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Not currently available in 2020

Unit description

Explores the complex nature of young people's health and wellbeing and the role that various organisations and professionals play in working to promote young people's health. A particular focus is placed on the current health priority areas of sexual health, relationships, drugs and alcohol and the complex nature of young people's behaviour and actions that relate to each area. Students will critique current public health policy and initiatives and reflect on ways they can better support children and young people's health within their own professional context.

Unit content

Module 1: Theoretical foundations of young people's health

Understanding young people's health and wellbeing - key concepts and definitions / Health and wellbeing status of young people - facts and figures / Contemporary theories and perspectives on the health of children and young people / Indigenous perspectives on health and wellbeing / Risk, risk taking and decision making by young people.

Module 2: Supporting and promoting young people's health

Key policies and frameworks for health promotion and health education / Unpacking health promotion strategies / The role of schools, community and professional organisations, governments and families in health promotion / Harm minimisation and its application in relevant fields (i.e. sex education, drug education, safety) / Dealing with controversial and sensitive issues, creating safe environments, affirming diversity  / Working with families, community and government.

Module 3: Understanding issues of drug and alcohol use

Current patterns and trends of substance use in Australia / Breaking down the myths and stereotypes surrounding substance use / The nature and effects of commonly used substances / Exploring safe alternatives to drug use.

Module 4: Understanding issues of sexuality and relationships

Perspectives on sexuality and its social construction - gender, power, personal identity, psychosexual and developmental perspectives, societal expectations, assumptions and attitudes / Social, ethnic, cultural and religious issues in relation to sexuality and sexuality education / Sexually responsible behaviour, sexual choices and their consequences / Helping young people establish and maintain quality relationships.

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1discuss key concepts, definitions, theories and priorities related to young people's health and wellbeingIntellectual rigour
2identify and analyse key factors that contribute to the health status of young peopleIntellectual rigourCultural competence
3discuss notions of risk, risk taking and harm minimisation as it relates to young people's health in relevant fields (i.e. sex education, drug education, safety)Intellectual rigourEthical practice
4critically discuss a range of contemporary and historical policy responses to young people's healthIntellectual rigourEthical practiceCultural competence
5explain the role that schools, community organisations and professional, governments and families play in promoting healthIntellectual rigourEthical practiceCultural competence
6reflect on ways they can better support children and young people's health within their own professional context.Intellectual rigourEthical practiceCultural competence

On completion of this unit, students should be able to:

  1. discuss key concepts, definitions, theories and priorities related to young people's health and wellbeing
    • GA1: Intellectual rigour
  2. identify and analyse key factors that contribute to the health status of young people
    • GA1: Intellectual rigour
    • GA7: Cultural competence
  3. discuss notions of risk, risk taking and harm minimisation as it relates to young people's health in relevant fields (i.e. sex education, drug education, safety)
    • GA1: Intellectual rigour
    • GA3: Ethical practice
  4. critically discuss a range of contemporary and historical policy responses to young people's health
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA7: Cultural competence
  5. explain the role that schools, community organisations and professional, governments and families play in promoting health
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA7: Cultural competence
  6. reflect on ways they can better support children and young people's health within their own professional context.
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA7: Cultural competence

Teaching and assessment

Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.

Fee paying courses
For postgraduate or undergraduate full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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