The social ecological model of health

The social ecological model of health (SEMH) is cited extensively as forming the foundation of thinking in a number of public health fields over the past twenty years. However, the SEMH has not been without controversy, nor have the concepts contained in the model always been readily translated into practice. This week we are focusing on how the SEMH has transpired within health promotion, although you should be able to see how the criticisms and issues can be readily seen in other fields in public health.

First of all, you need to read the following articles.These two articles have the same lead author and represent an ongoing conversation around how the SEMH has been used and could be used to guide health promotion work. Please note, these articles have been written from an American context where the terms health education and health promotion have often been used interchangeably. This is not the case in Australia or other countries which differentiate between health education (primarily aimed at changing behaviour through information giving) and health promotion (as described in the Ottawa Charter).

Golden, S & Earp, JA 2012, ‘Social ecological approaches to individuals and their contexts: twenty years ofHealth Education & Behaviour health promotion interventions’,Health Education & Behaviour, vol. 39, no. 3, pp. 364-372.

Golden, S, McLeroy, K, Green, L, Earp, JA, Lieberman, L 2015, ‘Upending the social ecological model to guide health promotion efforts toward policy and environmental change’,Health Education & Behaviour, vol. 42, no. 1S, pp.8S-14S.

From these readings, provide answers to the following questions:

In your own words, outline thedifferent levels of the SEMH:Document Preview:

PBHL20001 Understanding Public Health STUDY GUIDE &WORKBOOK 2019 Created with an evaluation copy of Aspose.Words. To discover the full versions of our APIs please visit: https://products.aspose.com/words/ Preparation is very important in this unit. In order to do well, it is necessary to come to class ready to work with and discuss the material covered in the unit. This same preparation will help you do well on your assessment for the unit and will allow you gain maximum benefit and mastery that will help you in your future studies in this course as well as in your professional life when you graduate. It is up to you to make the most of your study experience and to take responsibility for your own efforts to do well in the course. A range of material is provided for you as part of this unit. Much of this material can be found on the Moodle site for the unit and is presented in weekly sections that correspond to the topic and activities for each week of the term. A unit timetable is contained in the unit guide and is also available as a separate document on the Moodle site. It is important to be familiar with the timeline for the unit and to refer to this timetable to ensure that you are up to date and are covering the required material for each week of the term. For each topic to be covered, there are required readings that are taken from your textbook or are available through the Moodle site for the unit. You must read the required readings for each week, and this must be done before your tutorial. You are not required to read the suggested readings, but it would very advantageous to do so because they will provide you with additional background and knowledge. Some of the readings from this unit are drawn from journals in the field of public health or from other academic texts. The authors of these works are among the major figures in the field, and the readings selected reflect critical understandings that have structured its development.

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