| Effective Term: | 2025/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Health and Behaviour Change |
| Unit ID: | BEHAV3003 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (At least 60 credit points from BEHAV or PSYCB subject-area at any level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (PSYCB3105) |
| ASCED: | 090701 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to provide students from a range of disciplines with an understanding of health behaviours, theories/models of health behaviour change, and effective methods of promoting public and individual health. Students will learn about and practice specific interventions that are used to assist people in changing their health behaviours, or to support them to better manage an existing health condition. The content of this unit will also provide a solid grounding for any further study in psychology, the health sciences, or other courses where graduates will be working with clients. Particular emphasis is placed on the development of communication, social, and problem-solving skills that are required when working with individuals in a health counselling or coaching context. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Reflect on the complexity of human health behaviour |
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| K2. | Identify and analyse the factors that contribute to health behaviours |
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| K3. | Appraise key theories and concepts in changing health behaviour |
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| Skills: |
| S1. | Determine how behaviour can have an impact upon health |
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| S2. | Compare and critique the evidence used to support approaches to health behaviour change |
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| S3. | Develop effective tools for health promotion |
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| S4. | Develop communication and problem-solving skills used in a councelling context |
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| Application of knowledge and skills: |
| A1. | Evaluate health behaviour using the scientific method |
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| A2. | Propose a treatment plan for health behaviour change |
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| A3. | Demonstrate effective communication of their own and others ideas in written reports and presentations |
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| Unit Content: |
This may include:
Topics may include:
1. What is health?
Health behaviours
Predicting behaviour using behaviour change models
Promoting individual health
Promoting public health |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K3, S1, S2, S3, A2 | Demonstrate and apply knowledge from the prescribed readings, lectures and tutorials in response to questions | Quizzes | 15-25% | | 2. | K1, K2, K3, S1, S2, S3, S4, A1, A2, A3 | Problem-based learning case study report demonstrating an understanding of the relationship between health behaviour and behaviour change | Written Assignment | 35-45% | | 3. | K1, K2, K3, S1, S2, S3, A1 | Demonstrate and apply knowledge from the prescribed readings in response to questions | Test | 35-45% |
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