HLT242 Task 1 Critical Reflections Assessment

Description

The goal of this assessment is for you reflect on the perspectives of Aboriginal or Torres Strait Islander peoples to demonstrate your ability to examine and critically analyse the life-course perspective as it pertains to Australia's First Nations Peoples.

Instructions

• The life course perspective comprises four (4) written analyses.
• Each written reflection has a 400-word count requirement (+10/-10%).
• Each reflection should contain at least two (2) scholarly references. 
• The analyses will be on four (4) of the following components of the life course perspective:   
  • One: Indigenous maternal health and parenting 
  • Two:  Indigenous childhood health and development (0 to 14 years)
  • Three: Indigenous adolescent and youth health (15 to 24 years) and
  • Four: Indigenous adults (25 to 54 years)

Please note that the life course stage older Indigenous adults, 55 years and older will be used as an example in class and will NOT be an option to choose for your assessment.

Using the life course perspective and ONE of the ecological health and wellbeing determinants models discussed in class (Indigenous Determinants of Health model, OR Bronfenbrenner’s ecological model), you will reflect on factors that influence the health and wellbeing of Aboriginal and Torres Strait Islander people at each of the four life course stages listed above.

Each reflection will be based on a narrative (e.g. book section, book chapter) in the voice of an Aboriginal or Torres Strait Islander person.

 Some narratives will only include one life stage so you might need different narratives for different life course stages. However, you should use the same model for each of the narratives.

 A selection of narratives will be provided in the course readings under Assessment Task 1.

Assessment task 1 Structure

Heading 1/2/3/4 (Name the narrative and identify the life course stage prevalent within this narrative)

Include the following under each heading:

• Based on each of the chosen narratives (which demonstrates listening to Indigenous voices and perspectives)

and the literature (which demonstrates evidence), identify the health and wellbeing determinants most influential

to this person at this life stage and how this affects their health and wellbeing.

 Structure your discussion of determinants according to the model you are using and include both positive and negative determinants of health, i.e. both protective factors and risk factors. To take your analysis a little deeper, you can also reflect on the impact of determinants on the health and wellbeing of the community. Occupational Therapy students can also choose to identify how occupations or performance are also affected.

Resources/Reflection references

• For this task, you are required to base your reflection on narratives by Aboriginal or Torres Strait Islander people (or other Indigenous peoples if negotiated with course coordinator) and integrate evidence to support your response in each reflection of the four life course stages you have chosen. 
• A list of suitable narratives is included in the course readings under assessment task 1.
• It is recommended you draw upon your course readings as well as other relevant academic sources for evidence. Academic or scholarly sources include academic journal articles or textbooks as a preference, or high-quality websites such as Lowitja Institute, WHO, or government websites. 
• Please do not reference fact sheets (refer to primary source), or news websites.
• Please use Vancouver style of referencing for your in-text referencing and reference lists.  
• Each reflection should contain a minimum of two (2) academic or scholarly references (one for the ecological health and wellbeing determinants model you are using and the other for evidence regarding determinants of health and wellbeing.