Task description:
Students are to present a personal social-ecological health map in PowerPoint poster format (1 poster size slide in total) with narrated discussion which clearly articulates an evidence-based analysis of their own personal social-ecological health history.
The PowerPoint poster should be based around the social-ecological model of health example below. The purpose of the personal social-ecological map analysis is for students to identify the multitude of factors which impact their health and wellbeing narrative. In essence, to connect life to learning.
Students are to keep in mind that a PowerPoint poster requires a different approach and structure to traditional essay assignment pieces. Only include key elements/findings in dot point format/short sentence like explanation on slides and expand on these points in more depth and detail in the narrated discussion component.
Students are encouraged to adopt a critical, insightful and reflective approach in unpacking and discussing their own social and ecological health map. A thorough and objective dissection of your personal history will enrich your assignment and will better support your overall understanding of the social and contextual determinants of health.
We do understand that this process may be triggering and confronting for some students, however we also feel the process will be illuminating and therapeutic for others. We can assure you that assignment marking is carried out ‘blind’ using student numbers only and your personal information will be kept confidential (notwithstanding the safety considerations outlined below).
Option 1
Involves students demonstrating their knowledge of how health issues can impact at all levels of the social-ecological health model. Students who select this option will choose one personal health issue and provide discussion and evidence of how that health issue impacts (either positively of negatively) across all 4 layers of the social ecological model or how elements within the social-ecological health model impact or exacerbate the identified health issue.
For example: A cancer diagnosis and how it can impact health at the individual, relationship, community or societal level and/or how elements within each layer (eg genetics at the individual layer) impact/influence the cancer diagnosis. Students can obviously address multiple health-related impacts (either positively or negatively) within each layer of the model.
Students can obviously address multiple factors within each layer of the model from which to discuss their overarching health issue, however I would suggest a maximum of 2 elements per layer of the model (total of 8 all up) to achieve the required depth of discussion within the identified word count and time frame)
Option 2
Involves students demonstrating their knowledge of how each layer of the social-ecological health model can impact health/contribute to health consequences (either positively or negatively). Students who select this option will choose multiple personal health factors/issues/experiences/consequence which can be related to/influenced by each individual layer of the social-ecological model of health (individual, relationship, community or societal. Conversely, elements within each layer of the model may contribute to/exacerbate those identified health issues.
For example, under individual factors, the student may wish to discuss their substance use and associated health impacts (eg on weight) or how genetics (as an individual level factor) influences substance use. Under relationship factors, they may wish to explore poor mental health as a consequence of bullying in their workplace. Under community factors, they may wish to explore their improved fitness as a result of moving to an area with more bike paths and under societal factors, they may wish to explore the impact of health policy (eg closing the gap) on them and their community (if they identify as Indigenous).
Students can obviously address multiple health-related issues within each layer of the model, however, I would suggest a maximum of 2 health issues per layer of the model (total of 8 all up) to achieve the required depth of discussion within the identified word count and time frame).
Community' characteristics where the student is required to identify and discuss their health in relation to key community factors including the local natural or built environment, green space, availability of and access to local amenities/schools, workplaces, places of worship/ neighbourhood demographics, critical infrastructure etc supported by peer-reviewed academic or government literature.
'Societal' characteristics where the student is required to identify and discuss their health in relation to key societal factors including legislation/policy/global events/technology/social and cultural norms etc) supported by peer-reviewed academic or government literature.
Narrated component to support the written and graphic material provided on your poster. The overall length of audio narrated content should not exceed 6 minutes. You can allocate narration time as you see fit, e.g you may require more time on particular parts of your personal social-ecological health history than others depending on the amount of content/detail you wish to provide. The word count does not include the amount of words you speak in your narration.
