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  2. Child and Adolescent Health [HST3100]

Faculty of Health, Engineering and Science

School: Exercise and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Child and Adolescent Health

  • Unit Code

    HST3100

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines child and adolescent health from a socio-ecological perspective. Students investigate the theories and stages of child development and their implications for health enhancement.Best practice strategies which support the health and wellbeing of children are explored in school and community settings. Students also engage with contemporary learning tools in order to develop holistic health promotion approaches for a range of child health issues.

Equivalent Rule

Unit was previously coded HST2222

Learning Outcomes

On completion of this unit students should be able to:

  1. Advocate for advances in the health and safety of children and adolescents.
  2. Analyse the role of risk and protective factors for a range of hazardous and harmful child and adolescent health behaviours.
  3. Analyse theories, stages and critical transition points of child and adolescent development.
  4. Describe the trends of and challenges to the health status of Australian children and adolescents.
  5. Engage with child and adolescent health agencies and other relevant organisations.
  6. Identify national and international best practice child and adolescent health interventions.
  7. Identify the health needs and best practice strategies for working with vulnerable child and adolescent populations including Indigenous youth.

Unit Content

  1. Agency partnerships, support opportunities and advocating for young peoples health and wellness.
  2. Best practice strategies framed within a 'Health Promoting School' approach including actions, processes, and practices.
  3. Causal and contextual child and adolescent developmental theories, stages and critical transitional points.
  4. Challenges in supporting health needs.
  5. Health status and trends.
  6. National and international approaches to child and adolescent health with research translation from ECU's Child Health Promotion Research Centre and others.
  7. Regional and remote strength-based approaches: civic responsibilities and engaging vulnerable young people including culturally and linguistically diverse (CALD) and Indigenous populations
  8. Risk and protective factors in building resilience, school readiness, capacity building and partnerships to support young people.
  9. Scenarios and case studies highlighting contemporary health and education approaches to a range of issues: alcohol and other drugs, road aware, mental health, sexual health, sun protection, asthma and chronic conditions, healthy eating and physical activity.
  10. Socio-ecological approachto parent, family, school, and community engagement.

Additional Learning Experience Information

Lectures, research and industry presentations. Task-oriented scenario and case study analysis including cross-cultural and international context. Teaching and learning strategies and activities to generate ideas.Collaborative learning and group activities. E-learning activities.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentHealth inquiry30%
PresentationGroup partnership task40%
ExaminationEnd of semester examination30%
ONLINE
TypeDescriptionValue
AssignmentHealth inquiry30%
PresentationGroup partnership task40%
ExaminationEnd of semester examination30%

Text References

  • Rowling, L., & Samdal O. (2013). The implementation of health promoting schools: Exploring the theories of what, why, how. London: Routledge.
  • WA Health Promoting Schools Association. (2011). What is a health promoting school? (2nd ed.). Perth, Australia: WAHPSA.
  • Stewart-Brown, S. (2006). What is the evidence on school health promotion in improving health or preventing disease and, specifically, what is the effectiveness of the health promoting schools approach? Copenhagen: WHO.
  • School Drug Education & Road Aware. (2013). Challenges & choices: Resilience, drug and road safety education. Perth, Australia: SDERA.
  • Barkway, P. (2013). Psychology for health professionals (2nd ed.). Chatswood: Elsevier.
  • Mindmatters. (2010). School matters whole school audit tools. Melbourne: Curriculum Corporation.
  • International Union for Health Promotion and Education. (2009). Achieving Health Promoting Schools: Guidelines for promoting health in school. (version 2), Paris: IUHPE.
  • Australian Institute of Health & Welfare. (2010). Health and wellbeing of young Australians: indicator framework and key national indicators. Canberra: AIHW.
  • Australian Institute of Health & Welfare. (2012). Australia's health 2012. Canberra: AIHW.
  • Premier's Physical Activity Taskforce. (2009). Child and adolescent physical activity and nutrition survey. Perth, Australia: Western Australian Government.

Journal References

  • Australian Journal of Rural Health
  • Journal of School Health
  • Virtually Healthy
  • Health Promotion Journal International
  • Health Promotion Journal of Australia
  • Health Education Quarterly
  • Health Education
  • Australian Aboriginal Studies
  • Australian and New Zealand Journal of Public Health
  • Australian Indigenous Health Bulletin

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HST3100|1|1

Faculty of Health, Engineering and Science

School: Exercise and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Child and Adolescent Health

  • Unit Code

    HST3100

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines child and adolescent health from a socio-ecological perspective. Students investigate the theories and stages of child development and their implications for health enhancement.Best practice strategies which support the health and wellbeing of children are explored in school and community settings. Students also engage with contemporary learning tools in order to develop holistic health promotion approaches for a range of child health issues.

Equivalent Rule

Unit was previously coded HST2222

Learning Outcomes

On completion of this unit students should be able to:

  1. Advocate for advances in the health and safety of children and adolescents.
  2. Analyse the role of risk and protective factors for a range of hazardous and harmful child and adolescent health behaviours.
  3. Analyse theories, stages and critical transition points of child and adolescent development.
  4. Describe the trends of and challenges to the health status of Australian children and adolescents.
  5. Engage with child and adolescent health agencies and other relevant organisations.
  6. Identify national and international best practice child and adolescent health interventions.
  7. Identify the health needs and best practice strategies for working with vulnerable child and adolescent populations including Indigenous youth.

Unit Content

  1. Agency partnerships, support opportunities and advocating for young peoples health and wellness.
  2. Best practice strategies framed within a 'Health Promoting School' approach including actions, processes, and practices.
  3. Causal and contextual child and adolescent developmental theories, stages and critical transitional points.
  4. Challenges in supporting health needs.
  5. Health status and trends.
  6. National and international approaches to child and adolescent health with research translation from ECU's Child Health Promotion Research Centre and others.
  7. Regional and remote strength-based approaches: civic responsibilities and engaging vulnerable young people including culturally and linguistically diverse (CALD) and Indigenous populations
  8. Risk and protective factors in building resilience, school readiness, capacity building and partnerships to support young people.
  9. Scenarios and case studies highlighting contemporary health and education approaches to a range of issues: alcohol and other drugs, road aware, mental health, sexual health, sun protection, asthma and chronic conditions, healthy eating and physical activity.
  10. Socio-ecological approachto parent, family, school, and community engagement.

Additional Learning Experience Information

Lectures, research and industry presentations. Task-oriented scenario and case study analysis including cross-cultural and international context. Teaching and learning strategies and activities to generate ideas.Collaborative learning and group activities. E-learning activities.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentHealth inquiry30%
PresentationGroup partnership task40%
ExaminationEnd of semester examination30%
ONLINE
TypeDescriptionValue
AssignmentHealth inquiry30%
PresentationGroup partnership task40%
ExaminationEnd of semester examination30%

Text References

  • Rowling, L., & Samdal O. (2013). The implementation of health promoting schools: Exploring the theories of what, why, how. London: Routledge.
  • Barkway, P. (2013). Psychology for health professionals (2nd ed.). Chatswood: Elsevier.
  • Australian Institute of Health & Welfare. (2012). Australia's health 2012. Canberra: AIHW.
  • Australian Institute of Health & Welfare. (2010). Health and wellbeing of young Australians: indicator framework and key national indicators. Canberra: AIHW.
  • Stewart-Brown, S. (2006). What is the evidence on school health promotion in improving health or preventing disease and, specifically, what is the effectiveness of the health promoting schools approach? Copenhagen: WHO.
  • Mindmatters. (2010). School matters whole school audit tools. Melbourne: Curriculum Corporation.
  • Premier's Physical Activity Taskforce. (2009). Child and adolescent physical activity and nutrition survey. Perth, Australia: Western Australian Government.
  • School Drug Education & Road Aware. (2013). Challenges & choices: Resilience, drug and road safety education. Perth, Australia: SDERA.
  • WA Health Promoting Schools Association. (2011). What is a health promoting school? (2nd ed.). Perth, Australia: WAHPSA.
  • International Union for Health Promotion and Education. (2009). Achieving Health Promoting Schools: Guidelines for promoting health in school. (version 2), Paris: IUHPE.

Journal References

  • Virtually Healthy
  • Journal of School Health
  • Health Promotion Journal International
  • Health Promotion Journal of Australia
  • Health Education Quarterly
  • Health Education
  • Australian and New Zealand Journal of Public Health
  • Australian Indigenous Health Bulletin
  • Australian Journal of Rural Health
  • Australian Aboriginal Studies

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HST3100|1|2