| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Health and Wellbeing in Diverse Communities |
| Unit ID: | CHSUG3003 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (At least 30 credit points from ANY subject-area at 1000-1999 level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (WELSI2200) |
| ASCED: | 090515 |
| Other Change: | |
| Brief description of the Unit |
This unit explores the social, political and cultural issues related to physical and mental health and wellbeing in Australian and International communities. These issues will be explored within the lens of the social origins of health. It will critique the bio-medical origins of health and explore alternative theoretical frameworks, such as social determinants of health, social origins of health, psychosocial and ecological practice models. Particular attention will be given to social determinants of health and how race, ethnicity, sexuality, gender and trauma impact on the wellbeing of communities. It will explore how health policy impacts on different and diverse communities and their impact on health equity and access to services for differently placed individuals and communities. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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. | Examine health and mental health issues from a variety of perspectives including; practitioners, serviceusers and consumer advocates, locally, nationally and internationally. |
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| K2. | Define what is meant by good health, mental health and wellbeing and how these definitions are socially constructed. |
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| K3. | Identify social, cultural, political and economic structural factors in the health and mental wellbeing of all peoples. |
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| K4. | Critically evaluate policies and practices that influence the health and mental health agenda and their impact on equity and access issues. |
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| Skills: |
| S1. | Develop research skills by exploring literature, key concepts and contemporary developments. |
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| S2. | Communicate social determinants of health to a variety of audiences. |
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| S3. | Describe and explain a variety of perspectives about health, mental health and wellbeing to a broad audience. |
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| Application of knowledge and skills: |
| A1. | Apply contemporary perspectives about health, mental health and wellbeing to practices in community and human services. |
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| A2. | Communicate with a variety of individuals and communities around the social determinants of health. |
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| Unit Content: |
•Conceptualizing Health and Wellbeing: introducing theory and policy frameworks - The bio-medical model/social origins of health/social determinants of health - Constructions of health and wellbeing in health policy - Equality equity and social determinants of health.
•Practice of Health and wellbeing in diverse settings including indigenous populations, migrants and refugees - Race, racism and culture in health settings - Identity, and sexuality - Gendered violence in diverse communities - Re-traumatisation by the system - Poverty, class and health - Disability - Substance abuse and addiction.
•Health and wellbeing practice frameworks when working with diverse communities - Health promotion and health literacy - Trauma informed practice - Holistic/cultural inclusivity and sensitivity - Person in place. |
| 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 2 - Student demonstrates some independence within provided guidelines | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, S1, S2, A1, A2 |
Analyse and critique the theoretical underpinnings of an identified contemporary healthy policy/intervention in Australia or international context |
Discussion/White Paper |
25-35% |
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| 2. |
K1, K2, K3, S1, S2, A1, A2 |
Identify 2-3 critical health indicators within Australian society for which there is an identified disparity between mainstream community outcomes and those of an identified diverse community/group |
Report |
30-40% |
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| 3. |
K1, K2, K4, S1, S2, S3, A1 |
In this assessment you are required to present an approach to practice within an identified community/group such as a psycho social model |
Essay |
30-40% |
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