as tables, graphs (for example, bar, line and pie graphs), infographics, quotations and case studies. Students should also develop familiarity with a range of data measures such as percentages and ratios. © HEALTH RESOURCES HUB (HRH) 2024 FACTS, TRENDS AND RELATIONSHIPS Fact: a piece of information present in data. Trend: a pattern present in data. Relationship: a connection between two aspects of data. Consider the graph on your right from Australia’s health, 2022. A fact from this information is that in 2018-2020, the life expectancy at birth for Australian females was 85.3 years. A trend from this information is that from 1990 to 2018-2022, female life expectancy at birth was always higher than male life expectancy at birth. A relationship from this information is that as time progressed from 1990 to 2018-2022, there was an increase in both the male and female life expectancy at birth in Australia. © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.4A IN YOUR BOOKLET © HEALTH RESOURCES HUB (HRH) 2024 LIFE EXPECTANCY Life expectancy (expected age at death in Description: An indication of how long a years) in Australia, at different ages and by person can expect to live, it is the sex, 1891–1900, 1960–1962 and 2019–2021 number of years of life remaining to a person at a particular age if death rates do not change. As the graph on a previous slide indicates, over time, there has been a gradual increase in male and female life expectancy at birth in Australia. What do you think might be some reasons for this? Life expectancy can be measured at any age. For example, in the table on your right at age 45 in 2019-21, males were expected to live until 82.9 years and females to 86.4 years. As people pass through the earlier stages of their life such as infancy, childhood and youth, there is a slight increase in their overall life expectancy, as they have survived these somewhat riskier periods of life. https://www.aihw.gov.au/reports/life-expectancy-deaths/deaths-in-australia/contents/life-expectancy © HEALTH RESOURCES HUB (HRH) 2024 MORBIDITY Description: Refers to ill health in an individual and the levels of ill health Incidenc in a population or group. e Prevalen When referring to a health condition, ce you can refer to that condition in relation to morbidity rates. For example, you may mention that ‘… this contributes to an increase in morbidity rates for type 2 diabetes’. Morbidity is made up of both incidence and prevalence rates. Morbidity © HEALTH RESOURCES HUB (HRH) 2024 Incidence of type 2 diabetes, by age and sex, INCIDENCE 2021, Australia Description: The number or rate of new cases of a disease during a specified time, usually a 12-month period. As indicated in the graph on the right, the number of new cases of a condition may be represented per 100,000 of a population and broken down into sex and age. Examining incidence data and trends can help governments and health experts to consider conditions that may be becoming more commonly diagnosed in a community and to examine what might be contributing to these conditions. Source: https://www.aihw.gov.au/reports/diabetes/diabetes/contents/how-common-is-diabetes/type-2-diabetes © HEALTH RESOURCES HUB (HRH) 2024 Prevalence of self-reported coronary heart disease among persons aged 18 and over, by PREVALENCE age and sex, 2017–18, Australia Description: The number or proportion of cases of a particular disease or condition present in a population at a given time. Prevalence data is often presented as a per cent, as indicated in the diagram on the right. Prevalence data is often related to chronic conditions that people experience over an extended period of time. Looking at this information can help governments and health experts to gain a sense of the overall levels of disease in a community and the demands that could be expected to be placed on the health system in relation to a range of different conditions. Source: https://www.aihw.gov.au/reports/heart-stroke-vascular-diseases/hsvd-facts/contents/all-heart-stroke-and-vascular-disease/coronary-heart-disease © HEALTH RESOURCES HUB (HRH) 2024 COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.4B IN YOUR BOOKLET Complete Questions 1-3 © HEALTH RESOURCES HUB (HRH) 2024 MORTALITY Deaths among young people aged 15–24, by Description: Refers to death, age and sex, 2019 particularly at a population level. The mortality rate refers to the number of deaths and is usually expressed per 1,000 or 100,000 people in a population. Expressing the level of death in this way helps to make comparisons to populations of different sizes. As a population increases in size, there may be an increase in the total number of deaths, but there can still be a decrease in the overall mortality rate if this is Source: https://www.aihw.gov.au/reports/children-youth/deaths measured, for example, per 100,000. © HEALTH RESOURCES HUB (HRH) 2024 BURDEN OF DISEASE A measure of the impact of diseases and injuries. Specifically, it measures the gap between current health status and an ideal situation where everyone lives to an old age free of disease and disability. Burden of disease is measured in a unit called the Disability Adjusted Life Year (DALY). Leading causes of total burden by sex and proportion (%) of total burden, 2023, Australia https://www.aihw.gov.au/reports/burden-of-disease/australian-burden-of-disease-study-2023/contents/summary © HEALTH RESOURCES HUB (HRH) 2024 DALY – DISABILITY ADJUSTED Description: A measure of LIFE YEARS Proportion (%) of total burden, and fatal and non- burden of disease, one DALY fatal composition of total burden, for five disease equals one year of healthy groups in Australia life lost due to premature death and time lived with illness, disease or injury. For example, a condition such as type 2 diabetes may have 120,000 DALYs in a year in Australia. 20,000 may be YLLs and 100,000 may be YLDs. DAL YLL YLD Y https://www.aihw.gov.au/getmedia/64e9a67b-6ad5-470b-bac1-119459072021/aihw-bod-39-infocus.pdf © HEALTH RESOURCES HUB (HRH) 2024 YLL – YEARS OF LIFE LOST DUE TO PREMATURE DEATH Dementia burden in Australia in 2015, 2018, 2022 and 2023, by sex: age-standardised Description: A YLL, YLD and DALY per 1,000 people measure of how many years of expected life are lost due to premature death. Years of life lost (YLL) are the fatal component of DALYs. Each YLL represents one year of life lost due to premature death. https://www.aihw.gov.au/reports/dementia/dementia-in-aus/contents/population-health-impacts-of-dementia/burden-of-disease-due-to-dementia © HEALTH RESOURCES HUB (HRH) 2024 YLD - YEARS OF LIFE LOST DUE TO ILLNESS, INJURY OR DISABILITY Australian premature death (YLL) and disability (YLD) health burden by age and Description: A measure of sex, 2022 (persons) how many healthy years of life are lost due to illness, injury or disability. Years lost due to disability (YLD) are the non-fatal component of DALYs. Each YLD represents one year of life lost due to illness, injury or disability. © HEALTH RESOURCES HUB (HRH) 2024 https://www.choreport.health.qld.gov.au/headline-measures/burden-of-disease COMPLETE THE KNOWLEDGE AND SKILLS BUILDING ACTIVITY 1.1.4B IN YOUR BOOKLET Complete Questions 4-7 © HEALTH RESOURCES HUB (HRH) 2024 SELF-ASSESSED HEALTH Self-assessed health status, by STATUS Description: A measure based on a age, Australia. person’s own opinion about how they feel about their health and wellbeing, their state of mind and their life in general. It is commonly sourced from population surveys. Given this health status indicator is based on an individual’s own opinion, it is a subjective measure. Two people who both rate their own health as ‘excellent’ may be basing this on different factors that they consider to be important regarding health and wellbeing. The graph on the right indicates that as people age, they tend to be less likely to rate their own health as ‘excellent’ or ‘very good’, and more likely to rate it as ‘fair’ or ‘poor’. Considering that many health conditions are more likely to arise as we age, this makes sense. https://www.aihw.gov.au/reports/australias-health/australias-health-2018/contents/indicators-of-australias-health/self-assessed-health-status © HEALTH RESOURCES HUB (HRH) 2024 PSYCHOLOGICAL DISTRESS Description: a state of emotional suffering characterised by symptoms of depression Psychological distress among people aged 18 and anxiety. It may include loss of interest, and over, 2010 to 2022–‍2023 unhappiness, desperateness, nervousness, restlessness, and feeling tense. Psychological distress can be measured using a scale such as the Kessler Psychological Distress Scale. This scale consists of 10 questions on non‑specific psychological distress and relates to the level of anxiety and depressive symptoms a person may have felt in the preceding 4- week period. Results are then typically grouped into low, moderate, high or very high psychological distress. Often people experiencing psychological distress are more likely to engage in smoking, vaping, and drinking alcohol at risky levels. This alongside their psychological distress can contribute to health conditions such as mental illness. © HEALTH RESOURCES HUB (HRH) 2024 Source: https://www.aihw.gov.au/reports/mental-health/mental-health-alcohol-drugs#:~:text=Psychological%20distress%20is%20broadly%20defined,tense%20(AIHW%2C%202023). Communicat Mobility Self-care ion CORE ACTIVITY LIMITATION - Understandin - Using public transport - Showering Description: When an individual has g and being - Moving about or bathing difficulty with or requires assistance with understood the usual place - Dressing the three main areas of life; by family or of residence - Eating communication, mobility and self-care. friends (home) - Toileting - - Getting into or There are a range of reasons why someone may have difficulty with what are Understandin out of a bed or considered the ‘core’ or main activities in g and being chair life, and this may include illness and injury. understood - Walking up and by strangers down stairs The table on the right includes some without a examples related to each of the three main Profound Severe Moderate Mild core activity areas. handrail limitation limitation limitation limitation Core activity limitation can be classified Greatest Needs help No need for No need for into different levels depending on the need for sometimes help but help and no amount of assistance required to carry out help, that or has has difficulty, the three core activities. These levels is, always difficulty difficulty but uses include profound, severe, moderate and mild. needs help with a core aids or has with at activity limitations least one © HEALTH RESOURCES HUB (HRH) 2024 core Hospitalisations per 1,000 population in Australia, 2018-19 to 2022–‍23 RATES OF HOSPITALISATION Light blue represents private hospitals and dark blue represents public hospitals. Description: the number of patients admitted to hospital in a population, usually measured per 1,000 population. The most recent data indicates that there were 12.1 million hospitalisations for admitted patients in 2022–23, which is a rate of 415 hospitalisations per 1,000 population. The average length of stay was 2.7 days and people aged 65 and over accounted for 44% of hospitalisations. Aroun

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